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This study aims to establish a framework for student evaluation of online teaching and learning (SEOTL) through an analysis of SEOTL instruments implemented by universities and colleges. From a list of 131 R1 and 135 R2 institutions, we searched, reviewed, and identified 27 instruments for student evaluation of online teaching. A five-dimensional evaluation framework with 24 categories of elements was developed through an analysis of these instruments. There were 278 evaluation elements among the 27 instruments. We found that most instruments focus more on the Course and Instructor dimensions, with Instructor Facilitation and Learning Goals and Objectives elements occurring most frequently. However, Organization and Technology dimensions with Advising Availability and Adequacy, Registration Procedures, Support Services, and Online Help Desk elements were least included. This study has implications for administrators, instructors, instructional designers, and students.

Online Learner Collaboration (OLC) supports the development of knowledge and skills through social construction. In this systematic review of research spanning a decade, authors examined 63 articles for publication patterns, participant and context trends, and research methodology trends using an online learner collaboration framework consisting of the following elements: collaborative technologies, design, facilitation, and outcomes. The higher education context and education discipline had the most research conducted on OLC among the studies reviewed. All three research methods (quantitative, qualitative, and mixed methods) were used equally in the articles. The most commonly used technologies for OLC were learning management systems (LMS), discussion boards, writing tools, and synchronous tools. The most commonly used collaborative methods were group projects and discussions. The most common grouping size was small groups, and groups were commonly formed through random assignment, based on criteria, or student-formed. Instructors mostly assumed roles as designers, facilitators, supporters, and evaluators during OLC. Increased learning, communication and collaboration skills, and relationship building were the top three opportunities that OLC offered. Time, technical issues, and anxiety/fear/stress were challenges that appeared most frequently. Most of the research on OLC focused on cognitive and affective outcomes. The review has implications for online instructors and instructional designers who design and facilitate collaborative online courses.

With the growth in digital teaching and learning, there has been a sharp rise in the number of cybersecurity attacks on K-12 school networks. This has demonstrated a need for security technologies and cybersecurity education. This study examined security technologies used, effective security practices, challenges, concerns, and wish list of technology leaders in K-12 settings. Data collected from 23 district websites and from interviews with 12 district technology leaders were analyzed. Top security practices included cloud-based technologies, segregated network/V-LAN, two-factor authentication, limiting access, and use of Clever or Class Link. Top challenges included keeping users informed, lack of buy-in from staff and decision-makers, lack of expertise to implement modern best practices, and cost of resources. Top concerns included possible cyberattacks, leaked student data, and lack of user awareness. Finally, their wish list included technology personnel, access to Clever of Class Link, external system diagnostic checks, professional development for staff, and replacing aging infrastructure. The findings have implications for K-12 administrators, technology leaders, and teachers.

The Community of Inquiry (CoI) framework describes three essential presences (i.e., teaching presence, cognitive presence, and social presence) and how these presences interact in providing an educational experience in online and blended learning environments. This meta-analysis examined 19 empirical studies on the CoI Presences (teaching presence, social presence, and cognitive presence) and their correlations with learning outcomes, including actual learning, perceived learning, and satisfaction. It was found that teaching presence and actual learning were moderately positively correlated, (r = 0.353). There was a weak correlation between cognitive presence and actual learning, (r = 0.250) and social presence and actual learning, (r = 0.199). For the correlation between the presences and perceived learning, cognitive presence and perceived learning was found to be strongly correlated, (r = 0.663), followed by the moderate correlation between social presence and perceived learning (r = 0.432), and teaching presence and perceived learning, (r = 0.392). With respect to satisfaction, the correlation between cognitive presence and satisfaction (r = 0.586), and between teaching presence and satisfaction was strong (r = 0.510), but the correlation between social presence and satisfaction was moderate (r = 0.447). The findings have implications for designers and instructors who design and teach online and blended courses to include these presences.

Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with 141 online instructors, this study examines competencies that online instructors perform based on various roles. When rating competencies, overall categorical means for all the roles were rated above 4.00, which showed that they used all these roles. The highest rated items and lowest rated items are discussed in addition to the connection between research and practice in online teaching. Online instructors who participate in training and who collaborate with instructional designers rated the frequency with which they perform the competencies to be higher. This study has implications for online instructors, instructional designers, and administrators who design and deliver online learning and offer professional development for online instructors.

Synchronous online learning (SOL) provides an opportunity for instructors to connect in real-time with their students though separated by geographical distance. This meta-analysis examines the overall effect of SOL on cognitive and affective educational outcomes, while using asynchronous online learning or face-to-face learning as control groups. The effects are also examined for several moderating methodological, pedagogical, and demographical factors. Following a systematic identification and screening procedure, we identified 19 publications with 27 independent effect sizes published between 2000 and 2019. Overall, there was a statistically significant small effect in favor of synchronous online learning versus asynchronous online learning for cognitive outcomes. However, the other models were not statistically significant in this meta-analysis. The effect size data were normally distributed and significantly moderated by course duration, instructional method, student equivalence, learner level, and discipline. Implications for educational practice and research are included.

This study examined the level of readiness of faculty in designing and delivering accessible online courses to meet the needs of all learners, including students with disabilities. A total of 182 tenured/non-tenured full time, part-time, adjunct and clinical faculty from three public universities of different sizes were surveyed to gauge their awareness, understanding, and practices related to disability laws, quality standards, utilization of tools, and professional development support. Results from the study indicated an uneven level of readiness by faculty regarding online learning accessibility. Results from the study showed that professional development training in online learning had a very significant influence on accessibility knowledge and practice. Also, high perceptions of knowledge for institutional policy and terminology and low perception of accessibility laws and standards were found. It is also found that training on disability-related laws and regulations provided by higher education institutions was insufficient and at times, does not align with the faculty's schedule. Given the results of the study, it is recommended that higher education institutions reorient their approach to supporting faculty who teach online and develop a comprehensive strategy to reach the goal of helping all students, including students with disabilities, to fully engage online learning. The findings from this study have implications for course development and implementation to support students with disabilities.

Course design is critical to online student engagement and retention. This study focused on the development and validation of an online course design elements (OCDE) instrument with 38 Likert-type scale items in five subscales: (a) overview, (b) content presentation, (c) interaction and communication, (d) assessment and evaluation, and (e) learner support. The validation process included implementation with 222 online instructors and instructional designers in higher education. Three models were evaluated which included a one-factor model, five-factor model, and higher-order model. The five-factor and higher-order models aligned with the development of the OCDE. The frequency of use of OCDE items was rated above the mean 4.0 except for two items on collaboration and self-assessment. The overall OCDE score was related to self-reported levels of expertise but not with years of experience. The findings have implications for the use of this instrument with online instructors and instructional designers in the design of online courses.

Elementary school children are spending more time using digital technologies. Teachers and schools are concerned about the student's digital safety. We interviewed ten elementary school teachers virtually to understand their concerns and understand the actions they take regarding elementary school children's digital safety. Using thematic analysis, we identified themes of concerns and actions of teachers and schools on elementary school children's digital safety. Some digital safety concerns discussed by the teachers included content-related concerns such as accessing inappropriate content, contact-related concerns, inappropriate contact with others online, sharing personal information, lack of understanding of danger, conduct-related concerns regarding cyberbullying and digital footprint, contract-related concerns such as digital security and privacy, and home-related concerns. Teachers and schools have taken several actions to address these concerns. Some of the digital safety actions included security measures and limits, monitoring student activities, providing education on digital safety, and support from guidance counselors. This study has implications for elementary school educators, administrators, parents, and students on the safe use of digital technologies.

This study reports the transitional lived experiences of work-from-home parents, uncovering their roles and activities while balancing duties of working, parenting, and assisting children with remote learning. Using a phenomenological approach, a three-step coding process was applied to organize a macro-micro view of parent engagement emerging from ten semi-structured interviews with parents from the Philippines. Parents demonstrated a positive mindset amidst balancing five academic roles including organizing learning, facilitating learning, monitoring learning, motivating learning, nurturing learning, and a sixth role in supporting learning. The role of "supporting learning" was deemed most important and central to the success of other roles. Parents assumed a primary instructor role as teachers were less prepared and performed activities distinctive to student needs. Parents served as digital classroom managers who organized schedules, assisted with assignments/projects and participated in online chat groups. Parents repurposed living spaces and furniture for makeshift study and work areas. Parents helped children develop an online learning mindset but faced challenges motivating children to focus and finding the right mix of screen-time. Parents valued children's well-being, bonding time, socialization, and life skills. This research is a novel contribution of work-from-home parent experiences and adds to the literature on remote/ online education during COVID-19.

K-12 schools utilize a growing number of technologies to operate effectively, ranging from technologies for learning to technologies that manage student and personnel data. We share findings from an analysis of 23 school district websites for technologies used in a number of K-12 school districts surrounding a public, research university in a southeast region of the United States. In addition, we also share findings on technologies used in K-12 school districts from interviews with 12 technology directors. We propose a technology classification framework including educational technologies, management technologies, support technologies, networking technologies, and security technologies in addition to identifying various technologies that are currently used by school districts based on this framework. This framework has implications for K-12 technology adoption and clarifying the roles of school technology personnel.

This study examines 105 pre-service and in-service teachers' perceptions of the importance and helpfulness of digital technologies for their learning and their teaching as well as their perceived competence and level of interest in digital technologies. The descriptive statistics from an online survey show that all respondents (n = 105) found collaboration tools, learning management systems, and supplemental video the most helpful for both teaching and learning, and found podcasts, social media, and mobile apps to be the least helpful and important for both teaching and learning. The findings of this study have implications for in-service teachers, pre-service teachers, school administrators, and teacher educators. This study indicates a need to further examine how pre-service and in-service teachers' beliefs about digital technologies influence their process of designing instruction and choosing whether to or how to use these technologies in their classrooms.

There continues to be an abundance of research conducted and published about online learning in K-12 settings. In this systematic review, 386 articles on K-12 online teaching and learning published between 2000 and 2019 were reviewed for research themes, participants, school type, research methodologies, and data collection methods. The data was analyzed by the two decades 2000 to 2009 and 2010 to 2019 and showed significant increase in the second decade. There was an increased growth in the number of publications until 2016 after which it stabilized. About 60% of the studies were published in the United States. Areas that are most and less frequently researched are reported and discussed. The article provides implications and recommendations for future research for online learning in K-12 settings.

Based on a current Research to Practice Partnership (RPP) between a southeastern public university and a state virtual public school in the United States, ten high school teachers from a virtual school who teach Computer Science (CS) online participated in a summer workshop to collaborate through a participatory action research project regarding design, facilitation, and evaluation strategies to be included in effective professional development. The questions were posed through an online collaborative Jamboard during the summer workshop. The teacher posts were qualitatively analyzed to identify common themes. Recommendations for professional development on design included CS content, how to teach CS, and CS tools and activities. For facilitation, they recommended resources for supplemental instruction and feedback tools for providing feedback in various modalities and a tool repository. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. Overall recommendations for a professional development course to teach CS online were also offered.

This survey study examined student readiness for online learning in 2018 through the dimensions of importance placed by the student in online learning and the student's confidence in their ability as measures of readiness. An instrument with four subscales of competencies (online student attributes, time management, communication, and technical) that measure student readiness for online learning (SROL) was developed. Reliability of student responses on the online readiness instrument and factors related to student perception of readiness were examined. Descriptive statistics and item level means for the competencies are provided. Repeated measures analyses of variance were conducted to examine differences between participants' ratings of importance and confidence. Online student attributes, time management, and technical competencies were rated high for importance compared to communication competencies. Students were confident in online student attributes and technical competencies compared to time management and communication. Data were also analyzed based on demographic differences. MANOVA showed significant differences based on the race (white and nonwhite) of the students and course format (asynchronous, synchronous, and blended) on their perceptions of online learning competencies.

Online course facilitation is critical to the success of online courses. Instructors use various facilitation strategies in online courses to engage students. One hundred instructors were surveyed on their perception of helpfulness of twelve different facilitation strategies used in online courses to enhance instructor presence, instructor connection, engagement, and learning. Instructors' timely response to questions and instructors' timely feedback on assignments/projects were rated the highest in three of four constructs (instructor presence, engagement, and learning). For instructor connection, ability to contact the instructor in multiple ways was rated the highest. Interactive visual syllabi of the course were rated the lowest in all four constructs. In the open-ended comments, group projects and synchronous sessions were rated helpful. Descriptive statistics for each of the construct by gender, delivery method, and course level taught are presented. Significant differences were found between gender but analysis of variance failed to detect differences between primary delivery method or course level taught.

Higher education faculty use of current digital technologies based on their perception of importance, competence, and motivation is examined in this study. Two hundred and forty-seven faculty in the United States responded to an online survey on current digital technology use. Descriptive statistics and categorical means for the digital technologies are provided. Faculty rated the use of learning management system as the highest in terms of importance and competence. They rated social media as the lowest in terms of importance and adaptive learning in terms of competence. For motivation to integrate digital technology, faculty rated benefit to learning as the most influential factor and reappointment, promotion, and tenure as the least influential factor. Faculty characteristics such as gender, teaching level, primary teaching method, faculty rank, and teaching experience and its association with faculty beliefs of importance, competence and motivation on using digital technologies are also examined in this study.

The year 2020 brought many changes to our everyday life but also our education system. Universities needed to change their teaching practices due to the COVID-19 pandemic. Words like "digital media", "online teaching" and "online learning" were present in all of the discussions. The main issues here were the technical infrastructure of students and universities all over the world. However, to have good technical infrastructure does not mean that everybody is also ready to use it. Thus, the present study focused on the issue of university students' readiness for online learning. The quantitative research goal was to evaluate German university students' readiness for using digital media and online learning in their tertiary education and compare them with students from the United States. Overall, 72 students from the researchers' university in Germany and 176 students from multiple universities in the United States completed the Student Readiness of Online Learning (SROL) questionnaire. Results show substantial differences between the two groups of students, with U.S. students being more ready for online learning. The results and limitations were discussed, and practical implications and further ideas were provided.

This study explored faculty perceptions on the challenges and opportunities to engage and support digital natives, the new wave of students to include individuals who are now pursuing postsecondary education at colleges and universities across the country. The study also examined faculty perspectives on the kinds of support systems that they believe are most important to facilitate meaningful learning experiences in the classroom at a Southeastern University in the United States. Results indicate that institutions must have an enabling environment to help with greater integration and use of digital technology on campus. The data also showed there is need for strong operational support and tailored coaching to help faculty achieve desired learning outcomes in their assigned courses. Finally, the study found that a focus should be placed on creating a sense of a learning community among faculty and their peers to achieve the goal of sustained adoption and use of digital technology within a university.

Learning and Development (L&D) roles are important to organizations for improving employee's knowledge and skills. This study examined various roles and competency domains required of learning and development professionals in higher education. Ten different roles of L&D professionals were examined for 20 competency domains through a qualitative coding process. We extracted and analyzed 294 unique postings from the job board, higheredjobs.com. Results indicated that designers and directors are the most advertised L&D postings. The top five competency domains required of L&D professionals were collaboration, communication, content development, project management, and assessment and evaluation. Communication and collaboration skills were required for most of the roles. Leadership and people management were ranked highest for executives and directors. In addition, competency domains aggregated by roles are provided. Implications are provided for employees, L&D graduate programs and professionals, and researchers.

The purpose of this study was to explore award-winning instructors' insights on elements of their course design that were award-winning and the differences between expert and novice online instructors. Interviews were conducted with eight award-winning online faculty members from across the United States who had received online teaching awards from one of three professional associations. The five main areas that emerged from the data analysis were (a) authentic and relevant course materials that connect to practice, (b) the use of multimedia resources, (c) student creation of digital content individually and collaboratively, (d) students' reflection on learning, and (e) the instructor's explanation of the purpose of activities, technologies, and assessments in the online course. Additionally, award-winning faculty emphasized the importance of using data and evaluation practices and reflecting on course offerings in the development of an excellent online course. Award-wining faculty described expert online instructors as being experienced and comfortable in the online environment, using a wide range of strategies, being willing to learn, using data and analytics, and engaging in continuous improvement. The findings add to the literature on best practices and what constitutes excellence in online courses.

Quality Matters (QM) is one of the most widely adopted sets of standards for best practices in online courses to promote student learning. In this study, we examined student perceptions of the impact of QM-certified courses on students' learning and engagement. Fifty graduate students enrolled in online courses completed a survey developed based on the QM rubric items. The QM framework includes 43 individual standards clustered into eight general categories. Among the eight categories, students rated Course Activities and Learner Interaction to have the highest impact on both student learning and engagement. The exploratory factor analysis revealed that 12 factors explained 88.89% of the variance of the impact on learning, and eight factors explained 85.72% of the variance of the impact on engagement. Clear expectations loaded as the highest factor for both learning (eigenvalue = 12.85) and engagement (eigenvalue = 21.58). These results will help instructional designers and online instructors understand the impact of individual QM design standards from students' point of view to design online courses that effectively contribute to their learning and engagement.

Faculty readiness to teach online is a state of faculty preparedness for online teaching. In this study, it is measured by faculty attitudes about the importance of online teaching competencies and faculty's perceptions of their ability to confidently teach online. Validity and reliability of faculty responses to an online instrument and factors related to faculty perception are examined. Descriptive statistics and item-level means for the competencies are provided. For course design, course communication, and technical competencies, faculty rated the perception of importance higher than they rated their ability in these areas, whereas for time management their perception of their ability was higher than their attitude about its importance. MANOVA showed significant differences in gender, years of teaching online, and delivery method for faculty perceptions of importance of online teaching competencies. Significant differences were also noted in years of teaching online and delivery method with respect to ability to teach online.

The explosive growth of online learning in institutions of higher education has created a dire need for guidelines that instruct new and continuing online instructors about how best to teach in online spaces. The purpose of this exploratory study was to identify the roles of the online instructor and categorize critical competencies for online teaching based on a review of research and the perspectives of award-winning online faculty members. We interviewed eight award-winning online faculty members from across the United States. Based on interviews, it was found that online instructors assume five different roles: Facilitator, Course Designer, Content Manager, Subject Matter Expert, and Mentor. Common tasks of an online instructor course fell into two areas: Course Design or Teaching. This research has clear implications, not only for the literature research base, but for our institutions as well, as we continue to offer increasing numbers of effective online courses and programs to our students.

With the increase in the number of online courses being offered, it is important for faculty to be prepared to teach online. In this study, we examine US and German faculty perceptions on their preparedness to teach online based on the perception of importance of teaching online competencies and their efficacy to teach online. We also examine factors (gender, age, country located, academic discipline, academic rank, method of teaching, years of teaching, years of teaching online and level taught) that are related to US and German faculty perception of the importance and efficacy of online teaching. Overall, the US faculty rated the competencies higher compared to the German faculty both in perception of importance and self-efficacy. Significant differences in the perception of the importance of competencies were noted based on gender, training, level taught, rank, and age. For self-efficacy, there were significant differences between the faculty in teaching format (synchronous, asynchronous or hybrid format), years of teaching online, and age. This study has implications for instructors who teach online, for instructional designers who offer professional development for online teaching and for administrators who support online learning at the universities.

Current research surrounding online computer science education emphasizes the need for high-quality professional development opportunities. However, there is a gap in research in the inclusion of online computer science educators to identify needs and strategies that make the online computer science courses effective. Through a Research-to-Practice Partnership (RPP), this paper examines the instructional strategies and recommendations from online Computer Science teachers. This study seeks to better understand: (1) What design, facilitation, and assessment strategies do teachers use to teach programming online?; and (2) What recommendations do teachers have for those interested in teaching programming online? The feedback teachers provided during the study assisted in identifying the current needs in online AP Computer Science. The participants suggested additional ways the RPP could support teachers in strengthening their practice, which has assisted in the production of high-quality professional development to support novice teachers entering the field of Computer Science.

Satisfaction is a critical aspect of student success in online education. In this systematic review, we examine 98 articles which studied various aspects of online learner satisfaction. We specifically analyzed publication patterns, context, research methodology, research instruments, and research themes and factors pertaining to online learner satisfaction research. Among these 98 studies, the journal Internet and Higher Education published the highest number of articles (n = 8), and the majority of studies were conducted in the United States (n = 37). Thirty five percent of the studies were conducted with undergraduate students. The majority of the studies (89%) was quantitative, 68% were descriptive, and 94% used surveys. Learner characteristics was the most examined theme, followed by engagement and course delivery. Program quality, assessment, and learner support were some of the themes that were least studied. In 46 studies researchers adopted or modified existing items or instruments to measure student satisfaction. The framework benefits both online learning practitioners and researchers.

Children interact with digital devices for learning and entertainment at an early age. This study examines elementary educators' perceptions of student digital safety based on their interactions with others using technology in the classroom. Through a qualitative interview study, we analyzed data collected from ten elementary educators, including classroom teachers, media specialists, and instructional technology facilitators. Educators shared that their students interact with one another using technology for a variety of social and learning purposes in the classroom. Additionally, teachers described negative interactions with technology they have observed in their classrooms with elementary students, including incidents of cyberbullying and access to inappropriate content online. Findings from this study support the design of instructional materials for elementary student digital safety and have implications for teachers, parents, students, and administrators.

Graduate online learners have specific needs and challenges highlighted in the research on graduate online education. This systematic review examined 271 studies on broader research themes on graduate online education. Publication trends by year and journal outlets were analyzed. Descriptive statistics were tabulated for research context, participants, discipline, methods, and research themes. Among the studies published on graduate online education in this review, 59% were published in the United States, with 32% studied at the master's level and 59% in the education discipline. About 39% of the studies used quantitative methods, while 37% used qualitative methods. Online engagement was the most studied research theme (24%), followed by learner characteristics (13.7%) in graduate online education. Very few studies (5.2%) focused on the organizational level. Implications for online graduate learners, instructors, program directors, administrators, and future research recommendations are provided.

Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psychology and the learning sciences to argue for a reconceptualization of online learner engagement that considers both critical dimensions of learner engagement and the environmental affordances that influence them. We review literature on cognitive, affective, and behavioral engagement, translating it to online contexts. We introduce five research themes and accompanying frameworks from online learning research that have shaped understanding of learner engagement in online learning environments (i.e., engagement through communication, interaction, presence, collaboration, and community). With this new perspective that synthesizes the dimensions of learner engagement and online environmental affordances, we expand online learner engagement scholarship. Finally, leveraging this reconceptualization, we share an exemplar framework and strategies for supporting online learner engagement followed by recommendations for future research and practice.

As online learning has been constantly increasing in higher education institutions for the past two decades, it is important to advocate for all students to have equal access to a high-quality education. Therefore, an important aspect of online learning in higher education is the need for accessibility for all students with disability of any kind. As such, this systematic review analyzed 95 existing research studies from the past two decades, focusing on the use of different accessible strategies for design, facilitation, and assessment in online learning. Four research themes including, accessibility standards, assistive technology, Universal Design for Learning, and need for training and development on online accessibility emerged from the systematic review. The findings from this systematic literature review include implications for higher education institutions, so they can further support students with disabilities in an online setting.

This systematic review of research on online student privacy in higher education used a strategic search process to synthesize research on online student privacy based on publications trends, research methods, online spaces studied and the focus of the research. A total of 41 articles were analyzed to explore the existing literature on the topic. Most of the articles utilized undergraduate students as research subjects, and a majority focused on social media as the site of online privacy interest. Few studies considered the impact of faculty on student privacy in online spaces or included online collaboration tools as an area of privacy concern for students. The most common focus of research found among the articles was online privacy behavior. This theme is closely related to the theme of privacy paradox, which was analyzed in previous related systematic reviews. The results of this systematic review have implications for future research in online instruction and student privacy.

Digital citizenship refers to exhibiting responsible digital habits to function in a digital world. The purpose of this mixed methods study is to examine K-12 educators' experiences based on a digital citizenship graduate-level course that they participated in for professional development. Forty-five educators participated in this course. In addition to the knowledge and attitudinal data collected from assessment and survey, ten educators also participated in follow-up interviews at the end of the course. Results indicated that educators' digital citizenship knowledge increased significantly over the course period. Qualitative data indicated educators could transfer the course content to their school environments and enrolled in the course due to personal, student-related, curriculum-related, and school-related reasons. Needs and challenges regarding digital citizenship were also identified.

Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance in online courses. This survey-based research study examines student perception on various engagement strategies used in online courses based on Moore's interaction framework. One hundred and fifty-five students completed a 38-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies. Learner-to-instructor engagement strategies seemed to be most valued among the three categories. Icebreaker/introduction discussions and working collaboratively using online communication tools were rated the most beneficial engagement strategies in the learner-to-learner category, whereas sending regular announcements or email reminders and providing grading rubrics for all assignments were rated most beneficial in learner-to-instructor category. In the learner-content category, students mentioned working on real-world projects and having discussions with structured or guiding questions were the most beneficial. This study also analyzed the effect of age, gender, and years of online learning experience differences on students' perception of engagement strategies. The results of the study have implications for online instructors, instructional designers, and administrators who wish to enhance engagement in the online courses.