Engagement In Online Learning Research Articles

A study on the mechanisms of teachers' academic emotions and motivational beliefs on learning engagement in the context of online training.

In the context of digital transformation of education, online training is one of the important ways for teachers to improve their professionalism and promote the quality of education. However, studies have shown that teachers' online training suffers from insufficient learning engagement and other problems, so it is crucial to explore the factors influencing teachers' learning engagement and their mechanisms of action in the context of online training. Taking 589 teachers who participated in online training as the research subjects, the study used the methods of survey research and statistical analysis to explore the influence mechanism of teachers' academic emotions and motivational beliefs on online learning engagement based on the dual perspectives of control value theory and expectancy-value theory. The study found that: (1) positive-high arousal academic emotions, training self-efficacy, and training task value significantly and positively predicted online learning engagement, respectively; (2) negative-high arousal and negative-low arousal academic emotions significantly and negatively predicted online learning engagement; (3) training self-efficacy and training task value mediated the relationship between positive-high arousal academic emotions, negative-high arousal academic emotions, negative-low arousal academic emotions and online learning engagement, respectively. The study concluded that by creating an immersive learning environment based on the educational meta universe, personalized and precise training based on big data and adaptive technologies, and establishing a multi-dimensional and three-dimensional online learning support service system, which can effectively improve teachers' online learning engagement and enhance their online training quality and effectiveness.

Empowering online learning engagement through interaction: effects of self-regulated learning and family function

ABSTRACT Despite the fact that interaction with others (learners and instructors) impacts online learning engagement (OLE), it remains unclear how and when interaction relates to OLE. By integrating social-cognitive theory with ecological systems theory, we theorise a moderated mediation model that links interaction to OLE by exploring the effects of self-regulated learning and family function. Data were collected from 606 undergraduates in China. Our results revealed that interaction positively affected students’ OLE. Especially, learner – learner interaction explained a larger proportion of variance than learner – instructor interaction. In addition, the interaction contributed to OLE through the beneficial effects of self-regulated learning. Furthermore, the mediating effect of self-regulated learning on the association between learner – learner interaction and emotional engagement was moderated by family function. The implications for theory, practice, and future research have been discussed.

Engagement in Online Learning among Thai and German Students: The Role of Classmates, Instructors, Technology and Learning Environments across Country Contexts

Since the outbreak of Covid-19 an increasing number of educators around the world have been challenged to maintain student engagement in their country contexts, characterized by particular cultural values, institutional environments and use of technologies. This study explores the role of the country context in student engagement with online learning, comparing experiences of 9 German and 11 Thai students with help of in-depth interviews. Findings reveal differences in affective, behavioral and cognitive engagement across groups. Only German students experienced a decrease in affective engagement due to ineffective communication with peers and lecturers, utilizing fewer tools and being more concerned about privacy, which they associated with the country context they grew up in. The learning environment influenced affective and cognitive engagement differently. While German students felt exhausted as a consequence of increased self-study time and lack of guidance, Thai students, who spent more time studying via videoconferences, highlighted lack of concentration due to digital distractions as well as those from family members, which Thais lived with more often than Germans. Only Thai students stressed how worrying about classmates’ feelings reduced behavioral engagement, speaking up less during videoconferences, which they attributed to cultural values of being considerate and the need for social harmony. These and other findings are discussed considering the possible role of national- and cybercultures as well as of institutional contexts.

Optimizing student engagement in edge-based online learning with advanced analytics

Optimizing student engagement in edge-based online learning with advanced analytics

The nexus between emotional intelligence, learning engagement, motivation, and achievement in team-based mobile language learning

The extant literature on the integration of mobile instant messaging (MIM) into language pedagogy has documented its potential to leverage engagement and learning outcomes. Nevertheless, how individual differences in regard to emotional, sociocognitive, and motivational bearings contribute to language learning gains is hardly documented. This study is devoted to addressing this lacuna through an analysis of structural equation modeling (SEM) which explores the association between trait-emotional intelligence (TEI), online learning engagement (OLE), EFL learning motivation, and their grades in English for Academic Purposes (EAP) programs. Three-hundred-seventy-one freshmen in an Indonesian university were involved in EAP programs framed in team-based mobile language learning (TBML), mediated by Telegram as a complementary learning app. The students responded to an online survey eliciting their post-lesson perception of the abovementioned variables. Students’ course grades complemented the data collection. The results of our SEM analysis acknowledged the linear correlation from TEI, OLE, to EFL motivation as the drives to students’ learning achievement. This has also been supported by a robust correlation between the variables. The findings of the present study implicate the pedagogical potentials of TBML to scaffold self-regulated learning and satisfactory language learning gains, provided that students’ emotional intelligence, engagement, and motivation are intensively potentiated across different learning phases. Research limitations and recommendations are also explored.

Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research

AbstractIn the aftermath of the global pandemic, online learning is now ubiquitous around the world. Yet, although online learning has become a common learning approach across the globe, it is still viewed as a weaker option than on‐campus face‐to‐face learning. Specifically, the lack of student engagement in online learning poses a persistent problem to many educators. In this article, we describe three key challenges of fully online learning: students being more easily distracted, students lacking self‐regulation skills and students feeling isolated. Next, we present three possible strategies to address these challenges: promoting active learning through the online flipped classroom model, promoting self‐regulation skills and reducing the sense of isolation through the use of chatbots. For each of the three strategies, we provide a description with relevant empirical studies based on our own work as well as previous work in the literature and discuss possible directions for further research.

Correction: Investigating the antecedents of engagement in online learning: do achievement emotions matter?

Correction: Investigating the antecedents of engagement in online learning: do achievement emotions matter?

Using interactive technologies to enhance student engagement in higher education online learning

The challenge addressed in this study is how the effectiveness of Padlet, Panopto video-embedded quizzes and Google Docs can be evaluated in terms of student engagement. Using a range of data sources, we discussed whether each technology influenced various dimensions of student engagement. The study found that certain technologies improved students’ behavioral and cognitive engagement and they provided students with flexible opportunities for social, collaborative and emotional engagement. By enhancing the online opportunities for behavioral, cognitive and interpersonal engagement, specific technologies helped engage students with what and how they were learning. It concludes with further recommendations aimed toward the intentional use of technology for improving students’ online learning engagement.

Seeking pedagogical opportunities to engage university students in emergency online learning: The role of online course experiences

AbstractEchoing the call for improving the definition and measurement of online student engagement, this study examined the association between students' engagement and their online course experiences in emergency online learning during COVID‐19. A sample of 5672 undergraduate students from eight higher education institutions in China participated in the study. The results of structural equation modeling analysis showed that students' online course experiences were significantly related to their motivation and/or engagement in emergency online learning. Three types of pedagogical factors influencing student engagement were identified, namely, three “extensively adaptive factors,” two “partially adaptive factors,” and one “dual‐effect factor.” These findings indicate the importance of teacher training for instructors to make better use of online learning, and reveal the pedagogical opportunities to improve student engagement in technology‐mediated learning in the postpandemic era.

Thinglink: An Alternative Platform to Make Students’ More Involved In Online Class during Covid-19 Pandemic

As the Corona virus pandemic occurs, the teaching and learning process at school runs in online. One of the teacher efforts is the use of digital tools, for example, Google Classroom, E-Learning, ThingLink, Quizizz, Quipper, and others. The function of this research is to know how the application of ThingLink is able to increase the students’ engagement get participated networked English teaching and learning during Covid-19 pandemic. The approach taken is qualitative. Observation and questionnaire were used as tools for collecting the data. The results of analysis were as follow: (1) The regular English online teaching and learning by the use of WhatsApp had some problems to the students. (2) The use of ThingLink creates enjoyable learning, managable time, accessible outside of school hours. By the use of ThingLink collaborated with WhatsApp to communicate among tutor and all pupils, made the online learning environment more vary and active. (3) The teacher uses ThingLink to Increase the students’ engagement in online English teaching and learning with steps: preparation, logging into the website, create, and share. To be concluded that the use of ThingLink can increase the students’ engagement in online English teaching and learning since the students’ perception that the use of ThingLink is very interesting, motivated, comfortable, not bored, effectively to use, and assist them to learn English either along the course or outside.

Determinants Affecting Student Engagement in Online Learning: Examining Teaching Styles and Students’ Computer Self-Efficacy

Determinants Affecting Student Engagement in Online Learning: Examining Teaching Styles and Students’ Computer Self-Efficacy

Student Engagement in Online Learning Among Undergraduate Nursing Students

Aims: Student engagement (SE) is a significant factor for success in online learning. The low of SE will impact students' academic achievement. Purpose: This study aimed to describe SE in online learning at the Faculty of Nursing, Universitas Padjadjaran. Methods: This study was quantitative descriptive research. The population was undergraduate nursing students (N=862). The sample criteria were that respondents were active students of the Faculty of Nursing, Universitas Padjadjaran for the 2020/2021 period from the Jatinangor and Pangandaran campuses. The sampling technique was total sampling with a response rate of 64,3% (n=554). Data were collected using the Online Community and Student Engagement Scale. Data were analyzed using descriptive statistics and presented in frequency distribution tables. Results: The results showed that more than half of students (52.7%) had a low category of SE, and nearly half (47.3%) have shown a high category of SE in online learning. Students had low levels of Community Building with the Instructor, Community Building with Classmates, and Engagement with Learning (57.4%; 58.3%; and 51.8%, respectively). The SE level that the respondent currently has has the potential to be increased along with the ongoing process during the lecture period. Conclusion: More than half of students had a low category of SE in online learning this could have a negative impact on student achievement and educational completion rates. Therefore, intense interactions through discussions between students and lecturers, constructive feedback, and motivational support are highly recommended to be provided by the faculty and peers for improving the SE.

PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN DARING MENGGUNAKAN GOOGLE SITES PADA GURU SMIT BINA AMAL SEMARANG

<p><em>PKM in the form of training conducted by lecturers from Semarang University and SMIT Bina Amal Semarang, aims to teach teachers in the SMIT Bina Amal environment about the use of Google Sites as a means of supporting the teaching and learning process. The training covers the features and benefits of Google Sites, including its ease of use, flexibility, and integration with other Google tools. It provides practical tips and best practices for using Google Sites in an educational context, including creating and organizing content, facilitating student engagement and collaboration, and assessing student learning. Overall, the training highlights the potential of Google Sites to support effective and engaging online learning experiences for both students and teachers. The results of the project were overwhelmingly positive, with teachers reporting improved ease of use and efficiency in delivering materials. The use of Google Sites also allowed for more effective communication between teachers and students, and the platform proved particularly useful for delivering materials in a setting with limited resources and infrastructure. Their experience can serve as a model for other schools looking to implement similar initiatives, and the benefits of using technology for education can be further explored and harnessed in the years to come.</em></p>

The impact of online learning engagement on college students’ academic performance: The serial mediating effect of inquiry learning and reflective learning

ABSTRACT Although online learning has been widely used in higher education, its impact on students’ academic performance has not been well described. This study surveyed 2963 college students, and used structural equation modelling to determine the impact of college students’ online learning engagement on academic performance. The serial mediating effect of inquiry learning and reflective learning on the relation between online learning engagement and academic performance was also investigated. Results indicated that online learning engagement could positively predict college students’ academic performance. Inquiry learning and reflective learning had a serial mediating effect on the relationship between online learning engagement and academic performance. Reflective learning played a complete mediating role in the relation between inquiry learning and academic performance. This suggests that college students’ online academic performance can be improved by promoting their online learning engagement and encouraging them to use inquiry learning and reflective learning strategies.

The influence of social media literacy on student engagement in online learning

AbstractBackgroundRecent years have seen the proliferation of online courses that have been initiated either in accordance with the natural rhythms of educational technology growths or in force majeure situations. This adds complexity to understanding the influence of potential factors on online student engagement.ObjectivesThe present study conducted an essential inspection to explore the relationship between student social media literacy and their engagement in online learning settings.MethodologyA sample of 1015 undergraduate students participated in this study and the partial least squares structural equation modelling (PLS‐SEM) was chosen for evaluating the research model. In addition, to provide more information on the prioritization of strategic actions, the importance‐performance map analysis (IPMA) was also performed.ResultsIn a two‐factor construct, social media literacy was found to have a significantly positive relationship with aspects of student engagement in the online learning environment. The influence of technical competence is still undeniable, but the effect of cognitive competence on online student engagement is more significant. In addition, appearing in the fourth quadrant (low performance ‐ high importance) in all IPMA presentations, the anticipatory reflection is the construct that should be prioritized for improvement to augment student engagement in online learning.

Appropriating TPACK in Preparation for Hybrid Learning: Innovations in Teaching Practices

The sudden school suspension during the Covid-19 pandemic forced 218,234 primary and secondary schools in Indonesia to shift into emergency remote teaching (ERT) when internet was not easily accessible in some regions, and many teachers were not ready for the disruption. Almost two years after the sudden shift to remote learning, teachers in our previous study (Lie et al., 2020) were re-contacted and invited to participate in this reported study. This longitudinal case study aimed to explore teachers’ progression during the ERT. Specifically, this study set two questions: 1) How have teachers progressed in their online learning engagement in reference to the degrees of appropriation during the ERT?; and 2) How is teachers’ readiness to sustain their Technological-Pedagogical-Content Knowledge (TPACK) skills in the context of planned hybrid learning? The study collected data through a survey, interviews of teachers and their students, and observations of their online classes. An online questionnaire was first sent to 18 secondary school teachers of English and Indonesian from four regions in Indonesia. Based on the questionnaire results, seven teachers were selected for a more in-depth study, which involved interviews with the teachers and online classes observations. A group interview with five students for each teacher was used as triangulation. This study found that, regardless of their prior exposure to technology, some teachers had, within a twenty-month period of ERT, appropriated their TPACK while some were still striving to transform their role. In addition, teachers demonstrated different levels of readiness for hybrid learning and of sustaining their TPACK skills.

Upgrade Student Engagement in Online Discussion

This case study specifically examines flaws in the design of online conversations created using Salmon's five-stage model, and highlights how easy it is to overlook key aspects when planning an online campaign. In the case study, the topics chosen for discussion failed to resonate with many students on a personal level. This demonstrates the importance of identifying flaws in the design of online conversations created using Salmon's five-stage model and highlights how easily these issues can be overlooked during event planning. It emphasizes the concept that participation is a prerequisite for community development. This article, therefore, explores how skilled community development practitioners can effectively address and overcome barriers to participation by stimulating personal and emotional interest. By understanding the importance of relationships and emotional engagement, educators can create online activities that truly motivate and engage students, resulting in a more vibrant and engaging online learning community.

Investigating the antecedents of engagement in online learning: do achievement emotions matter?

Investigating the antecedents of engagement in online learning: do achievement emotions matter?

The Effects of Gamification in Education: A Systematic Literature Review

Gamification has recently been touted as an effective user engagement method with the ability to enhance online education. Even though there has been more research on gamification in recent decades, however, there is still no taxonomy of its concrete impacts. The aim of this study was to fill this gap by identifying the effects that gamification has on both students and teachers engagement in online learning. This study combined a systematic literature review methodology and PRISMA processes to analyze high-quality articles on gamification in education from the last ten years (2012-2022) as extracted from three databases like Scopus, ScienceDirect, and Web of Science. The evaluation and analysis of the 40 articles included in the study summarized and categorized the benefits that the deployment of gamification offered to student engagement, motivation, creativity, and overall performance as well as to teachers as motivation, engagement, or feedback and evaluation. The result of the systematic literature review found that the educational levels that frequently incorporate gaming into their curricula are higher education, but it also shed light on the challenges that come with implementing gamification in the classroom. We hope the study’s findings assist educators and students in using gamification as a successful intervention technique by providing them with pertinent information that can influence outcomes and knowledge of the educational content and establish the right conditions for an effective learning process.

Digital Divide, Digital Equity, and Online Learning Engagement Among Selected College Students in Pamantasan ng Cabuyao

Hybrid-flexible learning, also known as HyFlex, is an instructional approach that combines flexible course structure and hybrid learning. This allows students the option to attend class sessions in person or online. The purpose of this study was to assess the Digital Divide, Digital Equity, and Online Learning Engagement Among Selected College Students in Pamantasan ng Cabuyao. This attempted to measure the respondents’ level of the digital divide, digital equity, and online learning engagement, and test their significant relationship. The findings showed that the respondents’ level of the digital divide is very high, the level of digital equity is high and the level of online learning engagement is also high. Hypothesis testing revealed that the level of the digital divide and digital equity are the drivers of online learning engagement. This study is regarded as a helpful resource in bridging the digital divide and promoting digital equity and online learning engagement.