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This study investigates the factors influencing university students' online learning engagement from three distinct aspects, namely, behavioural, cognitive and emotional engagement. A comparison is drawn from university students in Asia who embraced online learning during the COVID-19 pandemic. An online survey was conducted on 495 university students in Mainland China, Hong Kong and Malaysia during the surge of the COVID-19 Omicron variant, which was considered more infectious but less deadly than previous variants. A consistent positive relationship between Satisfaction and Academic Performance is found in all the regions. Malaysia presents a unique situation as compared to Mainland China and Hong Kong whereby no association was found between Social Context and Online communication towards Student Engagement. The novelty of this study is attributed to the integration of Social Presence Theory in Student Engagement through the nature of online learning as a coping strategy to halt the spread of COVID-19 during the Omicron variant surge. © 2023, Beijing Normal University.
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The aim of this research is to examine the marketing strategies to Generation Z, social media cognitive engagement, social media influencer, perceived corporate social responsibility and user-generated media communication and hedonic brand image as moderator on generation Gen Z purchase intention, and examining these effects in Covid'19 pandemic recession phase in Pakistan. Research was completed on Generation Z respondents, using an online survey questionnaire were evaluated using through factor analysis, model fit, SEM via Smart PLS 4. Empirical results via structural equation modeling demonstrate that the impact of the four constructs played a partially significant role on Gen Z purchase intention. Gen Z has strong bonding with social media engagement and aware of CSR activities of an organization and confirmed their behavior toward e-shopping. Brand equity and Citizen Behavior are could be examined as a dependent variable but we didn't due to lack of literature. Social media cognitive engagement and perceived corporate social responsibility has strong relation with generation Z purchase intention which indicates generation Z is engage with social media and CSR activities. Online business operators and trend setter can identify and promote their business on social media sites. Through this study marketers and professionals can also formulate strategies to increase promote their business. The empirical results provide academic contributions to the current group of knowledge in the marketing to capture Gen Z. Using advanced quantitative data analysis will eventually enable future researchers to explain the contribution of the current study to understanding the importance of Generation Z psychology.
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Success in school depends on pupils having strong emotional intelligence. In the battle against aberrant conduct, improving a person's emotional and social control is essential. Blended learning settings were the subject of this study, which assessed students' emotional intelligence and learning styles. Blended learning is a new educational approach that arose as a result of the blending of classroom instruction with internet resources. However, this study also examined the impact that cognitive engagement plays in the association between learning styles and emotional intelligence. To measure emotional intelligence, cognitive engagement, and learning styles, 340 students in Hunan Province, China, completed a 26-item paper-based questionnaire. Personality traits and self-consciousness were also included in the evaluation of emotional intelligence. Structural equation modeling was performed using SmartPLS software to uncover the connections between the variables. According to the research, self-consciousness and self-disciplined have a clear, significant, and favorable relationship with learning styles. Cognitive engagement was also found to have significant and favorable indirect correlations with learning styles for the four components of emotional intelligence (selfconsciousness/self-disciplined/emotional management/learning styles). COVID-19 showed students had more difficulty developing learning styles in mixed learning contexts, but emotional intelligence helped them to achieve When students are actively engaged in their learning through cognitively challenging assignments, learning styles and emotional intelligence are more closely linked. To improve students' emotional and cognitive engagement, institutions might use a number of different assessments. The study also examined the consequences for academics, practitioners, and the management of the institution. [ABSTRACT FROM AUTHOR] Copyright of Journal of Pharmaceutical Negative Results is the property of ResearchTrentz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Given the spread of the COVID-19 pandemic, online classes have received special attention worldwide. Since teachers have a lasting effect on the students, the teacher-student relationship is a pivotal factor in language learning classes. Students will not be engaged in class activities if they are not sufficiently challenged by them or if they do not find them interesting, especially in online classes. From this point of view, motivating, engaging, and testing techniques in online classes are highly important. The present study attempts to demonstrate a correlation between structured feedback and three types of engagement in an online class: cognitive, behavioral, and emotional engagement. The structured feedback, which is used at the end of each lesson lets the students express what they know, what they want to know, and what they learned. The sample of the study consists of 114 EFL third-year college students. The study's findings reveal positive and significant correlations between the three types of engagement; cognitive, behavioral, and emotional, and the use of structured feedback in online classes. In a nutshell, some academic implications and recommendations are provided.
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This study explored the perceptions of students from different types of schools in Malaysia towards their online learning engagement during COVID-19's movement control order using Fredricks et al.'s framework of behavioural, cognitive, and emotional engagement. In addition to these variables, external support provided to the students was also considered. To this end, a questionnaire that examined the students' general online practices and online learning engagement was administered. Seven hundred sixty-eight students from four different types of secondary schools (national, Chinese, international, and high performing schools) responded to the questionnaire. The findings from the ANOVA analysis indicated that generally the respondents demonstrated positive online learning practices. However, the amount of time spent interacting with teachers online should be much improved. The findings also indicated significant differences in perceptions towards online learning engagement and external support based on school types.
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Asynchronous online learning has gained great popularity in higher education, especially due to the recent COVID-19 pandemic. However, few studies have investigated how to maintain students' continuous usage intention of asynchronous online courses in the context of higher education. This study incorporated four key factors (intrinsic motivation, extrinsic motivation, perception of multiple sources, and cognitive engagement) associated with students' continuous usage intention of asynchronous online courses into technology acceptance model (TAM) to identify the influencing factors on students' continuous usage intention. A survey with 325 college students was conducted to explore their continuous usage intention of asynchronous online courses and structural equation modeling analysis was carried out to analyze the relationships between the key influencing factors and students' continuous usage intention. The results showed that cognitive engagement was the only factor that directly related to continuous usage intention. Intrinsic motivation, extrinsic motivation, and perception of multiple sources indirectly correlated with students' continuous usage intention through different pathways. The results of the study have several theoretical and practical implications. Theoretically, the study verified what key learning factors incorporated into TAM and in what way they relate to the continuous usage intention of asynchronous online courses. Practically, the present study indicated that it is required to take intrinsic motivation, extrinsic motivation, perception of multiple sources, cognitive engagement and TAM into consideration when designing and conducting asynchronous online learning courses to ensure college students' continuous usage intention of asynchronous online courses.
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The present study aims to analyze the predictive factors of the digital self-efficacy in students from a private university of Lima (Peru) in the context of the Covid-19 pandemic. The sample was 102 university students (92 women (90.2%) and 10 men (9.8%)) between 19 and 40 years old (Mage = 26.39, SD = 7.75). The results show in the analysis with the Student's T the digital self-efficacy is higher in provinces students (Mean = 5.12, p <.01) and lower in the capital city students (Mean = 4.65, p <.05). Then, the correlation analysis shows age, origin place, academic performance and cognitive engagement are related with student digital self-efficacy. Finally, the analysis of multiple lineal regressions between age, origin place, academic performance and cognitive engagement shows only the age predicts positively the digital self-efficacy (β =.28, p<.01). © 2022 IEEE.
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Current approaches to assessing digital competence in education may be too broad to support teachers in developing their online learning designs in specific subjects. During the pandemic, studies have identified that the development of teaching practices (and subsequently their learning designs) has taken a leap. However, because digital cultures differ between schools, local approaches need to survey how their practices have developed and what emerging practices can become good examples for others. Using a descriptive multiple case (n = 20) study methodology with observations, interviews (n = 33), and a survey, 12 elements in second language online learning designs (LDs) that seemed to engage learners and support online learning were identified. Data were analysed using pattern matching and descriptive statistics. Post observation, teachers were asked to rate the importance of the ability to include the element and how difficult they perceived its implementation would be. A case overview was used to contrast the survey. Results reveal that the number of digital technologies has little to do with the complexity of designs, and teachers with relatively few digital resources can offer more complex LDs. While most teachers rated the elements suggested as easy, the observations did not support this. However, around 30% of the teachers rated at least seven important elements as difficult or very difficult and designing learning activities that stimulate engagement in nuanced ways was considered challenging. This paper proposes that, identifying local elements may be a suitable way forward to support professional development, as well as to reframe teachers' digital practices post Covid-19.
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This article focuses on teacher educators’ reflections on prospective teachers’ cognitive engagement in the teaching and learning of mathematics during the pandemic. Using three interacting aspects that can foster learners’ cognitive engagement as a lens, observations and reflections from two teacher educators and anonymous screenshots of students’ work were gathered and analysed by a mathematics teacher educator. The prospective teachers’ self-regulated learning, engagement in solving tasks, and participation in productive discourse were positively surprising, showing the cognitive presence of the learners during virtual teaching. The influence of digital platforms like Blackboard and digital tools like GeoGebra, Desmos, Padlet, Google Docs, Google Forms and Google Sheets in teaching helped us observe the learners’ cognitive engagement in real time. Contribution: The GeoGebra Class function and the Desmos Teacher feature helped us to observe the prospective teachers’ cognitive engagement during the online teaching. However, continuously and rapidly creating digital content on said digital platforms can be demanding for educators.
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This study explored the perceptions of students from different types of schools in Malaysia towards their online learning engagement during COVID-19's movement control order using Fredricks et al.'s framework of behavioural, cognitive, and emotional engagement. In addition to these variables, external support provided to the students was also considered. To this end, a questionnaire that examined the students' general online practices and online learning engagement was administered. Seven hundred sixty-eight students from four different types of secondary schools (national, Chinese, international, and high performing schools) responded to the questionnaire. The findings from the ANOVA analysis indicated that generally the respondents demonstrated positive online learning practices. However, the amount of time spent interacting with teachers online should be much improved. The findings also indicated significant differences in perceptions towards online learning engagement and external support based on school types.
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Aim/Purpose The goal of this study was twofold: first, to examine how learners’ behavioral engagement types affect their final grades in an online programming course;and second, to explore which factors most strongly affect student performance in an online programming course and their connection to the types of cognitive en-gagement. Background During the COVID-19 pandemic situation, information technology educational methods and teaching have been transforming rapidly into online or blended. In this situation, students learn course content through digital learning manage-ment systems (LMSs), and the behavioral data derived from students’ interac-tions with these digital systems is important for instructors and researchers. However, LMSs have some limitations. For computer science students, the tradi-tional learning management system is not enough because the coding behavior cannot be analyzed. Through the OpenEdu platform, we collected log data from 217 undergraduates enrolled in a Python programming course offered by Feng Chia University in Taiwan in the spring semester of 2021. Methodology We applied the evaluation framework of learning behavioral engagement con-ducted on a massive open online course (MOOC) platform and integrated it with the partial least squares structural equation modeling (PLS-SEM) approach. PLS-SEM is widely used in academic research and is appropriate for causal models and small sample sizes. Therefore, this kind of analysis is consistent with the purpose of our study. Contribution In today’s fast-paced world of information technology, online learning is be-coming an important form of learning around the world. Especially in com-puter science, programming courses teach many skills, such as problem-solving, teamwork, and creative thinking. Our study contributes to the understanding of how behavioral engagements in distance programming learning affect student achievement directly and through cognitive engagement. The results can serve as a reference for practitioners of distance programming education. Findings Our results demonstrate that: (1) online time and video-watching constructs had significant effects on the self-assessment construct, self-assessment and video-watching constructs had significant effects on the final grade construct, and online document reading was not a significant factor in both self-assessments and final grades;(2) video watching had a most significant effect than other be-havioral constructs in an online programming course;(3) cognitive engagement types are inextricably linked to the development of a behavioral engagement framework for online programming learning. The mediation analysis and the im-portance-performance map analysis supported the importance of cognitive en-gagement. Recommendations for Practitioners (1) Online education platform developers and university policymakers should pay close attention to the development of self-assessment systems and design such systems based on students’ cognitive skills. (2) Instructors are advised to put substantial effort into the creation of videos for each course session and to actively promote students’ interest in the course material. Recommendations for Researchers The empirical results reported in this study allow a better understanding of the connection between behavioral engagement and final achievement. However, there are still great challenges in trying to explore more kinds of engagement, like emotional or social engagement. It would be interesting to deepen the re-sults obtained by integrating programming behavior like debugging and testing. Impact on Society Online programming courses allow students to improve their coding skills and computer science background. Students’ behavioral engagement strongly affects their academic achievement, their ability to complete a course successfully, and the quality of the learning process. Our work can encourage more people who are different majors in society to learn coding in an online environment even not only computer science students. Moreover, the fin ings of this study can be rec-ommendations for understanding students’ learning behavior and the develop-ment of distance programming learning. Future Research We suggest for future studies: (1) include a wider range of participants, such as students enrolled in MOOCs environments;(2) include more log data items that can express various students’ behavior, depending on the reliability and validity of the research model;and (3) conduct more detailed studies of the effects of emotional engagement as well as additional aspects of students’ social engage-ment to elucidate the factors affecting students’ behavioral participation and performance more thoroughly © 2022, Journal of Information Technology Education: Research.All Rights Reserved.
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The overarching goal of this design-based research is to develop and evaluate a set of design principles for a fully online flipped classroom to support students' learning outcomes, behavioural, emotional, and cognitive engagement. In a fully online flipped classroom, students are encouraged to complete online pre-class activities asynchronously. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in classrooms, but rather online synchronously. The testbed involved a conventional flipped class (Cycle 0), a fully online flipped class (Cycle 1), and a refined fully online flipped class (Cycle 2). The results showed that although all three groups of students performed equally well in learning, the refined online flipped model was more effective in supporting students' behavioural engagement in the synchronous online class sessions than the online flipped model. This study contributes to the extant literature by explicating the design principles that support student engagement in fully online flipped learning.
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In connection with the situation with COVID-19 almost all universities in the world were transferred to e-learning format, therefore new factors started to influence academic engagement and performance. Psychological security is one of these factors. Many researches have studied the importance of psychological security level among students, some of them proposed the methodology of assessing the indicator. Nevertheless, there are few studies that demonstrate the relationship between psychological security level of students and their academic engagement and performance. The aim of the current study is to close this scientific gap. For the assessment the Trustworthiness Factors survey, Academic Engagement Scale and academic performance results were used. A total of 351 students aged between 19 and 21 (M = 19.57, SD = 0.59), mainly female (57%), were integrated in the sample. Online surveys were conducted to reveal the level of students' psychological security, their academic engagement and performance in the process of e-learning and analyze the associations between these variables. The female students analyzed showed higher levels of psychological security, and especially in the communication of own ideas in webinar rooms. The same tendency was found in the levels of academic engagement and performance. The findings obtained by using the linear regression analysis technique indicated that psychological security predicted academic performance positively. In contrast to earlier studies, student safety is considered not only as an aspect of personal data security, but more as a psychological one. It was possible to conclude that the influence of psychological security on students' engagement and academic performance is particularly visible in the online educational environment.
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Student engagement is a critical component of e-learning, which became an important focus for most academic institutions during the COVID-19 pandemic. University students' engagement is measured using various scales with different subscales. This study aimed to evaluate the psychometric properties of the Persian version of the University Student Engagement Inventory (P-USEI). A cross-sectional methodology study was conducted among Iranian university students (n = 667) from April to May 2020. After forward-backward translation, the content, and construct validity, and reliability of the scale were assessed. The results obtained from the confirmatory factor analysis confirmed that the P-USEI has three factors: cognitive, emotional, and behaviour. The findings of the study supported the adequate reliability, factorial, convergent, and discriminant validities of P-USEI in a sample of Iranian students. The P-USEI dimensions have predictive value for important academic variables that can be generalized by developing the research through a psychometric evaluation on student engagement.
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Online learning-learning that involves interactions that are mediated through using digital, typically internet-based, technology-is pervasive, multi-faceted, and evolving, creating opportunities and challenges for educational research in the wake of the COVID-19 pandemic. In this special issue, we advance an interdisciplinary agenda for online learning research at the intersection of educational technology, educational psychology, and the learning sciences. In this first article in the issue, we define online learning including its variants, review historical and current contexts, explore its multidimensionality, and assert key issues shaping contemporary online learning. We propose five important lenses: community, engagement, pedagogy, equity, and design-based research, through which scholarly communities are creating knowledge that influences research and practice in online learning contexts. These lenses highlight points of conceptual overlap between the online and psychological learning literatures. The special issue is organized around these lenses and includes an article representing each one, complemented by commentaries that offer critical appraisal and synthesis.
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Aim/Purpose This study investigates the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing preservice teachers' digital competencies. The social/emotional engagement can be illustrated with actions associated with learning, such as excitement, interest, and motivation. Cognitive engagement is the active process of learning and is the most essential form of learning. Finally, behavioral engagement is the physical behavior associated with doing the work and following the rules. Background Teachers' digital competencies are essential in creating an active e-learning environment that ensures students' engagements and reduces learners' sense of isolation. Due to the lockdown of COVID-19 in March 2020, schools and universities shifted toward e-learning, where higher education in the United Arab Emirates (UAE) experienced a digital transformation. Many questions have been raised about life after COVID-19, competencies needed for the new demands of jobs that do not yet exist, social/emotional development of students, and their engagements in online classes. Methodology An explanatory sequential mixed-method approach was utilized, using a quantitative data method followed by a qualitative data method. An online survey was used to collect the quantitative data from participants. The convenient research population is female preservice teachers who are considered learners enrolled in semesters 3-8 and learning online. Focus group discussions were used to collect the qualitative data from selected participants. Contribution The findings of the study contribute toward a deeper understanding of the relationship between social/emotional, cognitive, and behavioral engagements and their positive impact on developing learners' digital competencies. The results can be leveraged during or after the pandemic to design strategies and pedagogies that enhance learners' engagements and develop their digital competencies based on the conceptual framework of the study. Findings The study's results reveal a significant positive correlation between social/emotional, cognitive, and behavioral engagements that lead to the development of preservice teachers' digital competency. The relationship between social/emotional and cognitive engagements is stronger than between cognitive and behavioral engagements, while the relationship between social/emotional and behavioral engagements is balanced. Recommendations for Practitioners Instructors need to consider students' well-being and avoid the sense of isolation among students through designing strategies and pedagogies using the framework of the study that enhance learners' engagements. More focus is needed on training instructors and educators in using different interactive applications that enhance learners' and educators' digital competency. Recommendations for Researchers The findings provide theoretical evidence of the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing learners' digital competencies. However, this study was conducted in an early childhood education program in higher education where all the participants were females. It is highly recommended that future research repeats the study with male and female participants, as well as implement the study with different age groups from k-12 students. Impact on Society This research highlights the importance of considering the social/emotional, cognitive, and behavioral engagements in developing learners' digital competencies. It is interestingly important to reinforce the teaching, cognitive and social presence among all instructors and teachers due to the positive impact on students' online learning. Future Research Future research on measuring the impact of transforming students' design thinking mindset after using interactive technology is recommended. In addition, it is highly recommended to consider measuring how the students' learning is influenced by the teaching presence of their instructors. Also, it is recommended that future re earch considers measuring the instructors' digital competencies and their impact on planning instructional activities.
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The purpose of this qualitative descriptive study was to determine how teachers in urban middle schools describe the influence of cognitive, emotional and behavioral engagement on academic achievement. The theoretical foundations of this study included cognitive engagement theory, behavioral engagement theory, and emotional engagement theory. Three research questions were drawn from the theoretical foundations and provided insights to how teachers in urban middle schools saw different types of engagement influence academic achievement in their classroom. The sample consisted of teachers currently working in an urban middle schools in the Denver area region. This study used a qualitative methodology and descriptive design concentrated on understanding how urban middle school teachers described their experience with cognitive, behavioral and emotional engagement and how it influenced academic achievement. Data collection consisted of a three-part questionnaire and individual interviews. Data was analyzed using descriptive statistics and thematic analysis involving an inductive coding approach. Important findings of this study support new definitions of engagement, specific to the way it looks and sounds in urban middle schools and how all three types of engagement can positively influence academic achievement when utilized in the urban classroom. Recommendations for future research on the application vs. knowledge of engagement, use of emotional engagement in post-COVID environments, engagement theories in high schools, and the examination and comparison of engagement strategies used in virtual education were recommended. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Cognitive engagement (CE) is a prerequisite for students' meaningful learning. The present text analyses the student's CE in a proposal based on the Flipped Classroom (FC) model, in distance education (DE). The proposal was implemented through an action-research cycle in Portuguese secondary schools during the Covid-19 pandemic. It combined asynchronous and synchronous lessons divided into teacher-led activities (TLA) and student-centred activities (SCA). To understand the influence of the design of the activities in the student's CE and the impact of the proposal on the students' academic performances, the students' discourses, perceptions, and knowledge assessment tests were analysed. The results showed higher levels of student CE in ACA, as it allowed for a more active role for the students in knowledge construction, greater facilitation from the teacher and peer learning. The results of the students' academic performance were higher in DE than in face-to-face teaching. This may be associated with the CE indicators (positive self-perceptions, self-efficacy, and content understanding) identified in the students' perceptions. However, the same analysis also identified several aspects that need improvement to enhance the FC model in DE. © 2022 Universidade Federal de Minas Gerais. All rights reserved.
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Existing research on facilitators in K-12 schools has focused on supplemental online programs where on-site personnel work with online students in a local brick-and-mortar school. While some insightful research exists focused on online facilitators at full-time cyber schools, additional research is needed to examine facilitators using synchronous support. The purpose of this study was to determine whether and how the role of a facilitator in a full-time cyber school could help to address students' cognitive, behavioral, and affective engagement needs during the COVID-19 pandemic. We conducted qualitative interviews with two administrators and four advocates during Spring 2020, using the Academic Communities of Engagement Framework as a lens to understand the advocates' role. Findings confirmed the need for a facilitator role to support online student engagement. This type of research will provide insights to full-time cyber schools and will be insightful to those seeking to engage students during emergency remote learning.
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BACKGROUND: The recent COVID-19 pandemic and the shortage of general practitioners has determined a strong pressure on the Italian health system. This critical issue highlighted the fundamental support of e-health services not only to lighten the workload of doctors, but also to offer patients a health service tailored to real needs. Therefore, the digital engagement platforms represent a valid aid, as they reconcile the efficiency needs of the healthcare system with the benefits for the patients involved. In this perspective, little is known about the main factors associated with use of telemonitoring platforms and their effectiveness. This paper investigates the critical success factors of telemonitoring platforms during COVID-19 in order to understand the mechanisms underlying patient participation with the health engagement platforms. METHODS: An exploratory factor analysis was used to explain the main dimensions of patient participation in the COVID-19 telemonitoring. A sample of 119 patients with a suspected or confirmed infection was used in the investigation. Moreover, an analysis of variance was calculated to identify the differences between three types of patients (infected, uninfected, with suspected infection) and verify the effectiveness of the platform. MAIN FINDINGS: There are six main factors underlying the use of the COVID-19 telemonitoring platform. "Self-Health Engagement" emerges as a novel factor. Moreover, compared to other platforms, cognitive engagement is a crucial trigger for effective telemonitoring. DISCUSSION: By identifying the main triggers involved in the use of health engagement platforms, we can improve the satisfaction of telemonitoring services for appropriate health-crisis management. Furthermore, the COVID-19 telemonitoring platform appears to improve health management for both patients and health care providers as it provides the patient with the necessary tools for Self-Health Management (SHM), as well as helping to enrich the literature on health care. CONCLUSION: A new construct emerges in the study of digital telemonitoring platforms: "health self-engagement", that is, an engagement based on self-care that demonstrates the decisive role assumed by both digital technology and patient participation in self-management.