Measuring Engagement: Different focus, different results
Much research exists on various aspects of engaging students with course material, the faculty, and their peers. Furthermore, it is possible that there will never be a universal definition of what engagement means; thus, the likely outcome of engagement definitions will be based on what an instructor hopes to obtain in a particular class through use of engagement techniques. Research was conducted on four sections of an online graduate accounting and finance course (ADMG531) to see if a change in the textbook and discussion questions might improve on the engagement in the class. The choice of textbook and the design of the discussion questions sought to engage the curiosity of students with the subject matter. The results show that when a faculty can define what engagement looks like for a particular class, and builds the mechanisms to achieve the level of engagement desired, amazing learning occurs. A discussion of these results and recommendations for further research complete this paper.