Learners' Perception of Engagement in Online Learning

2018 ◽  
pp. 1440-1459
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.

Learners' Perception of Engagement in Online Learning

2015 ◽  
pp. 135-153 ◽  
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.

scholarly journals Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials

2020 ◽  
Vol 4 (2) ◽  
pp. 115
Author(s):  
Novrika Nartiningrum ◽  
Arif Nugroho
Keyword(s):  
Online Learning ◽  
Qualitative Data ◽  
Online Courses ◽  
Online Classes ◽  
Structured Interviews ◽  
Learning Condition ◽  
Written Responses ◽  
Face To Face ◽  
Global Pandemic ◽  
Efl Students

Covid-19 pandemic brings changes in many aspects of peoples’ lives throughout the world. The spread of Covid-19 in Indonesia affects the education system in this country. Face-to-face instructions are shifted into full online learnings from home. Despite this quite drastic change, the literature on students’ insights of this matter has still been silent. Thus, the present study elucidates 45 EFL students’ challenges, suggestions and needed materials during these online classes. Rely on qualitative data analysis from written responses and semi-structured interviews, the findings disclosed that these EFL students’ main challenges in attending online courses were the unsteady networks and the less direct interactions. These students mainly suggested the use of video conferencing applications such as zoom or Google meet, though some students chose assignments over those applications. The students also mentioned that they basically needed grammar related materials within the online classes. The findings bring forward the picture of full online learning condition during Covid-19 outbreak on EFL setting in Indonesia.

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

2021 ◽  
Vol 11 (1) ◽  
pp. 24
Author(s):  
Victoria Abou-Khalil ◽  
Samar Helou ◽  
Eliane Khalifé ◽  
MeiRong Alice Chen ◽  
Rwitajit Majumdar ◽  
...  
Keyword(s):  
Online Learning ◽  
Collaborative Work ◽  
Instructional Designers ◽  
Online Classes ◽  
Education Students ◽  
Low Resource Settings ◽  
Low Resource ◽  
Engagement Strategies ◽  
Sequential Mixed Methods ◽  
Screen Sharing

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.

scholarly journals Online Courses in the Higher Education System of Iran: A Stakeholder-Based Investigation of Pre-Service Teachers’ Acceptance, Learning Achievement, and Satisfaction

2020 ◽  
Vol 21 (4) ◽  
pp. 117-142
Author(s):  
Reza Dashtestani
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Human Interaction ◽  
Structured Interviews ◽  
Learning Achievement ◽  
Technical Problems ◽  
Higher Education System ◽  
Significant Difference ◽  
University Instructors

This study focused on the acceptance level of higher education stakeholders of teaching English as a foreign language (TEFL) of online courses in Iran and pre-service teachers’ learning achievement in online courses. Three cohorts of participants who were teaching or learning in online courses included pre-service teachers of TEFL (n=104), TEFL university instructors (n=23), and heads of TEFL departments (n=10). A questionnaire was designed. The Kruskal Wallis test was used to detect differences among the perspectives of the participants. Semi-structured interviews were also utilized. Results indicated that there were significant differences among the perspectives of the three groups of participants about online courses. The pre-service teachers appeared to be relatively positive about online learning, while the university instructors and heads of departments showed a lower level of satisfaction. The participants pointed out several challenges, including the lack of rigor of online courses, the incredibility of the certificates, the lack of technological infrastructures, technical problems, the impractical content of the lessons, the lack of human interaction, the low competence levels of online learning students, and employers’ lack of interest in employing graduates of online courses. The participants also mentioned that pedagogical and technological training was required for both university instructors and pre-service teachers of TEFL. The comparison of pre-service teachers’ mid-term and final scores in the online courses showed a significant difference and improvement of students’ learning achievement in online courses with medium to large effect sizes. In the interviews, the participants also confirmed that online courses could improve student learning.

scholarly journals The Impact of Online Learning on International Students' Studies Amid the Covid-19 Pandemic During the 2020 Spring Semester: A Case Study of Southwest University.

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Allan Muganga ◽  
Naomy Kalabwa Leah ◽  
Tebatso Namanyane ◽  
Mirajur Rhaman Shaoan
Keyword(s):  
Online Learning ◽  
International Students ◽  
Online Courses ◽  
Research Question ◽  
Network Connectivity ◽  
Structured Interviews ◽  
Spring Semester ◽  
Limited Class ◽  
The Impact

Toward the end of 2019 and since the beginning of 2020, there has been a worldwide collapse of the pandemic disease called covid-19 that caused a complete shutdown in several countries. As a result, schools, universities and other institutions of higher learning were forced to close. The only way learning could take place was through online learning. Unplanned online learning brought uncertainty among institutions, educators and learners which needs to be examined. The purpose of this case study was, therefore, to explore how online learning during the COVID-19 period influenced SWU international students’ studies, and to understand the attitude of these international students toward online learning during the covid-19 period and finally finding out strategies that SWU international students used to tackle the challenges they encountered through online learning. Semi-structured interviews were conducted among twelve international students offering different online courses. Researchers used content analysis to help them arrive at findings and conclusions. Results from the research showed that poor network connectivity, limited class participation was among the strongest themes to address the first research question. Passion for learning and apathy of online learning were among the themes under students’ attitude. Strategies used to cope up with the challenges faced included prior class preparations and seeking better internet connectivity showed up.

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

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.

scholarly journals Online Learning Benefits and Challenges During the COVID 19 - Pandemic-Students’ Perspective from SEEU

SEEU Review ◽  
2020 ◽  
Vol 15 (1) ◽  
pp. 86-103
Author(s):  
Brikena Xhaferi ◽  
Gëzim Xhaferi
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Online Courses ◽  
Online Classes ◽  
East European ◽  
Language And Literature ◽  
Student Questionnaire ◽  
The Impact

Abstract Online learning is becoming a commonplace in different settings starting from elementary, secondary and higher levels of education. Different educational institutions use different communication tools to promote learning because the expansive nature of the Internet and the accessibility of technology have generated a surge in the demand for web-based teaching and learning across the nations (Chaney, 2010). The online teaching and learning have become a necessity for education around the globe during COVID 19-pandemic. There are several challenges which are faced during online classes because the students must have strong self-motivation skills and be very disciplined to achieve the desired learning results. This paper presents and analyzes the data on the benefits and challenges of online teaching at South East European University (SEEU) during COVID 19 pandemic. The participants of the study are students of the BA level majoring in English Language and Literature and German Language and Literature at SEEU in Tetovo, North Macedonia. To answer the research questions, we have used a student questionnaire, interviews, and student reflection papers written during the online courses. Overall, the research indicates that benefits of online coursework outweigh the challenges that students face during the online classes. From a safety perspective, this study emphasizes the need to consider the impact of online teaching on student motivation and the paper raises important questions about how to best support students enrolled in online courses. Further research is needed in order to better evaluate the benefits, challenges, and useful strategies of successful students enrolled in online courses.

scholarly journals Web Engagement Strategies In Business, Government And Education Sector: Review

2021 ◽  
Vol 7 (1) ◽  
pp. 12-23
Author(s):  
Norita Ahmad ◽  
◽  
Aziman Abdullah ◽  
Keyword(s):  
Online Learning ◽  
High Performance ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Technology In Education ◽  
Additional Element ◽  
Positive Communication ◽  
Engagement Strategies ◽  
Online Engagement ◽  
The People

Web engagement is a user experience related to emotional, cognitive and behavioural interaction that connect to the goals and interests of the customers. There are seven (7) engagement metrics listed that used to measure web engagement. However, not all of these engagement metrics will help to achieve the objectives because each website have different purpose. There are various web engagement strategies used in business, government and education sectors that has their own way of engaging the web to ensure their success. In business sector, positive communication and experience with customers can make the customers stay long with the brand. In government, most of the services provided are to facilitate the people and to maintain the trust and support of the people. The E-Government 2.0 model was presented with an additional element of Web 2.0 technology. In education, Learning Management System (LMS) and Massive Open Online Courses (MOOCs) are some of the approach in online learning. There are four (4) main features of online learning that are distance learning, connectivity and involvement, support and flexibility control to ensure the continuity of online learning. This reviewing will lead having in attention the aim of developing high-performance in online engagement.

scholarly journals Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Florence Martin ◽  
Doris U Bolliger
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Student Perceptions ◽  
Online Courses ◽  
Student Perception ◽  
Online Communication ◽  
Content Category ◽  
Engagement Strategies ◽  
Online Communication Tools

Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance in online courses. This survey-based research study examines student perception on various engagement strategies used in online courses based on Moore’s interaction framework. One hundred and fifty five students completed a 38-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies. Learner-to-instructor engagement strategies seemed to be most valued among the three categories. Icebreaker/introduction discussions and working collaboratively using online communication tools was rated the most beneficial engagement strategy in the learner-to-learner category, whereas sending regular announcements or e-mail reminders and providing grading rubrics for all assignments was rated the most beneficial in learner to instructor category. In the student-content category, students mentioned working on real world projects and having discussions with structured or guiding questions were the most beneficial. This study also analyzed age, gender, and online learning years of experience differences on their perception of engagement strategies. The results of the study have implications for online instructors, instructional designers, and administrators who wish to enhance engagement in the online courses.

Behaviour and Emotions of Working Professionals Towards Online Learning Systems

2020 ◽  
Vol 12 (2) ◽  
pp. 26-43
Author(s):  
Venkata Ramana Attili ◽  
Sreenivasa Rao Annaluri ◽  
Suresh Reddy Gali ◽  
Ramasubbareddy Somula
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Process ◽  
Online Courses ◽  
Influential Factors ◽  
Learning Systems ◽  
Professional Life ◽  
Online Classes ◽  
R Language ◽  
R Programming

Student behaviour in the classroom depends on various influential factors (such as family, friends, locality, habits, etc.). Once a student enters into professional life after completing the graduation, it finds it difficult to get back to the learning process due to a variety of issues. In such situations, most of the students go for online courses to improve their skills or to get a promotion at work by upgrading their academic degrees. The tendency of working professionals attending online classes is increasing rapidly due to the vast development in technology in recent times and due to the demand for innovative Secunderabad, e technologies. In this paper, a detailed study on a variety of participants from different work domains was carried out to study the sentiments of working professionals by analysing their behaviour and emotions using Hadoop, big data, and R-Language. Using the RFacebook API, the functioning of the students was analysed in this work by using R programming. Results have shown that the behaviour of 89% working professionals is positive, and emotionally, 75% were satisfied with online courses. However, the tendency of being lazy was also expressed by many for online courses.

Sign in / Sign up

Export Citation Format

Share Document