Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings.

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Emergency Online Learning in Low-Resource Contexts: Student Perceptions of Effective Engagement Strategies

10.20944/preprints202011.0698.v1 ◽

2020 ◽

Author(s):

Victoria Abou-Khalil ◽

Samar Helou ◽

Eliane Khalifé ◽

MeiRong Alice Chen ◽

Rwitajit Majumdar ◽

...

Keyword(s):

Online Learning ◽

Student Perceptions ◽

Collaborative Work ◽

Instructional Designers ◽

Online Classes ◽

Teacher Strategies ◽

Low Resource ◽

Engagement Strategies ◽

Sequential Mixed Methods ◽

Screen Sharing

The COVID-19 pandemic forced the transition to emergency online learning without prior preparation or guidelines. This transition has been particularly challenging in developing countries and low-resource contexts and hindered student engagement. We aim to identify the engagement strategies which students, engaging in emergency online learning in low-resource contexts, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. First, we conducted a literature review and interviewed ten teachers and ten students to identify a list of engagement strategies. Then, we designed a questionnaire that examines student perceptions of these strategies. We administered the questionnaire to 313 students engaging in emergency online learning in low-resource contexts. Our analysis results showed that student-content engagement strategies, e.g. screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student-teacher strategies, e.g. Q&A sessions and reminders. Student-student strategies, e.g. group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies depends on the context and the students’ characteristics, e.g. gender, major, and technology access. To support instructors, instructional designers, and researchers we propose a ten-level guide for engaging students during emergency online classes in low-resource contexts.

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Learners' Perception of Engagement in Online Learning

Handbook of Research on Innovative Technology Integration in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-8170-5.ch007 ◽

2015 ◽

pp. 135-153 ◽

Cited By ~ 1

Author(s):

Misha Chakraborty

Keyword(s):

Online Learning ◽

Online Courses ◽

Online Classes ◽

Structured Interviews ◽

Multiple Sources ◽

Online Class ◽

Engagement Strategies ◽

Academic Settings ◽

Engagement Factors ◽

Quality Learning

The widespread popularity of online classes is evident in both professional and academic settings. Learners' engagement and satisfaction with the online courses, especially from the learners' perspective, are considered core to the promotion of quality learning. The voices of the present day's “virtual generation” need to be heard. The opportunities they see and the challenges they face can be utilized in creating engaging online learning environments. This chapter discusses online class engagement strategies that work. Multiple sources including semi-structured interviews with eight participants at a Research 1 University in Southwest United States, online course documents, email exchanges, and discussion transcripts were used to collect and analyze data. The findings indicate online class engagement factors and issues that need to be considered in effective design and successful delivery of online courses. The findings can be used to help faculties and learners achieve optimum benefits from online classes.

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The Effectiveness of Classroom and Online Learning: A Study for Social Education Students during Covid-19

International Journal of Social Learning (IJSL) ◽

10.47134/ijsl.v1i1.7 ◽

2020 ◽

Vol 1 (1) ◽

pp. 54-61

Author(s):

Rabeea Mohammed Mansour Imleesh ◽

Ibrahim Abdelrahim Ibrahim Humaida ◽

Meli Adriani Hotma Hasibuan

Keyword(s):

Online Learning ◽

Online Courses ◽

Social Education ◽

Online Classes ◽

Test Results ◽

Classroom Learning ◽

Education Students ◽

Learning Techniques ◽

Learning Technique ◽

Catch Up

Most of the teaching in secondary schools and colleges is given on a classical basis. That is, the teacher gives an explanation to a number of students orally. Many think, this form of classical teaching is the most appropriate form. Basically, with the classical form of teaching a teacher can teach a group with an unlimited number of students. Some students benefit from the online courses that provide opportunities for students. Students in schools that don't offer statistics classes may be able to learn statistics with virtual lessons. If students fail and are late on assignments during the day, they may be able to catch up at night. So, almost certainly, online classes sometimes benefit students. The results of the Mann Whitney test and the gain score indicate that classroom learning is more effective than online learning with the following values: (Z = -2.209, p = 0.028 <0.05). From the series of analyzes above, it can be concluded that of the two types of experiments tested, both classroom learning and online learning are effective. Furthermore, to see which learning technique is more effective between classroom learning and online learning, it is tested again and it turns out that the test results show that classroom learning techniques are more effective than online learning techniques for social education students.

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