Clicks, Comments, and Conversations: What Drives Meaningful Engagement?

Resources

To prepare for the session, here are some resources to spark your thinking on this topic. We have taken some from the list at the end of the original presentation.

1. Utley, S. & Pineo, C. (2024) Do we like the like button? An evidence-based analysis of its benefits in supporting learner engagement
Presentation from the Annual ALT Conference 2024. This study explored the impact of introducing a ‘Like’ button in Canvas discussion forums. The research focused on whether the button increased learner engagement, reduced written responses, or affected the quality of those responses. Findings indicate that the ‘Like’ button may slightly boost overall interaction but could reduce the frequency and quality of written responses. However, correlation analysis suggests that the decrease in meaningful responses is unlikely to be directly caused by the ‘Like’ button.

2. The Moodle Community (2014) Moodle in English: The Like buttom (sic)
The Moodle community explores the potential integration of a ‘Like’ feature in Moodle forums to enhance user engagement. Participants debate the benefits, such as increased interaction and recognition, against concerns that it might reduce meaningful contributions and thoughtful discourse. Some suggest that while a ‘Like’ button could boost social interaction, it should be optional and carefully implemented to avoid diminishing the quality of discussions. Alternatives like peer badges are also proposed to acknowledge contributions without oversimplifying feedback mechanisms.

3. Ding, L., Er, E., & Orey, M. (2018) An exploratory study of student engagement in gamified online discussions
Full article available with your UoL Online library login. This study explores how gamification affects student engagement in online discussions using the gEchoLu tool in an undergraduate course. Data from surveys, interviews, and the tool revealed increased engagement, despite technical issues and peer-related challenges. Insights from the teaching assistant highlighted both benefits and obstacles, offering lessons for improving gamified learning.

4. Gikandi, J. W., Morrow, D., & Davis, N. E. (2011) Online formative assessment in higher education: A review of the literature
Full article available with your UoL Online library login. This review examines formative assessment in online and blended contexts. Techniques like self-quizzes, forums, and e-portfolios enhance learner engagement and community building. Effective practices include formative feedback, learner-centered approaches, and authentic activities to improve validity and reliability.

5. Pletikosa Cvijikj, I., & Michahelles, F. (2013) Online engagement factors on Facebook brand pages
Social networks have transformed marketing by emphasizing non-transactional customer behaviors like engagement and participation, challenging traditional one-way marketing approaches. This study examines how factors such as media type, content type, and posting timing influence customer engagement on a Facebook brand page, measured by likes, comments, shares, and interaction duration. The findings reveal varied effects of these factors on individual engagement metrics, offering insights for optimizing social media marketing strategies.

6. Rourke, L., & Kanuka, H. (2007) Barriers to online critical discourse
This qualitative case study examines barriers to critical discourse in online forums during a 15-week graduate-level humanities course. Analysis of forum messages and interviews with five students revealed three key issues: students didn’t view the forum as a space for critical debate, perceived critiques as personal attacks, and found critical discourse burdensome for earning participation marks. To address these challenges, the study suggests structured learning activities with clear roles and fair assessment methods reflecting the effort needed for meaningful engagement.