The connection between engagement and interaction is extremely strong, so these terms are often used almost synonymously in literature (Anderson, 2003). One of the most influential theoretical frameworks is that of Chickering and Gamson (1987) Seven Principles for Good Practice in Undergraduate Education, which includes the following principles:
- frequent communication between teachers and students
- cooperation among students
- promoting active learning
- timely feedback
- focus on academic effort
- setting high expectations and
- respecting different learning styles and needs.
Frequent communication between teachers and students
Close and frequent contact with teachers is the most important stimulus for student motivation and engagement. When teachers show concern, students are more likely to get through difficult times and persevere. Knowing teachers personally strengthens intellectual commitment and encourages students to reflect on their values and plans. Relationships built outside the classroom further enhance feelings of belonging and security.
Collaboration among students
Learning is more effective when it is a collaborative effort, not an individual race. Collaboration fosters deeper understanding and increases motivation. Sharing ideas and feedback strengthens critical thinking. Student groups and peer tutoring facilitate the progress of those who need extra help.
Promoting active learning
Learning is not about observing from the stands – it requires engagement. Students need to speak, write, connect, and apply knowledge to their own situations. Active participation leads to deeper understanding and personal growth. Discussions, team projects, and practical assignments shape lasting knowledge.
Timely feedback
Feedback helps students understand what they know and what they need to learn. Regular opportunities for review and counseling increase the quality of learning. Assessments should be linked to concrete suggestions for improvement. Reviewing what has been achieved shapes the ability to self-assess and plan further learning.
Focus on academic effort
Time and energy are the keys to learning. Without investing enough time, there are no lasting results. Students need to be taught how to manage their own time. A realistic allocation of time brings better quality learning and teaching.
Setting high expectations
Excellence should be expected of students, and they can achieve it. It motivates both the less prepared and the most talented. Teachers and institutions must set the same demands on themselves and on students.
Respecting different learning styles and needs
Students come with different strengths, some excel in discussions, others in practical tasks. Learning should be tailored to their strengths, but also challenged in new ways. Individualized approaches open up avenues for different learning styles. Valuing diversity increases engagement and a sense of competence.
Although originally designed for contact forms of teaching, these principles are also successfully applied in an online environment.
Additionally, Moore (1993) defines three fundamental types of interaction that are considered essential for effective online education:
- student interaction with the content
- student-teacher interaction
- interaction among students.
These components represent a starting point for understanding the dynamics of engagement in an online teaching context.