Learning Designers’ Perceptions of Cognitive Engagement in Online Learning: Key Design Considerations and Emerging Themes

This study investigates how university learning designers conceptualize student cognitive engagement in online learning environments—an area often overlooked in educational research. Ten learning designers from two Australian universities were interviewed, focusing on cognitive engagement across three interaction types: learner-to-teacher, learner-to-learner, and learner-to-content. Thematic analysis revealed three interrelated themes: (1) learning design considerations at both unit and activity levels, (2) the preparedness of teachers and students before and during online delivery, and (3) students’ learning footprints and artefacts captured through the LMS. Designers emphasized that while structured activities, scaffolding, social interaction, and self-evaluation support engagement, these features alone are insufficient. Teacher preparedness—particularly the ability to lead purposeful interactions and meaningful discussions—was identified as a critical factor in advancing deeper cognitive engagement. The main contribution of this study is the development of a conceptual framework that foregrounds the interconnections between learning design, stakeholder preparedness, and measurable learning outcomes. This framework provides a foundation for improving pedagogical practices and promoting collaboration in online higher education. Implications, limitations, and directions for future research were discussed.