Extensive literature within the learning sciences addresses the phenomenon of online engagement and strategies that support online learning. However, for academics, there is limited guidance to support them in the processes of reflecting on efforts to facilitate online learner engagement and, ultimately, to use those reflections to redesign approaches to teaching and learning. This paper reports on findings from an international case study that involved a group of interdisciplinary academics engaged in a process of critical reflection, which aimed to increase their understanding of the ways in which online engagement is supported in higher education. Findings from the current study suggested that reference to an online engagement framework heightens the effectiveness of critical reflection by elucidating an awareness of learning about ways of supporting student learning and online engagement to improve student success. The paper offers implications related to reflection on and of practice.

学习科学中的大量文献涉及在线参与现象和支持在线学习的策略。然而，对于学者来说，在反思促进在线学习者参与的努力以及最终利用这些反思重新设计教学方法的过程中，支持他们的指导有限。本文报告了一项国际案例研究的结果，该研究涉及一组参与批判性反思过程的跨学科学者，旨在增加他们对高等教育中支持在线参与的方式的理解。当前研究的结果表明，通过阐明对支持学生学习和在线参与以提高学生成功的方法的学习意识，对在线参与框架的引用提高了批判性反思的有效性。该论文提供了与实践反思和实践反思相关的启示。