As higher education continues to embrace digital platforms for teaching and learning, online engagement has emerged as a critical factor in promoting student success and ensuring academic quality. Yet, a persistent challenge remains understanding not only how students engage in online environments, but also why they choose to engage—or disengage—in particular ways.

Reflecting ‘on’ online engagement involves evaluating the practical elements that shape virtual learning experiences—such as instructional strategies, technological tools, and pedagogical approaches. This includes assessing the effectiveness of discussion forums, live sessions, digital assessments, and feedback mechanisms in fostering meaningful interaction.

In contrast, reflecting ‘of’ online engagement calls for a deeper, more critical examination of the broader structures and assumptions that underpin online education. It prompts us to ask: Whose voices are heard or marginalized in digital spaces? How do access, digital literacy, and cultural context influence participation? This reflection challenges us to consider the equity and inclusivity of our online learning environments.

Despite the widespread adoption of technology, many students continue to report feelings of isolation, surface-level participation, and a lack of authentic connection in online courses. Educators, too, face difficulties in sustaining deep engagement, particularly in large or culturally diverse cohorts.

While the literature offers numerous strategies to enhance online engagement—such as increasing instructor presence, leveraging interactive tools, and encouraging peer collaboration—these recommendations often lack detailed implementation guidance. Moreover, there is a notable absence of longitudinal research that tracks engagement over time or compares models across disciplines and institutions. Certain learner groups, including adult learners, those from low-resource settings, and individuals with limited digital literacy, remain underrepresented in current research. Additionally, much of the focus remains on individual student attributes, with less attention paid to institutional, technological, and pedagogical systems that shape engagement.

During this presentation, participants were invited to share their reflections on how online engagement in higher education can be improved. Their collective insights are available via the following Padlet link: https://padlet.com/herdsaoesigpad/critically-reflecting-on-and-of-online-engagement-in-higher--zpkolqf5fbke3e2g