A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic

Ahshan, Razzaqul

doi:10.3390/educsci11090483

Cited by 85 publications

(73 citation statements)

References 38 publications

(31 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Another author [31] presented that the factors that positively influenced students' satisfaction and their perceived learning outcomes during COVID-19 were interaction in the classroom, motivation, course structure, instructor knowledge, and facilitation. One author [32] presented framework with tree elements, teaching pedagogy, educational technologies, and e-learning management system, concluding from the students' feedback that for interactive learning using different technologies, synchronous teaching, and active learning activities as well as a practical approach are important.…”

Section: Learning and Teaching During Covid-19mentioning

confidence: 99%

Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

et al. 2021

View full text Add to dashboard Cite

In order not to lose continuity in education during COVID-19, universities mainly found the solution in Emergency remote teaching. Student satisfaction with online learning experience is one of the measures of the excellence of learning practice. Our goal was to test the hypothesis that the predictors of students’ satisfaction with emergency remote online learning are their prior experience, attitude toward online learning, their motivation, aspects of the learning situation they value (expectations), and their digital competencies. For estimating students’ satisfaction, a survey was created and disseminated, resulting with 547 responses from students of engineering education. Results showed that all students had some experience with online learning platforms and MS Teams. Attitude toward online learning in this situation was neutral, as well as the level of motivation. Their expectations were relatively high in comparison to their satisfaction with all relevant aspects of the online learning situation, while their digital competency was rather perceived as advanced. Our results showed that the prediction of the emergency remote online learning satisfaction for engineering students can be achieved based on previous positive experience with learning platform, motivation for learning in a specific situation, the importance they put to the learning achievement, and their level of digital competency.

show abstract

Section: Learning and Teaching During Covid-19mentioning

confidence: 99%

Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

et al. 2021

View full text Add to dashboard Cite

show abstract

“…E-learning as any teaching and learning that used electronic circuits like the internet to deliver learning content, interaction, or guidance and e-learning was a type of teaching and learning that allows the delivery of teaching materials to students using the internet (Ahn & Edwin, 2018;Ahshan, 2021) or other computer network media and emphasizes that e-learning refers to the use of internet technology to deliver a series of solutions that could improve knowledge and skills along with technological developments and advances that had a major impact on the development of education, educators used it to facilitate the teaching and learning process and improve quality education (König et al, 2020;Ramírez-Montoya et al, 2021). The current pandemic situation makes educators had to work hard so that the teaching and learning process continued like a conventional learning process (Rahiem, 2020;Satyawan et al, 2021).The demand for mastery of technology and information absolutely must be carried out by both educators and students (Abdullah & Ward, 2016;Cattaneo et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of English for Tourism E-Learning during the Covid-19 Pandemic

Ritonga¹

2022

J. Educ. Technol.

View full text Add to dashboard Cite

The current pandemic situation has resulted in a change in learning methods from face to face to online methods, thus demanding of readiness of lecturers and students to be able to solve problems in order to achieve the learning objectives. In making this online-based tourism English learning method effective, the involvement of lecturers in preparing materials, students in receiving materials, and the use of technology is an inseparable unity. Online learning is an alternative learning method that utilizes the virtual world in the learning process. This study aims to analyze the effectiveness of the online-based English for Tourism teaching and learning process for students with a sample of 130 students taking English courses consisting of Room Division Management, Patisserie Management, Food & Beverage Management, and Tourism Destinations study programs. This type of research was experimental research with pre-experimental research design in the form of the one-shot case study. The instrument by distributing questionnaires was carried out online. Hypothesis testing used one sample t-test analysis with the help of SPSS. The results showed that online-based English for Tourism learning was effective. The results of inferential parametric statistical analysis obtained t-count 83,702 > t-table 1.97852, because the value of t-count was greater than α = 0.05 so H0 was rejected and H1 was accepted. So, it could be concluded that the effectiveness of online learning of English for Tourism was effectively.

show abstract

“…Razzaqul Ahshan (2021) used Mentimeter frequently to assess the students' understanding of the previously discussed materials or any new materials being delivered in the lesson. They proposed a framework that provides student-student, student-instructor interactions and ensures social presence during the remote/online sessions due to the active learning activities implemented by this tool.…”

Section: Timely Feedbackmentioning

confidence: 99%

Integration of Mentimeter into the Classroom: A Scoping Review

Ranjbaran

Al-Abri

Sobhanifar

2022

Preprint

View full text Add to dashboard Cite

The rapid development in technology and information has inspired educators to explore innovative technological resources and assets to promote the quality of teaching and learning. Student Response Systems (SRS) have been acknowledged as having a significant influence on student engagement, motivation, and overall achievement. This scoping review investigated the integration of Mentimeter in the educational context to determine its effectiveness for both teaching and learning processes. The included studies were screened for only those that investigated the use of Mentimeter in the classroom, while including peer-reviewed journal articles, conference proceedings, short articles, book chapters, and review articles from 2015 to 2022 that were available in English without limitation on discipline. The 57 publications that met the eligibility criteria were coded for various characteristics, the most significant of which are discipline, geographical region, publication type, research method and outcomes. Our results reveal the numerous merits gained from integrating Mentimeter in educational settings, including: 1) benefits not only to enriching student-centered pedagogy, but also encapsulating a diverse audience of cultural backgrounds and competencies; 2) providing immediate feedback for anonymous student responses; 3) enhancing student motivation; 4) engaging students’ active participation. The results of this study provide initiatives for teachers and educational researchers to conduct further research on various educational technology platforms, and highlight the advantages of integrating technology into the educational setting. While teachers and practitioners persevere to transform the learning experience through technology, we emphasize the necessity for continuous research to investigate different learning platforms that considerably improve learning outcomes.

show abstract

A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic

Cited by 85 publications

References 38 publications

Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

Effectiveness of English for Tourism E-Learning during the Covid-19 Pandemic

Integration of Mentimeter into the Classroom: A Scoping Review

Contact Info

Product

Resources

About