| The lack of student engagement in online courses continues to be a problem many community colleges encounter when students become overwhelmed and frustrated resulting in a lack of persistence (Fisher, 2010; Backs, 2012; Gregory & Gregory, 2011; Tinto, 2006). This lack of student persistence greatly limits future success in the workforce (Rath, Rock, & Laferriere, 2013). In higher education, student engagement has been positively linked to college outcomes (Hu & McCormick, 2012; Hu & Kuh, 2003). The Community College Survey of Student Engagement (CCSSE) results indicate students are more likely to persist if they are actively engaged (Larose, 2010), yet "lack of student engagement in learning" (Larose, p.4) is one of the top five reasons for falling retention rates in community colleges.;The purpose of this quantitative study was to determine whether a statistically significant relationship exists between the use of asynchronous and synchronous communication tools in a learning management system and student engagement for community college students enrolled in online academic courses in a southeastern state. The results indicated significant relationships between both affective and cognitive student engagement and the use of asynchronous and synchronous communication tools.;Unlike affective and cognitive student engagement, a statistically significant relationship was found between behavioral student engagement and the use of asynchronous communication tools. In addition, this study revealed no significant differences between each type of student engagement -- affective, behavioral, or cognitive -- and 1) age groups (traditional and nontraditional students), 2) enrollment status (full-time and part-time students), 3) ethnic groups and 4) gender of community college students enrolled in at least one online academic course during spring semester. This study will equip community college leaders with additional information for making informed decisions regarding student engagement in online learning. |
