ABSTRACT
During the covid-19 pandemic, students' online learning quality is imbued with teachers' support strategies while students' learning engagement is another great indicator underlies their learning experiences. Through a questionnaire survey of 500 freshmen who have had their college English class online in 2022 fall, an investigation using exploratory factor analysis, Pearson correlation analysis, stepwise regression analysis and parallel mediator model reveals the impact of teachers' support strategies (the six dimensions of challenge, authentic context, curiosity, autonomy, recognition and feedback) on the learners' online college English learning engagement (the four dimensions of cognitive engagement, behavioral engagement, emotional engagement, social engagement), thus particular concern is also given to the correlation with students' online learning experiences. It was found that even under diversified and comprehensive guiding strategies from teachers, university students' online college English learning engagement is at the medium level, among which the cognitive engagement should be devoted more. The experimental data also shows that teachers' support strategies have significant influence on learners' engagement, especially teachers' feedback and challenge setting will stimulate students to involve more in their study. In addition, both teachers' support strategies and students' learning engagement involves significant reflection of learning experiences accordingly. Based on this learning concept, related proposals see different degrees of prominence reflected in online instructional design, teachers' and students' feedback literacy, and technology-enabled innovative teaching practice are put forward, in order to effectively play the role of teacher scaffolding, learning experiences enrichment and students' engagement enhancement of online English learning. © 2023 IEEE.
ABSTRACT
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.
ABSTRACT
Ensuring students remain active and engaged in online sessions is one of the core challenges for teaching faculty. COVID-19 has thrown challenges at educators, but it has also opened many opportunities to be more practical and creative in our teaching styles. This chapter is based on the practical transformations needed to deal with what we call "ghost students" in remote synchronous online teaching - that is, nervous students behind the dark lens of webcams, sometimes "free riders," and occasionally "write-off" students hanging on in a class due to lack of previous performance and learning. This paper offers insights into complex situations and practical solutions. Different learning activities and techniques are explained to improve the learning curve of such students. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
At first, the pandemic caught the world off-guard, and then the rate of change to innovate did not give many the time needed to adapt. With physical distance added to the equation of the new normal, higher education might never look the same again. For many of us, this means teaching through a new medium, higher dependence on technology, delivering live lectures to students who hide behind turned-off cameras, decreased participation, and higher performance anxiety. The new normal makes us wonder how to lead our students during these unprecedented times;how to create an active faculty presence in the courses that we teach remotely or online;and how to build student engagement without adding to the performance anxiety. This chapter aims to answer all these questions considering the practices that have repeatedly helped me establish my presence and outstanding student engagement during these unprecedented times of COVID-19. These involve the use of audio visual tools, breakout rooms, short lectures, content update, classroom games, social media and faculty branding. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
Student enrollment for online education has seen a constant rise over the last two decades (Dixson, 2015) and has been very popular even before the COVID-19 pandemic. However, the unprecedented acceleration toward online teaching in Winter 2020 has taken many education institutions by surprise. This unwanted rapidness in transition to online teaching has created challenges for students, educators, and administrators alike. In this chapter we hope to bring some of those challenges to light. We present a literature review along with our own reflections on how student engagement has changed due to this sudden, unplanned transition to online teaching. Students and instructors are finding it difficult to navigate through these troubled times. We provide some suggestions on how to overcome these concerns. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
As one of the world's major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege and marginalization in the structures and methods of online education. The pandemic starkly exposes disparities in access, equity, and inclusivity. Addressing these challenges will require explicit measures to acknowledge these power imbalances by rethinking what counts as effective teaching and learning rather than relying on institutions to revert to business as usual after this pandemic abates.
ABSTRACT
This study investigated the impact of loneliness on academic self-efficacy (ASE) and student engagement in the context of remote teaching during the COVID-19 pandemic. Moreover, as a boundary condition, we examined the role of intermediate ASE in the relationship between loneliness, student engagement, and perceived humor in learning. A total of 367 undergraduate students from six universities in Indonesia completed an online questionnaire. Data were analyzed using Macro Process version 4 to test the moderating mediation model hypothesis. As expected, the study results show that loneliness is negatively related to ASE and student engagement. ASE is proven to affect student engagement positively;concurrently, it plays an intermediate role in the link between loneliness and student engagement. Finally, humor had a significant moderating effect on learning in the tested model. This study contributes to the existing literature on loneliness and student engagement by uncovering the intermediate role of ASE. Drawing on the social cognitive theory (SCT) and instructional humor processing theory (IHTP), we explored how perceived humor in learning moderates the relationships between loneliness, ASE, and student engagement. © 2024, Asia-Pacific Society for Computers in Education. All rights reserved.
ABSTRACT
One of the fundamental objectives of higher education is to prepare students to think analytically in order to develop and create knowledge, thus going beyond receiving information and building simple knowledge. That is why higher education must adapt its teaching and learning process to cultivate critical thinking of students. In order for academia to ensure the effectiveness of the development of critical thinking skills, student perceptions cannot be neglected, given that they are the ultimate receptors. In addition, investigating students' perceptions of critical thinking skills could guide future training methods that promote their development. The purpose of this research is to explore students' attitudes and beliefs regarding critical thinking skills, as well as aspects of their development in academia and their transfer to other contexts. The study is conducted at the Dunarea de Jos University of Galaţi and uses the questionnaire survey method to assess students' perceptions of critical thinking, from several perspectives: the level of knowledge on critical thinking skills, strategies for learning critical thinking skills, the qualities of a critical thinker, the way students relate to the COVID 19 pandemic and fake news. To obtain the necessary data, the questionnaire was distributed through Microsoft Forms and subsequently analyzed to describe students' views on critical thinking. A sample of 101 students from specializations in the field of socio-humanities completed this survey. The results of the study showed that students invoke the need to overcome difficulties in developing critical thinking skills by: training teachers to use critical thinking in the classroom;including and practicing critical thinking skills in applied activities at courses and seminars;applying debates and discussions in the classroom as teaching and learning strategies;translating the theories learned in courses into different case studies;use of training skills, questionnaires, homework;participation in group projects in a collaborative environment. [ FROM AUTHOR] Copyright of Romanian Journal for Multidimensional Education / Revista Romaneasca pentru Educatie Multidimensionala is the property of Lumen Publishing House 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 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 . (Copyright applies to all s.)
ABSTRACT
In this paper, we explored the impact of course design elements that aim to support and sustain students' engagement during a 12-week online course. The course we analyzed targeted higher education, master-level students of Computer Science and Educational Technologies, and took place fully online during the COVID-19 pandemic. The course was facilitated by a Learning Management System (LMS), and due to the circumstances, the instructor's primary goal was to motivate students to actively participate during the course duration. To that end, the instructor implemented a course design focused on integrating elements such as interactive activities, short quizzes, hidden "easter eggs,” and real-time webinars. To study the impact of these elements on students' activity, we carried out an exploratory analysis of students' activity as recorded by the log files of the LMS and the qualitative feedback that students provided to the instructor. Our results suggest that the course design supported sustaining students' engagement. The level of students' activity varied for the learning materials and resources, but we confirmed a high usage of the quizzes over the course duration. Copyright © 2023 by SCITEPRESS – Science and Technology Publications, Lda.
ABSTRACT
Understanding how to engage learners in a digital space is a growing issue facing many online instructors. Our interest in digital spaces as sites of engagement results from a pedagogical concern with how Zoom, a commonly used videoconferencing software program, fosters learners' engagement with their new digital tool, with the subject matter of the course, and with their instructor and peers. We assert that Zoom is not just a tool or place of learning but a social space regulating users' interaction that is imbued with their previous experiences, perceptions, and expectations. We examine how online engagement is co-constructed in university classrooms using Lefebvre's (The production of space. Blackwell, 1991) triad of "space" conceptual framework. Using examples from our teaching during the COVID-19 switch to the Zoom learning platform, we explain how different forms of engagement were realized in our English language and Linguistics courses. Our perspectives on using Zoom, with its affordances and challenges, may provide other educators with a practical insight into the various ways in which digital engagement can be facilitated. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
The COVID-19 "pivot” created challenges for instructors in adapting their teaching strategies to the various forms of technology available for virtual delivery. One positive outcome discovered for teaching an introduction to debate class was the use of Blackboard's discussion board feature to assess student learning regarding understanding and application of concepts of evidence and reasoning for an introduction to debate class. This essay provides an account of how I adapted my teaching strategies, the assignment for student participation created to assess student learning, and positive outcomes for students needing time to process arguments and respond in a virtual forum.
ABSTRACT
This handbook showcases extraordinary educational responses in exceptional times. The scholarly text discusses valuable innovations for teaching and learning in times of COVID-19 and beyond. It examines effective teaching models and methods, technology innovations and enhancements, strategies for engagement of learners, unique approaches to teacher education and leadership, and important mental health and counseling models and supports. The unique solutions here implement and adapt effective digital technologies to support learners and teachers in critical times - for example, to name but a few: Florida State University's Innovation Hub and interdisciplinary project-based approach;remote synchronous delivery (RSD) and blended learning approaches used in Yorkville University's Bachelor of Interior Design, General Studies, and Business programs;University of California's strategies for making resources affordable to students;resilient online assessment measures recommended from Qatar University;strategies in teacher education from the University of Toronto/OISE to develop equity in the classroom;simulation use in health care education;gamification strategies;innovations in online second language learning and software for new Canadian immigrants and refugees;effective RSD and online delivery of directing and acting courses by the Toronto Film School, Canada;academic literacy teaching in Colombia;inventive international programs between Japan and Taiwan, Japan and the USA, and Italy and the USA;and, imaginative teaching and assessment methods developed for online Kindergarten - Post-Secondary learners and teachers. Authors share unique global perspectives from a network of educators and researchers from more than thirty locations, schools, and post-secondary institutions worldwide. Educators, administrators, policymakers, and instructional designers will draw insights and guidelines from this text to sustain education during and beyond the COVID-19 era. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
This chapter arises from an Instructional Technology Innovation Fund (ITIF) project led by Mary Drinkwater at the University of Toronto (2018-2020). The goal of the project was to pilot, assess, and refine a set of principles and strategies to support the development of accessible, collaborative, and engaging online or blended graduate-level learning environments that can guide online course design, particularly in times of crisis, like COVID-19. The principles and strategies arise from the CTAP model (Connecting Technology and Pedagogy), developed by Drinkwater, over a period of 10 years of teaching higher education graduate courses in the online or blended environment. Theoretical groundings for the model arise from and connect to the literature from student engagement (Brugmann R, Côté N, Postma N, Shaw EA, Pal D, Robinson JB, Sustainability 11(2):1-20, 2019;Gilliver K, Flipping romans: experiments in using technology for teaching in higher education. In: Natoli B, Hunt S (eds) Teaching classics with technology. Bloomsbury, London, pp. 9-17, 2019;Ingram L-A, Drinkwater M, Across spaces and places: exploring arts and media for democratic participation. In Majhanovich S, Malet R (eds) Building democracy in education on diversity. Sense, Rotterdam, pp. 173-195, 2015;Keddie A, Niesche R, Br Educ Res J 38(2):333-348, 2012;McMahon BJ, Portelli JP, The challenges of neoliberalism in education: implications for student engagement. In McMahon BJ, Portelli JP (eds) Student engagement in urban schools: beyond neoliberal discourses. Information Age Publishing, Charlotte, pp. 1-10, 2012;Montgomery AP, Hayward DV, Dunn W, Carvonaro M, Amrhein CG, Aust J Educ Technol 31(6):657-670, 2015) and communities of inquiry (Garrison DR, Arbaugh JB, Inter Higher Educ 10(3):157-172, 2007;Garrison DR, E-learning in the 21st century: a framework for research and practice, 2nd ed. Routledge, London, 2011;Kopcha TJ, Educ Technol Res Develop 58(2):175-190, 2010). The project deliverables included capacity building workshops, a CTAP website (Drinkwater M, CTAP-Connecting Technology and Pedagogy in Higher Education: Access, Collaboration, Engagement. https://wordpress.oise.utoronto.ca/ctap/), and a Microsoft TEAMS Collaborative Online Learning Community (COLC). Data was collected through post-workshop surveys, faculty support sessions, and interviews with faculty and students. Findings speak to the important connection between pedagogy and technology to increase student engagement and learning and collaborative communities of inquiry to support faculty capacity building. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
Amidst the outbreak of the coronavirus (COVID-19) pandemic, distance education, where the learning process is conducted online, has become the norm. Campus-based programs and courses have been redesigned in a timely manner which was a challenge for teachers not used to distance teaching. Students' engagement and active participation become an issue;add to that the new emerging effects associated with this setup, such as the so-called "Zoom fatigue", a term coined recently by some authors referring to one's exhaustion feeling that stems from the overuse of virtual meetings. In realising this problem, solutions were suggested in the literature to help trigger students' engagement and enhance teachers' experience in online teaching. This study analyses these effects along with our teachers' experience in the new learning environment and concludes by devising some recommendations. To attain the above objectives, we conducted online interviews with six of our teachers, transcribed the content of the videos and then applied the inductive research approach to assess the results. © 2022 Owner/Author.
ABSTRACT
This chapter explores one Canadian college's recent successes in distributed learning and technology utilization in program delivery during the outbreak of the COVID-19 pandemic. Following an appreciative inquiry approach, it discovers best/proven practices and dreams of what could be in shifting from traditional onsite applied learning to an integrated model of distributed learning. These practices and dreams, described with specific examples from students and faculty, are compiled into recommendations for future application. The five main recommendations are consistent delivery standards, communication and instructor availability, test/assignment flexibility, creative student engagement, and effective technology utilization. In addition, a key benefit realized by the appreciative inquiry was faculty and student engagement in identifying and implementing positive solutions for the future. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
The start of a new decade, 2020, was filled with many global issues but none as profound as the COVID-19 pandemic. North America watched the crisis unfold half the world away with little inkling that in a matter of weeks it would impact how we live, work, and educate. This chapter focuses on how the COVID-19 pandemic affected the way undergraduate programing is delivered at a private for-profit university. The new adapted model mimics the face-to-face classroom experience via video-conferencing live online sessions platform. This model is called remote synchronous delivery (RSD). This narrative vignette describes the RSD model in hopes of making sense and learning from this rapid development of a third space. The vignette considers the impact of the RSD model on students, faculty, curriculum, and the live online sessions platform. Evaluating the implications of RSD creates the space for reflection of other delivery models such as online courses, hybrid, and even the traditional face-to-face classroom experience. The chapter concludes with lessons learned and future implications. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
Purpose: The purpose of this study is to investigate how the digital competence of academicians influences students' engagement in learning activities in the face of the pandemic outbreak. In addition to this, the paper investigates how digital competence influences each dimension of student engagement (cognitive, affective and behavioural). Design/methodology/approach: A cross-sectional, quantitative and explanatory research design was used to conduct the study. Data were gathered with an adopted questionnaire administered to a randomly selected sample of 500 university faculty members who were not digitally literate prior to the outbreak of the pandemic. Apart from the goodness of data tests, inferential statistics were applied to test hypotheses. Findings: Results indicate a significant influence of teachers' digital competence on student engagement and the pandemic outbreak positively moderates the relationship. Digital competence equally influences all three dimensions of student engagement. Practical implications: The outbreak of COVID-19 made the adoption of digital life more compulsive and the nations with already available digital infrastructure and digital competence effectively minimized the adverse effect of social distancing as a result of the pandemic outbreak. Findings emphasize practitioners to focus on the digital capacity building of academicians and the provision of digital infrastructure to facilitate student engagement. Social implications: Society is transforming into a hi-tech lifestyle and technological advancement is penetrating almost every sphere of life at an unprecedented pace. From the digitalization of day-to-day affairs to e-governance, the adoption of technology is becoming a new normal. The outbreak of the pandemic overtook academic institutions equally. So, the social distancing compelled academicians and other stakeholders of universities to switchover from in-campus classes to online classes. The findings enrich the existing body of literature by explaining how digital competence has a determining role in ensuring student engagement amid the COVID-19 outbreak. Originality/value: This research is a seminal work, as it tests the influence of digital competence on student engagement with the moderating role of the pandemic outbreak. To the best of the author's knowledge, existing literature does not present this kind of research. © 2023, Emerald Publishing Limited.
ABSTRACT
As the number of coronavirus cases increased throughout the world, most higher educational institutions rapidly shifted their face-to-face classes to remote learning without providing sufficient training for instructors. One of the challenges they faced during this period was enhancing students' motivation and engagement in their learning. Many scholars believe that students' academic engagement is an important criterion in assessing the quality and effectiveness of teaching and learning in educational institutions. An examination of previous studies on student engagement indicated that many factors could affect students' behavioral, cognitive, and emotional engagement in a remote learning environment. Some of these factors are related to students, and some of them are associated with instructors. Moreover, studies indicated that strong interpersonal relationships, interaction, and close communication between student-instructor and student-student could create a positive learning environment and enhance students' engagement. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
Like so many of our peers who were in the process of completing a Ph.D., we experienced a dislocation from space, routine, and community at the onset of the COVID pandemic. We were no longer meeting in seminars, having incidental chats in the corridors, or engaging in the day-to-day routines that we found supportive as Higher Degrees by Research (HDR) candidates. As student representatives for just over 700 HDRs in our college, we found ourselves wanting to create opportunities to seek out connection during these strange times, but being unsure of how to do this in the context of such a diverse cohort all dealing with different impacts of the pandemic. In September 2020, amidst the second wave of COVID cases in Victoria, we hosted an online student-led interdisciplinary symposium for HDR students in our college (the Intertext Symposium), adapted from its previous face-to-face format. The Symposium surpassed previous years in terms of attendance, engagement, and support from academics. In this chapter we reflect on the lessons learnt from supporting, contributing, and collaborating on the collective goals of the Symposium. We question why people might have sought to engage in the Symposium, the opportunities for further collaborations, and what we will take forward into the future. In addition to reflecting on what we learnt, we also discuss how changes brought about by COVID-related disruptions may have implications for future HDR communities and collaborations. Previous HDR interactions relied heavily on access to physical space, which made it difficult for geographically dispersed candidates to participate. We anticipate models of online conference events and research project management developed during COVID-19 will be used in future events to cater to diverse audiences (such as those who are geographically dispersed, financially disadvantaged, or carers), even in the absence of restrictions and pandemic constraints. In addition, we believe reflexivity and agility will benefit future student representatives and leaders as a means of learning from and responding to complex challenges currently faced by the higher education sector. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.
ABSTRACT
Adopting a mixed methods approach, this study examined the relationships between undergraduate students' motivation, engagement and learning outcomes during the COVID-19 pandemic. An online questionnaire survey was administered to collect quantitative and qualitative data. A sample of 10,060 undergraduates from 23 universities in China participated in the survey. The results of quantitative analyses largely confirmed the hypothesised relationships between students' motivation, engagement and the two learning outcome indicators (i.e. mastery of generic skills and overall satisfaction). The qualitative analyses not only supported the quantitative findings, but also identified four types of learning outcomes of online learning emerging from the data. The results indicated that emergent online learning had a favourable influence on students' learning strategies, but had mixed or negative effects on their learning effectiveness, attitudes and emotions. The qualitative results revealed eight major factors that facilitated or hindered students' engagement in online learning during the pandemic. These findings contribute to the conceptualisation and measurement of student engagement in online learning, and emphasise the need to conduct mixed methods research in different learning contexts. The implications for improving online learning and teaching in higher education are discussed. [ FROM AUTHOR] Copyright of Assessment & Evaluation in Higher Education is the property of Routledge 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 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 . (Copyright applies to all s.)