University students’ engagement with an asynchronous online course on digital technologies for mathematical learning

International audiencePromoting students' active and meaningful engagement in online learning environments, and especially in asynchronous courses where students are not interacting with the lecturer or their peers in real time, can be challenging. This paper presents the initial results from an exploratory study on how the tutors' design considerations of a ten-week online asynchronous master's course, together with their online pedagogic strategies have impacted on students' learning experiences and their engagement with its resources, such as content, peers and tutors. The data we focus on consists of students' online contributions and one-to-one interviews. Our research aims to gain an insight into students' views on how their engagement impacted on their online learning for this course, leading thus to identifying opportunities and barriers to take into account when designing for active learning in an online course