Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic

Abstract

The sudden COVID-19 pandemic has forced many educational institutes to shut down and many students to stay home receiving online learning. This study aims to identify the changes in student roles and digital literacy and the strategies to improve motivation and learning achievement in online learning environments during the COVID-19 pandemic. Through a rapid evidence assessment review study based on the protocol of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA), it is concluded that student roles have experienced great changes, that students have assumed multiple roles and that they are socially and cognitively engaged in their roles, roles that can be promoted by information technologies. Their digital literacy, individually varying, needs to be improved although it has undergone improvements. Digital technologies and social regulation can improve online learning achievements. Teaching strategies, teacher–student cooperation, gamification, and computer applications can improve online learning achievements. Future research could focus on inter-disciplinary research into the models to sustain online learning during or after the pandemic.