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Dissertation
Exploring strategies to improve student engagement in online courses in higher education: a qualitative, phenomenology study
Doctor of Education (Ed.D.), Drexel University
Jun 2025
DOI:
https://doi.org/10.17918/00011018
Abstract
The COVID-19 pandemic forced an unprecedented shift to virtual learning, presenting significant challenges for educators, particularly within executive education programs where mid- to senior-level professionals balanced rigorous academic demands with full-time careers. This qualitative phenomenological study examined the lived experiences of executive education faculty as they navigated teaching in online environments, with a focus on strategies used to manage cognitive load and sustain student engagement. Guided by a constructivist epistemology, the study sought to understand how faculty adapted their instructional practices in response to the evolving demands of remote education, especially for adult learners who required practical, immediately applicable content. Semi-structured interviews were conducted with faculty members from an urban graduate business school. Three central themes emerged: (1) the use of active learning strategies to foster student engagement, (2) the application of intentional instructional design to reduce cognitive overload, and (3) the perceived effectiveness and limitations of professional development in preparing faculty for virtual instruction. Findings underscored the value of aligning teaching strategies with Cognitive Load Theory (CLT) and highlighted the ongoing need for targeted faculty support and training. This study contributed to the limited body of research on virtual executive education and offered practical recommendations to enhance faculty development, instructional design, and student-centered learning. The insights gained supported the design of more effective, engaging, and cognitively manageable online learning environments for professional adult learners and laid the groundwork for future research in hybrid and virtual executive education settings.
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Details
- Title
- Exploring strategies to improve student engagement in online courses in higher education
- Creators
- Allison Devine
- Contributors
- José L. Chávez (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- viii, 82 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022058937904721