The impact of humanized online teaching strategies on learner engagement in online learning

The aim of this study is to examine the impact of humanized online teaching strategies on learner engagement. To address this aim, a mixed-methods approach was adopted, employing an explanatory sequential design. The study was conducted over a period of twelve weeks in a non-thesis graduate program at the postgraduate level. Quantitative data were collected through repeated measures within a within-subjects experimental design, while qualitative data were collected through semi-structured interviews. The study was conducted during a course with 28 volunteer participants and the learners' academic performance during the course was also measured. Data were collected using a student engagement scale, achievement tests, and semi-structured interviews. Quantitative findings indicated that humanized online teaching strategies did not have a statistically significant impact on learners' engagement or academic performance. However, qualitative findings suggested that these strategies positively influenced learners' learning experiences, engagement, and perceptions of success. The qualitative data, analyzed through content analysis, were categorized under four main themes: learner well-being and comfort, academic satisfaction, instructor-learner relationships, and perception of distance education. Participants reported that they found the course environment warm and comfortable, and that humanized online teaching strategies increased their engagement. Moreover, the instructor's attitude and the structured nature of the course were highlighted as key elements supporting the learning process. The findings reveal that in online learning environments, humanized online teaching strategies have a notable impact on affective dimensions beyond cognitive outcomes and provide a supportive learning environment. The results are discussed in the context of existing literature, and suggestions for future research are provided. Keywords: online learning, distance education, humanized online teaching, learner engagement, social presence, interaction