# data[].attributes.headline
Understanding Engagement: Traditional vs. Online Settings

# data[].attributes.subject
Understanding Engagement: Traditional vs. Online Settings

# data[].attributes.body
In-person classrooms rely on immediate feedback, physical movement, peer interaction, and visual cues to maintain engagement. Distance learning, whether synchronous (live) or asynchronous (self-paced), requires more deliberate planning to hold students’ attention. Synchronous sessions allow for real-time interaction, which can simulate a classroom setting, while asynchronous formats need stronger student independence and self-motivation (Kipp & Rice, 2020).

# data[].attributes.headline
Five Strategies to Boost Online Engagement by Grade Range

# data[].attributes.subject
Five Strategies to Boost Online Engagement by Grade Range

# data[].attributes.body
Why it works: Young students respond well to movement, visuals, and storytelling. Adding polls, gestures, or props keeps them involved.

Support for diverse learners: Teachers can pause to clarify vocabulary, add captions for ELLs, and break the story into smaller chunks for students needing accommodations.

Pros: Fun, attention-grabbing, adaptable.

Cons: Needs adult support at home and steady internet.

Suggested Tools: Epic!, Flip, Nearpod

# data[].attributes.body
Why it works: Offering choice allows students to pick tasks that match their interests or preferred learning style (Gonzalez, 2020).

Support for diverse learners: Teachers can offer tiered options and support tools like sentence frames, audio directions, or visuals. Gifted students and early finishers can be challenged with extension tasks.

Pros: Student-centered, flexible, and motivating.

Cons: Needs clear instructions and monitoring.

Suggested Tools: Padlet, Google Slides, Canva

# data[].attributes.body
Why it works: High school students benefit from dialogue and critical thinking. Debates tap into student interests and develop speaking skills (Buelow, Barry & Rich, 2019).

Support for diverse learners: Roles and tasks can be scaffolded. ELLs can use sentence starters, while gifted students may lead or judge debates.

Pros: Encourages collaboration and higher-order thinking.

Cons: Can feel high-pressure without preparation.

Suggested Tools: Zoom, Kami, Google Docs

# data[].attributes.body
Why it works: Gamified learning keeps students motivated through points, levels, and rewards. Tasks can be completed at a flexible pace.

Support for diverse learners: Tools often include audio, visuals, and built-in pacing. Teachers can assign differentiated tasks or bonus rounds for early finishers.

Pros: Highly engaging and self-paced.

Cons: Can take time to design and requires tech access.

Suggested Tools: Blooket, Classcraft, Quizizz

# data[].attributes.headline
Collaborative Journals or Blogs (All Grades)

# data[].attributes.subject
Collaborative Journals or Blogs (All Grades)

# data[].attributes.body
Why it works: Journals encourage reflection, while shared blogs add peer connection. Interactive and reflective assignments contribute to deeper learning and engagement (Buelow, Barry, & Rich, 2018).

Support for diverse learners: Students can record audio reflections, use sentence frames, or draw instead of write. Prompts can vary in difficulty.

Pros: Builds communication and ownership.

Cons: Requires guidance on digital citizenship and time to review posts.

Suggested Tools: Seesaw, Google Docs, Book Creator

# data[].attributes.body
Buelow, J. R., Barry, T., & Rich, L. E. (2018). Supporting learning engagement with online students. Online Learning, https://doi.org/10.24059/olj.v22i4.1384

Business Wire. (2020) Goguardian finds three factors that influence k-12 student engagement online and in-person. https://go-gale-com.lopes.idm.oclc.org/ps/i.do?p=ITOF&u=canyonuniv&id=GALE%7CA635464652&v=2.1&it=r&sid=ebsco&asid=0f334ab9

Gonzalez, J. (2020). 9 ways online teaching should be different from face-to-face. Cult of Pedagogy. https://www.cultofpedagogy.com/9-ways-online-teaching/?utm_source=chatgpt.com

Kipp, K., & Rice, K. (2020). How can educators tap into research to increase engagement during remote learning? EdSurge. https://www.edsurge.com/news/2020-05-06-how-can-educators-tap-into-research-to-increase-engagement-during-remote-learning