A mixed methods study exploring student engagement in online two-year college English courses utilizing the community of inquiry framework

Abstract

Student engagement can be difficult to sustain in asynchronous online courses, particularly in discussion-based gateway courses such as English 101. This explanatory sequential mixed methods study examined how the chat application GroupMe shaped engagement and social and emotional presence among students in three asynchronous English 101 sections at a two-year college. For this study, two sections used small discussion groups through the chat application that included the instructor; a third used the traditional, embedded learning management system discussion boards for comparison. Data included pre and post surveys, discussion transcripts, and interviews with four students and three faculty members. Of 35 students who completed the initial survey, 13 had matched pre and post survey responses: 10 in the GroupMe sections and three (3) in the comparison section. Survey responses suggested gains in engagement and perceived support among students using the chat application intervention. Interviews and discussion transcripts added context: students valued ready access to instructors and peers, felt less intimidated in smaller groups, and appreciated reactions that acknowledged their contributions. Together, these interactions helped establish what the study describes as a social and emotional background that supported belonging and participation. Faculty identified initial account setup and the lack of gradebook integration as challenges. Because the matched sample was small, the findings should be interpreted carefully. The results do suggest that small, instructor supported chat groups may help strengthen engagement in asynchronous gateway courses and warrants further study.