UMass Global Professors’ Research Highlights the Importance of Media-Driven Approaches to Enhancing Student Engagement

As more college degree programs are offered online, it’s important for higher education institutions to continually innovate to keep students engaged while readying them for the real-world work that comes after graduation. The research spearheaded by two University of Massachusetts Global professors represents one approach to supporting that goal at our university.

The research is detailed in the article “Bringing Lessons to Life: Media Driven Approaches to Online Learning” in the January 2026 issue of the International Journal of Technology in Education. In it, UMass Global professors Dr. Vanessa Holtgrave and Dr. Jenny Good explore the use of media-driven instructional strategies to enhance engagement and applied learning in online higher education settings.

Their research focused on how media-driven approaches can enhance student engagement and learning in online education. Specifically, they explored how integrating video, storytelling, and applied content can help bring course material to life in virtual environments.

“This work was inspired by our own teaching experiences, where we saw a clear need to move beyond static content and create more meaningful, immersive learning experiences for students in online programs,” noted Dr. Holtgrave.

Key insights and actionable takeaways from their research

For the study, more than 240 participants voluntarily responded to an anonymous online survey. Participants, most of whom were nontraditional adult learners, included students enrolled in various online undergraduate psychology courses.

The insights from their responses showed that media such as interactive video-based microlearning, virtual simulations, and text-based interactive lessons can significantly increase student engagement and connection to course material.

Key findings included:

• About 82% agreed or strongly agreed that interactive media improved their capacity to apply what they had learned.
• More than 84% reported that interactive media offered a more valuable learning experience.
• More than 90% said they would prefer more media-based instruction.

“When students see concepts applied in realistic and relatable ways, their understanding deepens,” noted Dr. Good.

Another important takeaway is that media should be intentional and aligned with learning objectives.

“Our team wanted to ensure that the intention and purpose behind these media tools wasn’t just to ‘use them to use them,’ but to incorporate these tools in a way that enhances critical thinking and application,” Dr. Holtgrave added.

This published research reflects a commitment to improving the quality of education professors provide; not just at UMass Global, but for instructors worldwide.

“Within the UMass Global community, we hope it encourages continued innovation, creative approaches, and collaboration in teaching practices,” said Dr Holtgrave. “And with it being published in a peer-reviewed journal, it’s now available for faculty across the globe who also hope to integrate more media-driven approaches into their classrooms.”

Applying this research to UMass Global courses

This research will directly inform how UMass Global faculty approaches course design.

“As researchers and faculty, we’re more intentional about integrating media that helps students connect theory to practice, especially through real world examples and applied scenarios,” said Dr. Good. “It’s also influenced how I mentor students, by encouraging them to think more critically about how knowledge is applied, not just understood.”

UMass Global students will benefit by receiving more dynamic and relevant learning experiences.

“Faculty who are engaged in research bring current, evidence-based practices into the classroom,” explained Dr. Holtgrave. “We’re also gathering data from the students on their experiences, which is meaningful to course content creation and implementation. This helps ensure that students learn foundational knowledge that prepares for real-world application in their future careers.”

“The support of our institution, particularly in encouraging scholarship around teaching and learning, played an important role in allowing us to explore and refine these ideas in our own courses,” added Dr. Good.

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