A Study on the Generative Mechanisms and Enhancement Strategies for Deep Learner Engagement in Online Education

Xuelai Li; Yanfen Li

doi:10.54097/hnh59t55

Authors

Xuelai Li
Yanfen Li

DOI:

https://doi.org/10.54097/hnh59t55

Keywords:

Online Education, Learner Engagement, Deep Learning, Community of Inquiry Theory, Pedagogical Presence, Social Presence

Abstract

The proliferation and deepening of online education have elevated ‘learner engagement’ to a central position in quality assurance. Unlike superficial, passive behavioural participation, deep learning engagement emphasises learners' profound investment across cognitive, affective, and social dimensions, serving as a key predictor of online education effectiveness. This paper, grounded in community of practice theory, aims to dissect the generative mechanisms of deep learner engagement in online education and propose systematic enhancement strategies. The research posits that deep engagement arises from the dynamic interplay of pedagogical presence, social presence, and cognitive presence. This paper constructs a strategic framework centred on: ‘instructional design balancing cognitive challenge with structured support’; ‘social construction driven by multimodal interaction’; and ‘adaptive feedback empowered by formative data’. This framework seeks to provide theoretical reference and practical guidance for online education's transition from scale expansion to quality enhancement.

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