What sparks curiosity? Student insights that inform online course design strategies to cultivate curiosity

Rachel V. Smydra
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Rachel V. Smydra: Oakland University, USA

Advances in Online Education: A Peer-Reviewed Journal, 2025, vol. 4, issue 1, 58-71

Abstract: Curiosity has been connected to motivation, engagement and enhanced learning, but its role in course design, particularly in online courses, remains under-researched. This qualitative study explores how undergraduates enrolled in an asynchronous online general education literature course defined and experienced curiosity. Findings reveal that students view curiosity as a multi-dimensional process that entails emotional resonance, motivational drive and active exploration rather than an intellectual or behavioural state or trait. Their perspectives contrast with university stakeholders who often conceptualise curiosity as a measurable academic skill or learning outcome. The layered learning model identifies five key course design features and emphasises integrating the elements across the learning experience to create multiple ways for students to engage. Implications for faculty development, course design and pedagogy are noted along with recommendations for future research on cultivating curiosity in the online classroom. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.

Keywords: curiosity; course design; student engagement; enhanced learning; emotional resonance; personal connections (search for similar items in EconPapers)
JEL-codes: A2 I2 (search for similar items in EconPapers)
Date: 2025
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