Abstract
Student online engagement has become a challenge for higher education in Mongolia during the COVID-19 pandemic. This study explores student engagement in online learning of Mongolian higher education during the lockdown period. The study assessed differences in student engagement across gender, the tools students used to study, their level of study, and their field of study. It also determined the associations between variables. The data were collected online using the questionnaire developed by Dixson (2015), the scale to measure student online engagement (OST) with four variables: skills, emotion, participation, and performance. The tests of Kruskal-Wallis, Shapiro-Wilk, Cramer’s V, Point biserial as well as Spearman rho were used for the analyses. The most significant variables to measure student engagement were participation and performance. One of the important results was that the internet access was highly correlated with the performance variable (p=.00). The study did not find any significant differences or correlation for “emotion” expressing the devotion and commitment to the online study.
Highlights
In the recent decade, online learning has become available with the rise of massive online open courses and has shown its way to the future of education
Drawing from the previous studies, the researcher asks the following questions: Is there a difference in student engagement in online learning across gender, tools used to study, a level of study, and a field they are studying? How do students differ in engaging in online learning in terms of skills, participation or interaction, emotions, and performance? Is there an association between skills, participation or interaction, emotions and performance with gender, tools used to study, a level of study, and a field they are studying? This study explores student engagement in online learning of Mongolian higher education during the lockdown period caused by Covid-19
To answer our first research question, we posit the following hypothesis: H1: There is a significant difference between gender and skills, emotions, participation, and performance of online student engagement
Summary
Online learning has become available with the rise of massive online open courses and has shown its way to the future of education. Online courses have been provided mainly by higher education institutions in the United States. Siemens (2015) stated that online course was the way to satisfy the needs of the diverse population of students and the massification of higher education. Meyer (2014) noted that higher education institutions have started to deliver online courses to provide more access to the increasing number of students as well as to keep the retention rates and successful graduation. Have the potential to provide access to the learners and help higher education institutions to retain their rates in the retention of the students Meyer (2014) noted that higher education institutions have started to deliver online courses to provide more access to the increasing number of students as well as to keep the retention rates and successful graduation. Hew (2015) defined that “the main purpose of online learning is to offer learners access to education at their own pace and time, as well as lowering the average overall per-learner cost.” Online learning, have the potential to provide access to the learners and help higher education institutions to retain their rates in the retention of the students
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