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You are reading: Evidence-based pedagogies to support online engagement of low SES, and regional, rural, and remote students

This is the final report submitted for the ACSES Small Grants Research Program project “Evidence-based pedagogies to support online engagement of low SES, and regional, rural, and remote students”.

Lead researcher: Frances Fan, University of Tasmania

Co-authors: David Hicks and Sarah Fischer, University of Tasmania

Read below for the key points of the report “at a glance”. The full report is available for download in PDF [2 MB] or Word [2 MB] format.

At a glance

Background

Online learning has increased significantly. Online learning may be able to reduce or mitigate barriers to higher education that students from low socio-economic status (SES) and/or regional, rural, and remote (RRR) backgrounds might experience. Unfortunately, course completion rates in higher education are significantly lower for students studying online, with a disproportionate impact on students from disadvantaged backgrounds. This project aimed to address this issue.

What we did

Using data from the University of Tasmania, we described online engagement patterns of low SES and RRR students and identified online pedagogical practices that maximise the engagement of these students, so as to develop a holistic model of online engagement. We did this first by collecting quantitative data, including learning management system data and survey responses, from 119 low SES and RRR students in a suite of 16 online and blended subjects. We then collected qualitative interview data from teachers, students, and support staff to examine teachers’ pedagogical approaches that helped foster the engagement of students in the target priority groups.

What we found

Low SES and RRR students can have multiple associated challenges, but with the right pedagogical support, these students can achieve outcomes as positive as their online peers. Creating a sense of belonging and of (virtual) place can support these students’ social integration into university life.

Online pedagogical designs differed significantly between disciplines and individual subjects. Students sought consistency in how to navigate learning management systems (LMS) in multiple subjects and emphasised the importance of aesthetics and visual design. Subjects based on Universal Design of Learning principles were well received by low SES students and RRR students.

Overall, low SES and RRR students thrive in online learning when they are provided with pedagogical support that recognises their needs and is embedded in a whole of institution support system.

What we recommend

As access expands and student cohorts become more diverse, institutions should align support and resources to match the needs of the cohort and staff supporting them.

Universities should prioritise improving online pedagogies and fostering interactive and socially engaging virtual environments.

Institutions should interpret their LMS data considering the academic context and being aware of the varied quality and reliability of the data available. They should explore ways to understand and track students’ social presence and engagement in online learning.

We provide a toolkit (see Table 6 in Section 7.2) with a range of online pedagogical tools and strategies that can foster social and cognitive engagement. Teachers in online and blended subjects should select the tools suitable for their learner cohorts.

 

The full report is available for download in PDF [2 MB] or Word [2 MB] format.

Download the full report:
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Low SES Low socioeconomic status Online students Regional, rural and remote Regional and remote Research Reports
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Evidence-based pedagogies to support online engagement of low SES, and regional, rural, and remote students
Fan et al., 2026
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