Author: suzannegillespie

Designing for Engagement: Insights and Critique of an Online Learning Strategies Study

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This post is provided by guest blogger, Suzanne M. Gillespie, graduate student at the University of St. Francis in Joliet, M.S. in Talent Development program.

In his article, Mucundanyi (2021) examines strategies for designing engaging online courses to improve student retention in higher education. He emphasizes the importance of the first two weeks, when students form connections with instructors, peers, and course content. Using the TPACK framework, the author identifies five key design strategies: maintaining clear and consistent course structure, providing a detailed syllabus, fostering a learning community, ensuring strong instructor presence, and prioritizing free, accessible learning materials. These practices aim to strengthen student engagement and support persistence in online learning.

The fact that Mucundanyi’s work was published in a peer-reviewed academic journal as opposed to a commercial website lends it credibility. Its clear focus on TPACK-based design strategies offers practical value for instructors and instructional designers seeking to enhance online course engagement. The guidance on structure, community-building, and instructor presence may be especially useful for those developing or revising online programs. As the study focuses on increasing online engagement via the TPACK framework for the higher education space (p. 198), it would be interesting to see if it also yields a positive outcome for other online learning environments, such as corporate learning and development and lifelong and continuous learning.

Reference:

Mucundanyi, G. (2021). Design strategies for developing an engaging online course in higher education. International Journal of Education and Development Using Information and Communication Technology, 17(3), 198-206. https://files.eric.ed.gov/fulltext/EJ1334566.pdf

Perils and Promise of the Shiny New Object

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This post is provided by guest blogger, Suzanne Gillespie, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.

Dannewitz’s (2025) TD Magazine article, “All That Glitters Is Not Gold” argues that while emerging learning technologies can feel exciting and futuristic, L&D professionals must resist being dazzled by novelty alone. The article emphasizes distinguishing hype from tools that genuinely improve performance. It encourages practitioners to evaluate technologies based on clear business needs, measurable outcomes, and practical integration into existing workflows. Rather than chasing flashy demos—like AI chatbots or immersive VR—the piece urges focusing on solutions that solve real problems, scale sustainably, and enhance everyday learning experiences. Ultimately, meaningful impact—not trendiness—should guide technology adoption.

TD Magazine, a publication from the Association for Talent Development, is a reputable source within the learning and development field, so the article carries solid credibility, especially for practitioners seeking grounded perspectives on emerging technologies. The article “All That Glitters Is Not Gold” is useful because it challenges readers to look past hype and evaluate tools based on real organizational impact. Its emphasis on strategic decision‑making makes it valuable for L&D leaders, instructional designers, and HR professionals who must justify technology investments. While the article offers practical guidance, it could go further by providing downloadable evaluation frameworks or concrete case studies. Still, it serves as a thoughtful reminder to prioritize substance over novelty.

Reference

Dannewitz, B. (2025, October 31). All that glitters is not gold. TD Magazine. https://www.td.org/content/td-magazine/all-that-glitters-is-not-gold