New Benchmarks in Higher Education: Student Engagement in Online Learning

2008 ◽  
Vol 84 (2) ◽  
pp. 101-109 ◽  
Author(s):  
Chin Choo Robinson ◽  
Hallett Hullinger
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Education Student

Higher Education Student Engagement Scale

2019 ◽  
Author(s):  
Karen C. H. Zhoc ◽  
Beverley J. Webster ◽  
Ronnel B. King ◽  
Johnson C. H. Li ◽  
Tony S. H. Chung
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Education Student ◽  
Engagement Scale

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalid Abed Dahleez ◽  
Ayman A. El-Saleh ◽  
Abrar Mohammed Al Alawi ◽  
Fadi Abdelmuniem Abdelfattah
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Cognitive Engagement ◽  
Teacher Behavior ◽  
Learning System ◽  
Emotional Engagement ◽  
Education Student ◽  
Content Type ◽  
System Usability ◽  
E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty

2020 ◽  
Vol 100 ◽  
pp. 101538 ◽  
Author(s):  
Ingrid Snijders ◽  
Lisette Wijnia ◽  
Remy M.J.P. Rikers ◽  
Sofie M.M. Loyens
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Relationship Quality ◽  
Education Student ◽  
Student Loyalty

scholarly journals Models of Student Engagement in Music Education Classroom in Higher Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Aiqin Wang
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Music Education ◽  
Future Research ◽  
Education Student ◽  
Passive Learning ◽  
Education Theory ◽  
Student Skill ◽  
New Guidelines

Higher education is undergoing a paradigm move from passive learning toward active learning. Student engagement is assumed to be a significant criterion and gauge for the quality of the student skill for higher education; however, in the literature, the term engagement remains to be vague to delineate, and it is construed in different ways. Since institutions accentuate preparing alumnae for life further than their education, student engagement has turned out to be a priority for music education, and within the last 5 years, the attention was drawn to “Students as Partners” as a response to “students as consumers” construct manipulating higher education theory. Concerning the literature review, the meaning of student engagement, determinants influencing it, and its merits are brought together. In conclusion, the implications of student engagement are presented, and new guidelines for future research are depicted.

scholarly journals Higher Education in Times of Covid-19: Giving Online Feedback Implementation Another Look

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Michael Hast
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Experiences ◽  
Education Student ◽  
Current Climate ◽  
University Level ◽  
The University ◽  
Online Feedback

This short reflection piece seeks to examine the importance of online feedback in light of higher education student experiences during times of Covid-19. In doing so, it seeks to address how online approaches need to be harnessed further to minimise experiences of ‘missing out’ of education. The review summarises key advantages provided by online feedback implementation at the university level. It then continues by outlining the main challenges in this domain – challenges that will be even more pertinent in the current climate. Finally, the conclusion offers some thoughts on how student engagement with online feedback might be fostered further, in the hopes of mitigating the interference emphasised by the current global situation.

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.

Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence

2018 ◽  
Vol 60 (2) ◽  
pp. 219-244 ◽  
Author(s):  
Karen C. H. Zhoc ◽  
Beverley J. Webster ◽  
Ronnel B. King ◽  
Johnson C. H. Li ◽  
Tony S. H. Chung
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Education Student ◽  
Psychometric Evidence ◽  
Engagement Scale

scholarly journals A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning

2021 ◽  
Vol 18 (4) ◽  
pp. 184-205
Author(s):  
Lesley Andrew ◽  
◽  
Ruth Wallace ◽  
Ros Sambell ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Peer Observation ◽  
Learning And Teaching

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson’s (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.

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.

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