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Merge pull request #45 from MIT-Emerging-Talent/adding_to_domain_study
creating a background review folder and adding to the domain_study fo…
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‎0_domain_study/README.md‎

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# Domain Research
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# README
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This folder contains documentation and research for our Milestone 1 domain study:
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* [`problem_statement.md`](problem_statement.md):
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Identifies the core issue of student engagement in online learning.
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* [`systems_thinking_analysis.md`](systems_thinking_analysis.md): Applies
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systems thinking to reveal root causes.
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* [`research_question.md`](research_question.md): Defines a targeted,
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actionable research question for our project.
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* [`background_review`](background_review): Reviews existing knowledge and technologies.

‎0_domain_study/background_review/README.md‎

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# Background Review Overview
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This section provides a comprehensive review of the educational domain related
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to our problem: student engagement in online learning. Each file below addresses
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a critical area that supports our problem framing and system understanding.
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- [`intervention_strategies_to_enhance_student_engagement.md`](intervention_strategies_to_enhance_student_engagement.md)
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- [`impact_of_disengagement.md`](impact_of_disengagement.md)
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- [`data_privacy_impact.md`](data_privacy_impact.md)

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1. [Borup, J., West, R. E., Thomas, R., & Graham, C. R. (2015). *The
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adolescent community of engagement framework*](http://www.editlib.org/p/112371)
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2. [Castillo-Montoya, M. (2016). *Deepening understanding of prior knowledge.*
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](https://doi.org/10.1080/13562517.2016.1273208)
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2. [Castillo-Montoya, M. (2016). *Deepening understanding of
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prior knowledge.*](https://doi.org/10.1080/13562517.2016.1273208)
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3. [Darby, F., & Lang, J. M. (2019). *Small Teaching Online: Applying Learning
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Science in Online
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Classes*](https://www.wiley.com/en-us/Small+Teaching+Online%3A+Applying+Learning+Science+in+Online+Classes-p-9781119619093)

‎0_domain_study/problem_statement.md‎

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# Addressing Student Engagement in Online Learning
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## Problem Identification
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In the era of increasingly prevalent online learning, maintaining student
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engagement has become a significant challenge. Many students, particularly
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in self-paced or asynchronous online courses, struggle with motivation,
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timely completion of assignments, and active participation. This leads to
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higher dropout rates and reduced learning outcomes.
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From a personal perspective, many students report feeling isolated and
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unfocused during remote learning. This disengagement often shows up as
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procrastination, minimal interaction with course materials or peers, and
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ultimately, failure to achieve educational goals.

‎0_domain_study/research_question.md‎

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‎0_domain_study/systems_thinking_analysis.md‎

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# Summary of the Group's Understanding of the Problem Domain (Applying Systems Thinking)
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Applying systems thinking to student engagement in online learning reveals a
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complex interplay of factors, not merely individual student shortcomings. The
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problem of disengagement is an emergent property of the online learning system,
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influenced by multiple interconnected elements:
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## Events
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Observable instances of disengagement, such as:
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- Missed deadlines.
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- Low forum participation.
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- Minimal login activity.
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- Poor performance on assessments.
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## Patterns/Trends
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Over time, these events form patterns, such as:
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- A consistent decline in activity after the initial weeks of a course.
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- Higher disengagement in certain types of courses (e.g., self-paced vs. instructor-led).
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- Specific demographic groups showing lower engagement.
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## Underlying Structures
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These patterns are driven by structural elements within the online learning ecosystem:
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### Course Design
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- Lack of interactive elements.
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- Monotonous content delivery.
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- Insufficient opportunities for peer collaboration.
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- Overwhelming workload.
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### Platform Limitations
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- User interface complexities.
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- Poor accessibility.
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- Inadequate technical support that frustrates students.
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### Instructor Pedagogy
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- One-way information delivery.
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- Infrequent feedback.
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- Lack of personalized attention from instructors.
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### Institutional Policies
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- Enrollment caps.
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- Grading policies.
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- Support services that do not adequately address the unique needs of online learners.
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### Socio-economic Factors
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- Students balancing work, family, or other commitments.
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- Access to reliable internet and suitable learning environments.
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- Financial pressures.
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## Mental Models
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The prevailing beliefs and assumptions held by stakeholders:
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### Students
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- Beliefs about self-discipline.
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- The value of online degrees.
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- The perception that online learning is inherently easier or less demanding.
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### Instructors
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- Assumptions about student autonomy.
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- The effectiveness of traditional teaching methods in an online setting.
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- The challenges of monitoring engagement remotely.
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### Administrators
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- Focus on enrollment numbers over retention rates.
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- Lack of investment in robust online learning support systems.
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## Conclusion
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Understanding these interconnected layers through systems thinking allows the
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team to move beyond simply observing disengagement to identifying leverage
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points for intervention. For instance, addressing a lack of interactive course
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design (structure) might be more impactful than solely focusing on individual
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student motivation (event/pattern).

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