and/or offer peer support. Student-instructor interaction can occur when one or more
students agree with the instructor on a designated time to meet which can be utilized as
online office hours‖. This asynchronous exchange most closely replicates the verbal
community connections and interactions in a classroom.
Student Engagement and Active Learning
Web 2.0 technologies support student-student and student-instructor engagement
in an online classroom. This engagement is evidence of the active student participation
in the learning process. Ultimately, Web 2.0 tools function ―innately‖, as suggested by
participation‖ (2008, p. 709).
Student engagement is a goal in most face to face and online classrooms and
creates a social and active learning environment. This engagement, as you will see in the
third section, helps to build a greater sense of classroom community. In a general sense,
motivation drives student engagement and thus student engagement increases learning.
There are many factors that motivate learners to learn, and motivation is a key
component to the working memory (learning). The more motivation a person has to
learn, the more engagement the student has while learning. Therefore, the more time
information is processed or rehearsed in working memory, the greater likelihood it will
conscious or subconscious allocation of working memory to particular task. Motivation