Bridging design and practice

Teacher and learning designer perceptions on cognitive engagement in online learning

Abstract

This study investigates university teachers’ and learning designers’ perceptions of students’ cognitive engagement in online learning. Using qualitative data, five key behavioural indicators were identified: active participation, application of knowledge, preparation, collaboration, and high-quality contributions. Teachers emphasised real-time engagement through digital tools and classroom interactions, while learning designers highlighted the role of instructional scaffolding and teacher preparedness in supporting deeper learning. Collaborative learning was a shared focus, with peer interaction seen as a driver of critical thinking and reflection. A notable divergence in emphasis emerged: teachers prioritised observable behaviours, whereas designers focused on pedagogical design. This suggests a need for better alignment between teaching practice and instructional design to enhance engagement. The findings highlight the interplay between student agency and structured learning environments, offering insights into optimising online education for sustained cognitive effort and meaningful learning.