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1 – 10 of over 54000The purpose of this study was to obtain valuable insights into students’ engagement and experiences within the virtual learning environment, especially in the context of crises…
Abstract
Purpose
The purpose of this study was to obtain valuable insights into students’ engagement and experiences within the virtual learning environment, especially in the context of crises. Among the innumerable challenges people throughout the world faced during the first year of the COVID-19 pandemic, those of students in institutions of higher education needing to engage in online academic studies are of special interest. Using an online survey, this study could predict students’ online engagement during the COVID-19 pandemic through three theoretical frameworks: the students’ academic motivation to study, the Big Five personality traits, and loneliness, and with a new tool measuring the participation in the Zoom platform.
Design/methodology/approach
To examine the psychological and technological factors predicting the students’ engagement, this study surveyed 547 students from different academic institutions of higher learning.
Findings
Findings show that the less lonely the students felt, the less neurotic they were, and the higher they scored in levels of extroversion, agreeableness, consciousnesses and openness to experience, the greater their engagement in their academic studies. In addition, students who were older, more educated, with higher intrinsic motivation and lower lack of motivation were more engaged in their online academic studies. Finally, participating in classes through the Zoom platform and experiencing it positively was a significant predictor of higher academic engagement.
Originality/value
Recognizing these factors can enable educators, institutions of higher learning, counselling services and students to obtain tools for higher engagement in online learning.
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This study was designed to assess the efficacy of pedagogical and relationship-building strategies employed to foster student engagement and success. Also, it was meant to…
Abstract
Purpose
This study was designed to assess the efficacy of pedagogical and relationship-building strategies employed to foster student engagement and success. Also, it was meant to demonstrate the importance of faculty to engagement and success, and emphasize a faculty member's role in lessening the power divide that can exist in classrooms.
Design/methodology/approach
First, archival survey data were explored that provide a baseline for student perceptions of the interactions with faculty that have been shown to impact student engagement. Second, an in-depth description of the course taught by this author is provided, along with the relationship-building and pedagogical strategies employed to promote student engagement and learning. Finally, a mixed-methods approach was utilized to capture whether improved engagement and learning occurred. Both qualitative data, in the form of student opinionnaires, and quantitative data gathered from the institution's assessment instrument were reviewed.
Findings
A review of the qualitative survey data found that students believe faculty should be very intentional about building relationships with them. Student opinionnaires confirmed the efficacy of the relationship-building tactics employed by the instructor. Additionally, data analysis of the learning assessment tool yielded an 18% increase in performance, lending further support to the classroom strategies utilized during this time.
Originality/value
The results of this study add to the body of literature addressing the impact faculty have on student engagement. Additionally, these results can be used to help inform institutional strategies, such as faculty development seminars, to improve retention as a result of an engaged student body.
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Vishal Arghode, Earl Brieger and Jia Wang
This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate…
Abstract
Purpose
This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings.
Design/methodology/approach
This paper carries out a narrative literature review.
Findings
Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment. Engaging online instructors challenge and encourage learners to spare more academic effort, use techniques to improve engagement and involve and care about learners.
Research limitations/implications
Instructors’ roles in shaping online learning and instruction deserve more attention. More research is needed to understand which technologies work best for specific academic areas or learner demographics and why online learners find it difficult to learn with peers unless supplemented with appropriate online instruction.
Practical implications
This review offers strategies for improved online instructional design to achieve learning engagement.
Originality/value
This review highlights an underexplored concept of instructors’ role in creating engaging online instructional design by understanding learner needs and receptiveness.
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Syed Ali Raza, Wasim Qazi and Bushra Umer
The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of…
Abstract
Purpose
The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan.
Design/methodology/approach
The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model.
Findings
The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students.
Research limitations/implications
The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities.
Practical implications
The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement.
Originality/value
In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.
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Qixing Yang, Quan Chen, Jingan Wang and Ruiqiu Ou
This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to…
Abstract
Purpose
This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to compare the difference between hierarchical and general teaching methods.
Design/methodology/approach
From September 2021 to May 2022, a questionnaire was administered to 126 students in a business simulation game course at the Zhongshan Institute, University of Electronic Science and Technology of China. Data were analyzed using nonparametric paired samples tests and linear regression.
Findings
The results showed that student self-efficacy, engagement and learning outcomes were significantly higher with the hierarchical teaching method than with the general teaching method. There were also differences in the factors that influenced self-efficacy regarding learning outcomes between the two teaching methods. With the general teaching method, student self-efficacy did not directly affect learning outcomes, but did so indirectly by mediating the effect of engagement. However, with the hierarchical teaching method, self-efficacy directly and significantly affected learning outcomes, in addition to indirectly affecting learning outcomes through student engagement.
Research limitations/implications
Compared with the control group experimental research method, the quasi-experimental research method can eliminate the influence of sample heterogeneity itself, but the state of the same sample may change at different times, which is not necessarily caused by the hierarchical teaching design.
Practical implications
Based on the results of this study, teachers can apply hierarchical teaching according to student ability levels when integrating business simulation games. The results of this study can inspire teachers to protect student self-confidence and make teaching objectives and specific requirements clear in the beginning of the course, and also provide an important practical suggestion for students on how to improve their course performance.
Social implications
The research results can be extended to other courses. Teachers can improve students' self-efficacy through hierarchical teaching design, thus improving students' learning performance and also provide reference value for students to improve their learning performance.
Originality/value
This study built a model based on self-system model of motivational development (SSMMD) theory, comparing factors that affect student self-efficacy regarding learning outcomes under different teaching methods. The model enriches the literature on SSMMD theory as applied to business simulation game courses and adds to our understanding of hierarchical teaching methods in this field. The results provide a valuable reference for teachers that can improve teaching methods and learning outcomes.
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Zamzami Zainuddin, Ratna Farida, Cut Muftia Keumala, Rudi Kurniawan and Hadi Iskandar
This study aims to present research evidence on the relevance of online gamification flip learning as a pedagogical instruction in promoting learning engagement when college…
Abstract
Purpose
This study aims to present research evidence on the relevance of online gamification flip learning as a pedagogical instruction in promoting learning engagement when college students are impacted by the coronavirus pandemic. In this study, a gamified formative assessment was used to examine learner engagement and to evaluate the effectiveness of gamification within a synchronous online flipped instruction.
Design/methodology/approach
A multiphase mixed methods research design was used for this study. The evaluation relied on triangulated evidence gathered through questionnaire surveys and semi-structured interviews administered at an Indonesian college setting.
Findings
Based on the findings, gamified learning and formative assessments that adopt online flipped approaches have shown a positive bearing on learner engagement, despite the challenges learners face while harrowing through times of calamity. The results of this study provide prima facie support for the claim that the use of interactive gamified e-quizzes proves to be an innovative means of stimulating student engagement during the online class.
Originality/value
The results further suggest that a learning framework that incorporates both online flipped and gamification techniques provide the stimulus that is likely to forge an emotional connection that can inspire learner engagement, much needed when learners rally through calamitous events. This study has established evidential links between gamification and flipped classroom instructional delivery, particularly for online class settings. It is well-anticipated that gamification flip learning can continue to be implemented either in online, blended or face-to-face class instruction and particularly after the time of the pandemic.
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Agus Prayogo, Khusnul Khotimah, Lilik Istiqomah and Ista Maharsi
In this paper the authors have sought to create solid connection between theory and practices pertaining to the immense value of students' emotional engagement in online…
Abstract
Purpose
In this paper the authors have sought to create solid connection between theory and practices pertaining to the immense value of students' emotional engagement in online instruction. This conceptual paper is motivated by the inadequacy of literature translating the emotional engagement concept to the micro level of online instructions within the upsurge intention to the new trend of online teaching-learning. This paper aims to contribute by addressing the fundamental issues of emotional engagement starting from revisiting the roles of teachers in students' emotional engagement, reviewing and underscoring the importance of students' emotional engagement in higher education and finally conceptualizing and framing how to infuse emotional engagement into the instructions.
Design/methodology/approach
The explanation of how to advocate for students' emotional engagement in online learning praxis is inadequately discussed although the library of literature has informed the fundamental role of students' emotional engagement in establishing successful online learning. This paper aims to address this practical need by interactively connecting the theory, empirical findings and pedagogical practices in the area to provide praxeological contribution to the development of quality online teaching-learning practices.
Findings
This study presents a framework that advances the existing body of research at the juncture of emotional engagement and online learning. This conceptual paper foregrounds an examination of the roles of teachers in students' emotional engagement and underscores the significance of students' emotional engagement in higher education. Moreover, it proposes a conceptual framework delineating effective strategies for the integration of emotional engagement within instructional methodologies. This framework comprises four key aspects: (1) fostering students' learning autonomy and ownership, (2) establishing socioemotional construction through verbal and non-verbal expressions, (3) integrating a multimodal approach to online learning and (4) honing the art of constructive feedback.
Research limitations/implications
This conceptual paper is rooted in a nested theory and draws upon empirical studies. While the presented framework holds promise, its efficacy in the classroom setting requires validation through further empirical investigation.
Practical implications
Those proposed pedagogical strategies detailed with the practical examples explained in the previous part would afford students with a better socioemotional amenities of learning environment benefitting them with positive affective engagement.
Originality/value
Given the imperative to enhance students' emotional engagement in online learning and the limited discourse surrounding its practical implementation, the proposed framework stands poised to enrich and inform online pedagogical practices.
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Ruqqaiya Naluwooza, Foluso Ayeni, Kebhuma Langmia and Victor Mbarika
This paper examines the role of Information Technology and pupil engagement in fostering learning outcomes in a non-reading culture context at foundation level of education.
Abstract
Purpose
This paper examines the role of Information Technology and pupil engagement in fostering learning outcomes in a non-reading culture context at foundation level of education.
Design/methodology/approach
The authors adopted a cross-sectional survey design with quantitative approaches. A sample of 412 was drawn from a population of 1,692 Primary Schools. Data were collected using a self-administered questionnaire and analyzed using the SPSS software.
Findings
Information Communication Technologies (ICTs) usage had positive and significant effects on pupil engagement and pupil learning outcomes. Pupil engagement moderated in the relationship between ICT usage and pupils' learning outcomes.
Research limitations/implications
The cross-sectional design used in data collection may not monitor learning outcomes of the given samples over a longer period of time. Future studies should consider longitudinal research designs so that the behaviors of the learners can be observed over a long period of time.
Practical implications
Deliberate efforts to advocate for and promote the use of ICTs in primary schools are important if the schools are to foster pupils' engagements and register better learning outcomes.
Originality/value
The study confirms pupil engagement as a moderator in the relationship between ICT usage and learning outcomes at foundational levels of education in a resource poor country with a non-reading culture.
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Recently, online learning and online environments have become even more important. Students' engagement, fear of missing out and Internet addiction are seen as interrelated…
Abstract
Purpose
Recently, online learning and online environments have become even more important. Students' engagement, fear of missing out and Internet addiction are seen as interrelated components that affect students' online teaching and learning process. In this context, university students' engagement, fear of missing out and Internet addiction in online environments, the relationship among them and students' demographic characteristics, online environment usage status and Internet usage profiles as their predictors are examined in this study.
Design/methodology/approach
This is a relational study and is carried out with 179 university students. Personal information form, student's engagement, fear of missing out and Internet addiction scales were used as data collection tools. Descriptive statistics, t-test, one-way ANOVA, correlation, hierarchical linear multiple regression analysis are used for the analysis.
Findings
According to the results, variables related to students' demographic characteristics, online environment usage status and Internet usage profiles together significantly predict the students' engagement, fear of missing out and Internet addiction in online environments. When students think positively about taking courses online, their engagement increases accordingly and their fear of missing out levels decrease. Increase in student's academic achievement leads to decline in Internet addiction.
Practical implications
In practice, examining the related variables about students in terms of engagement to the learning environment, fear of missing out and Internet addiction could bring a new perspective to studies on problematic use of the Internet and technology such as nomophobia and digital distraction. The results of this study reveal how and which components to be focused on for increasing the university students' engagement, reducing Internet addiction and fear of missing out in online learning environments.
Originality/value
The findings of this study provide a versatile perspective with the variables of student participation, fear of missing out, Internet addiction and their predictors in online learning environments, which are becoming widespread and increasingly important today and shed light on future researches.
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Pushkar Dubey, Resham Lal Pradhan and Kailash Kumar Sahu
With the advent of the COVID-19 and increased access to Internet technologies, students tend to use e-learning technologies for improved academic results, and since then…
Abstract
Purpose
With the advent of the COVID-19 and increased access to Internet technologies, students tend to use e-learning technologies for improved academic results, and since then, improving student engagement in a virtual space became a difficult task for educational institutions globally. The present study aims to examine the effect of key e-learning factors (i.e. perception, hedonic motivation (HM), usefulness, empowerment and attitude) on student engagement among open and distance learners (ODLs) of the central region of India.
Design/methodology/approach
Simple random sampling was applied to collect data from ODLs of Chhattisgarh. ODLs who are using e-learning platforms for at least one year were chosen to be the participant in the study. The authors collected 1,137 responses using both online and offline modes of collection.
Findings
The test results indicated that usefulness, HM and attitude factors were found to have a significant relationship with student engagement in e-learning, while perception and empowerment variables did not contribute to the engagement of students.
Originality/value
The present study is novel in its approach. It clarifies the key factors to student engagement which might increase the students' level of involvement in e-learning technologies, if these factors are addressed tactfully by the educational institutions or concerned administration.
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