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PurposeThe purpose of this reflection on practice is to consider and attempt made by the present author to re-imagine online distance learning (ODL) environments to provide a greater opportunity for learner engagement Design/methodology/approachODL environments were augmented by video-conferencing to increase dialogue, instructor presence and a sense of instructor care, concern and guidance The video-conference component was limited time-wise (40 min per weekly module) and aimed at explaining and integrating learning content and activities The resulting courses were thus augmented and enhanced and not transformed into blended learning courses FindingsPreliminary feedback from video-conference discussions and learner reflective journals indicates that the innovation was well received by students and contributed significantly to their appreciation, satisfaction and overall engagement Practical implicationsThe augmentation is simple and effective It may be an approach that is particularly relevant in designing and facilitating ODL environments in an era of uncertainty, disruption and far-reaching educational changes caused by the COVID-19 pandemic Social implicationsThe author argues that the introduction of an active learning component has significant implications for learner performance, satisfaction and persistence with distance learning programs Originality/valueAttempts to increase social presence and engagement are not uncommon in ODL This particular approach is simple, easily enacted and has a perceived element of originality and innovation that appeals to learners It is argued that it contributes significant value to the quality and outcomes of the distance learning experience
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Encouraging engagement: video-conference augmentation of online distance learning environments
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