DRIVERS OF STUDENT ENGAGEMENT IN A GLOBAL EMERGENCY PERIOD: SOME REFLECTIONS ON TRANSITION FROM FACE-TO-FACE TO ONLINE LEARNING

2021 ◽  
Author(s):  
Laura Fedeli ◽  
Valentina Pennazio
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Face To Face

scholarly journals Reassessing Disparities in Online Learner Student Engagement in Higher Education

2020 ◽  
Vol 49 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Justin Paulsen ◽  
Alexander C. McCormick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Large Population ◽  
Public And Private ◽  
Face To Face ◽  
For Profit ◽  
The Impact

Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

scholarly journals Face-to-face delivery this week; online the next: a reflection

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ahesha Perera ◽  
Liz Rainsbury ◽  
Saman Bandara
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Positive Impact ◽  
Academic Staff ◽  
Well Being ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Content Type ◽  
Face To Face

Purpose The purpose of this paper is to reflect on the effects of online learning on student engagement as a result of a shift from face-to-face to online learning during the COVID-19 lockdown in New Zealand. Design/methodology/approach The reflection expresses the accounting lecturers’ observations and experiences of student engagement in online learning during the COVID-19 lockdown focussing on the three facets of student engagement; social presence, cognitive presence and teaching presence. Findings The focus on social and teaching presence in online learning by Unitec academic staff had a positive impact on cognitive presence as student course success rates and course ratings were similar to rates achieved from face-to-face delivery despite a rapid transition to online learning. Research limitations/implications This reflection is based on the experiences of three academic staff in one tertiary organisation. Practical implications The findings of this study can be helpful for tertiary institutions that are planning to adopt blended learning in the future. Academic staff may revisit teaching pedagogies to design new strategies and institutions may develop blended learning guidelines and tools to support academics to embrace blended learning. Social implications The reflection shows the respect, support and care provided by academics to students building a sense of belongingness and supporting students’ mental well-being in a period of fear and anxiety about COVID-19. Originality/value This is a reflection on students’ online engagement during the COVID-19 pandemic, which has not been addressed previously in the academic literature.

ONLINE LEARNING DURING THE PANDEMIC: ASSESSING DISPARITIES IN STUDENT ENGAGEMENT IN HIGHER EDUCATION

2021 ◽  
Vol LXIX (1) ◽  
pp. 31-50
Author(s):  
Oana Lup ◽  
Elena Cristina Mitrea
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Sudden Change ◽  
Interesting Case ◽  
Background Characteristics ◽  
Student Background ◽  
Face To Face ◽  
Key Factor ◽  
Educational Engagement

Student engagement is consequential for learning outcomes and is a key factor in student achievement. While its impact on educational outcomes in a face-to-face setting has made the focus of extensive research, less is known about its effects in the context of online learning, especially in Eastern Europe. The Covid-19 pandemic has forced all higher education institutions in Romania to switch to emergency online learning, with little or no previous experience in this form of instruction. This makes it a highly relevant and interesting case for the study of online learning effects on student outcomes. This article therefore investigates disparities in student engagement in the context of emergency online learning in a sample of undergraduate Romanian students. The article focuses on active learning as a key element of student educational engagement, exploring differences in student background characteristics, such as socioeconomic status, employment status and time spent caring for dependents, as well as studying conditions. Results indicate that the sudden change to emergency online learning has created new disparities in perceived levels of student engagement based on the lack of private, interruption-free spaces and a reliable internet connection, as well as time spent doing housework.

Sustaining Active Learning in Virtual Classroom

2020 ◽  
Vol 42 (3) ◽  
pp. 6-7
Author(s):  
Fun Man Fung ◽  
Wei Heng Chng ◽  
Hui Ru Tan ◽  
Magdeline Tao Tao Ng
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Active Learning ◽  
Real Time ◽  
Virtual Classroom ◽  
Online Classes ◽  
Tertiary Institution ◽  
Online Class ◽  
Face To Face ◽  
Lesson Content

AbstractConsidering the SARS-CoV-2 outbreak and the suspension of many physical face-to-face (F2F) lessons due to the #StayHome measures, many educators have been mandated by schools and institutions to put their teachings online. Many are asking: “How do I lead my online class without losing student engagement?” and “How do I know if my students are understanding the lesson content in real-time?” [1] Despite the unprecedented disruptions to mankind, we need not be paralysed by the COVID-19 situations that besiege us as tertiary institution academics. Being educators, we should embrace this tumultuous crisis as an avenue to blaze a trail in online learning. As the coronavirus threat continues to crescendo, we have found glimmers of hope in some success to sustain active learning in our online classes. 

From Cramming and Convenience to Engagement and Retention

2018 ◽  
pp. 226-242 ◽  
Author(s):  
Laura Michelle Galloway
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Instructional Methods ◽  
Educational Needs ◽  
Educational Goals ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
The Past ◽  
Innovative Methods

Online learning has shown persistent and unrelenting growth over the past few years and serves a wide variety of modern educational needs. However, attrition can be a troublesome phenomenon unless course designers and instructors develop methods of engaging students through use of the Four Pillars discussed in this chapter. The strategies and tactics associated with and springing from these Pillars will go a long way in retaining students in online programs. Face-to-face instructional methods simply will not work in the online environment, and the innovative methods discussed in this chapter will yield student engagement and completion of their educational goals.

Social Presence and Student Engagement in Online Learning

2018 ◽  
pp. 1228-1237
Author(s):  
Luka Ngoyi ◽  
L. J. Sandy Malapile
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Social Presence ◽  
Learning Process ◽  
Social Activities ◽  
Online Classes ◽  
Technological Support ◽  
Face To Face ◽  
Learning Practices

Effective online learning practices should incorporate an active social presence that provides space and technological support for students and instructors to engage in social activities, which are an integral part of the learning process. The focus of this chapter is the description of social presence, the forms in which it occurs, and how social presence enhances student engagement in the learning process, whether online or face-to-face. Based on various studies related to this topic, the authors argue that social presence has a significant impact on student engagement, especially in online classes. Finally, this chapter examines how social presence affects student engagement and offers various strategies for instructors to enhance social presence and student engagement in online learning.

Social Presence and Student Engagement in Online Learning

2014 ◽  
pp. 244-252
Author(s):  
Luka Ngoyi ◽  
L. J. Sandy Malapile
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Social Presence ◽  
Learning Process ◽  
Social Activities ◽  
Online Classes ◽  
Technological Support ◽  
Face To Face ◽  
Learning Practices

Effective online learning practices should incorporate an active social presence that provides space and technological support for students and instructors to engage in social activities, which are an integral part of the learning process. The focus of this chapter is the description of social presence, the forms in which it occurs, and how social presence enhances student engagement in the learning process, whether online or face-to-face. Based on various studies related to this topic, the authors argue that social presence has a significant impact on student engagement, especially in online classes. Finally, this chapter examines how social presence affects student engagement and offers various strategies for instructors to enhance social presence and student engagement in online learning.

Social Presence and Student Engagement in Online Learning

2018 ◽  
pp. 1353-1362
Author(s):  
Luka Ngoyi ◽  
L. J. Sandy Malapile
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Social Presence ◽  
Learning Process ◽  
Social Activities ◽  
Online Classes ◽  
Technological Support ◽  
Face To Face ◽  
Learning Practices

Effective online learning practices should incorporate an active social presence that provides space and technological support for students and instructors to engage in social activities, which are an integral part of the learning process. The focus of this chapter is the description of social presence, the forms in which it occurs, and how social presence enhances student engagement in the learning process, whether online or face-to-face. Based on various studies related to this topic, the authors argue that social presence has a significant impact on student engagement, especially in online classes. Finally, this chapter examines how social presence affects student engagement and offers various strategies for instructors to enhance social presence and student engagement in online learning.

scholarly journals Strategies to Promote Meaningful Student Engagement in Online Settings

2021 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Glennda K. McKeithan ◽  
Mabel O. Rivera ◽  
Lara E. Mann ◽  
Lisa B. Mann
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Education ◽  
Social Presence ◽  
Learning Goals ◽  
Easy Access ◽  
Content Areas ◽  
Post Secondary ◽  
Face To Face ◽  
Quality Learning

Distance learning or online education has increased significantly over the past decade to coincide with easy access to technology and the availability of multifaceted learning management system software that can be used to develop asynchronous educational experiences (Ginder et al., 2018). The increased demand for online education, as well as unprecedented circumstances (Covid-19 Pandemic) that require quick changes to instructional delivery alternatives, have resulted in many traditional face-to-face programs transitioning into online and hybrid (e.g., part online and part face-to-face) programs across curriculum content areas to attract and retain full and part-time learners (DuPont et al., 2018). Effective online instruction must be engaging and meaningful/relevant. Course authors and instructors in higher education must incorporate strategies to maximize student engagement to develop high-quality learning experiences in online environments (Fallahi, 2019; Weidlich & Bastiaens, 2018). This article discusses the application of varied strategies and instructional practices to help instructors in post-secondary educational settings enhance the quality of teaching and social presence in the online learning environment. The strategies addressed are connected to the teachers’ ability to integrate multifaceted learning goals into instructional planning and delivery in order to create effective online learning environments that may improve outcomes for students across settings and content areas (Dixson, 2015; Henrie et al., 2015; Moore & Shemberger, 2019).

scholarly journals Using the Blended Learning to Enhance Students’ Engagement and Learning Experience in Taxation

2020 ◽  
Author(s):  
Rediana Setiyani ◽  
Harnanik . ◽  
Susmy Lianingsih ◽  
Nurdian Susilowati
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Face To Face ◽  
Technological Advances ◽  
Wide Range ◽  
Face To Face Learning ◽  
Questionnaire Surveys

This paper examines the student engagement and learning experience in taxation course using blended learning. Blended learning is a combination of face-to-face learning experiences and online learning experiences which aim to complement each other in order to support and enhance student learning. This paper presents the research findings questionnaire surveys of students who currently study taxation courses. The questionnaire was developed and sent to all taxation undergraduate course in Faculty of Economics. Students find that blended learning gives greater flexibility of being able to complete assignments any place and any time. With the adoption of a wide range of delivery methods, blended learning can successfully improve students’ experience and enhance their engagement. It represents an opportunity to integrate the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning “face to face”. “Face to face interaction” with students is important as students require reassurance and on-going support from lecturers. Providing training for students to use ELENA software in order to equip them to fully utilize blended learning is also essential. Finally, allocation of internet capacity and resources for the development and maintenance of ELENA is also key to its success. Keywords: blended learning, student engagement, learning experience, taxation

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