Maximizing Learner Engagement and Minimizing Transactional Distance With Positive Psychology Interventions

Introduction

Online learning interjected new vitality into education. Once confined to a physical classroom occurring at set times, learning evolved into an ever-available, personalized experience. Students and instructors learned to value the flexibility that the modality offered. Online learning provided new opportunities to prompt interest, motivation, and engagement, all in the pursuit of demonstrated academic outcomes.

The March 2020 stay-at-home orders arising from the Corona Virus (COVID-19) pandemic placed a new emphasis on the online learning modality. With traditional, in-person instruction on hold, online learning arose as the only option for higher education programs and students. The transition for traditional education was complex, yet models of excellence existed. Online learning has been studied for decades; its effectiveness is grounded in deliberate planning in instructional design and facilitation to achieve of learning outcomes. Still, the effectiveness of online learning was under-attack due to mid-semester transitions, limited faculty professional development, and over-burdened and stressed student and faculty populations.

The online learning environment is not without challenges. The geographical separation of online learning, potentially leading to social and emotional detachment, challenges the trust and personal interactions that support the learner-instructor relationship and the achievement of learning outcomes. Learners who sense physical and socioemotional distance from online instructors may retreat from engaging in online courses. This diminished engagement negatively affects the learning environment for all participants, challenges successful learning outcomes, and limits academic satisfaction for students. Addressing isolation and transactional distance challenges provides opportunities to enhance engagement and academic performance.

The stress of college students is well-documented. College students face challenges meeting basic needs, with a recent report identifying that nearly 40% of students at both two-year and four-year institutions reporting food insecurity and 11% and 14% reporting homelessness during the pandemic at two-year and four-year institutions respectively (Goldrick-Rab et al., 2020). The COVID-19 pandemic spotlighted this stress as students transitioned to unfamiliar online classrooms and managed the emotional stress of lockdowns, disrupted life routines, and an uncertain future. Disruptions in home life and additional responsibilities posed significant challenges to students’ mental health and well-being (Son et al., 2020). Clabaugh et al. (2021) reported that one-third of the study’s sample reported anxiety above an unknown academic future while noting higher stress among females and students of color. The pandemic provided new awareness of the importance of well-being. This chapter offers one path to improving the well-being of online college students through purposeful, positive psychology interventions. These interventions of positive emotions and enhancing feelings of belongingness, meaning, and achievement directly supports learning goals. Supportive online instructors and classrooms can support students’ holistic needs through a purposeful focus on building community (Borowiec et al., 2021). The chapter provides relevant research and practical solutions to support online student engagement and the achievement of learning outcomes.

This chapter offers insights regardless of the stage of one’s online teaching career. For the seasoned online adjunct, innovative perspectives of learner engagement may be gleaned by the positive psychology interventions provided. The emerging online adjunct will gain insights into the unique dynamics of effective online environments using Moore’s foundational frame of transactional distance. For the professional applying and interviewing for online adjunct roles, the chapter will provide foundational knowledge into online learning dynamics, from which one can craft an impressive online teaching philosophy statement or robust interview content.