Exploring the Relationship Between Online Lesson Design and Delivery Strategies, and Student-perceived Learning and Engagement in Polytechnics: A Mixed Methods Case Study

Abstract

The COVID-19 pandemic had escalated the worldwide move to online learning. While many past studies had investigated and supported the impact of online lessons on student learning, some researchers have now emphasised the need to shift research focus to examine the relationships between online lesson design, and delivery strategies and student learning. This convergent mixed methods research aims to identify the design and delivery strategies that can facilitate student learning and engagement in online lessons. The study had a purposive sample of 3,712 Year 1 to 3 students recruited from two polytechnics in Singapore taking diverse modules with 25% or more of their lessons delivered online. Survey responses indicated favourable ratings on Perceived Learning, Engagement, and the Design and Delivery Strategies (i.e., Communication, Online Tools, as well as Interaction and Feedback) in online lessons. Pearson correlation analyses revealed significant moderate to strong positive correlations between the Design and Delivery Strategies, and Perceived Learning and Engagement. Student and staff focus group discussions validated and extended the key design and delivery considerations in effective online lessons. The findings inform the design and delivery of effective online lessons, and the validated instruments can be used to review the efficacy of online lessons.