Стратегії покращення залученості студентів під час онлайн занять з іноземної мови

Abstract

The article is devoted to the aspects of student engagement during distance learning. This study aims to identify the impact of individual strategies and using ongoing feedback to improve student engagement. The study identifies the role that distance platforms and technologies now play in education and the potential they have for student engagement as one influential factor. The article conceptualizes the basic notions associated with the term "engagement", namely, it defines the process of engagement, characterizes the interpretation of the concept of student engagement in practice, and provides studies of positive indicators of student engagement. Particular attention is paid to the importance of using constant feedback to improve teaching processes. It is noted that the process of student engagement can be facilitated by such factors as authenticity (the task is related to the real life), social interaction (communication with the teacher or classmates for a proper feedback), support for learning (the necessary resources, time and feedback should be available), interest (assignments should be designed according to the interests of students), autonomy (control of students in the learning process and their learning approaches), task complexity (assignments should be designed slightly beyond the abilities of students so that they are aware of the need for efforts to successfully complete the task). It has been found that time management and organizational skills are the key skills for the success of student engagement during distance learning. It has been proven that time and effort are the basis on which a cognitive result is built through the engagement, because if the student is not engaged, understanding and mastering the content, as well as long-term retention and transmission of the learned material is unlikely to occur. For those who teach and design online classes, it is important to be aware of the psychosocial and structural factors that influence student engagement. Based on the information presented, the implications of further theoretical research on student engagement and its relationship with e-learning educational technologies are discussed.