Engaging online learners: The impact of Web-based learning technology on college student engagement

Chen, Pu-Shih Daniel; Lambert, Amber D.; Guidry, Kevin R.

doi:10.1016/j.compedu.2009.11.008

Cited by 577 publications

(391 citation statements)

References 13 publications

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“…The study covers multiple domains of engagement: cognitive engagement, behavioural engagement and sense of belonging. Similar findings have been reported that learning engagement has important effect on students' success of learning (Kuh & Hu, 2001;Chen, Lambert, and Guidry, 2010;Duderstadt, Atkins, & Hoeweling, 2002;Thurmond & Wambach, 2004). Wara, Aloka, Odonge (2018) claim that cognitive engagement was a significant predictor of academic achievement among secondary school students.…”

Section: Introductionsupporting

confidence: 73%

English Teacher Participants’ Engagement in Online Learning Session of Teaching Profession Certification Program

Prihatin

2018

IJIET

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This research analyzed the engagement of English teachers who participated in the preparation of the Teaching Profession Certification Program in Sanata Dharma University. There were 70 English teachers from schools in Central Java who participated in the online learning session before they followed the workshop session. The results showed that the level of active participation of the participants in the online learning session was very low. Although the mean score of the frequency of access (x = 42.39) was above the expected frequency of access (24), the mean score of frequency of message (x = 9.32) was far below the expected frequency of message (72). There were no significant differences between male and female participants and both the frequency of access and the frequency of messages. The frequency of access indicated a weak correlation with the scores of final examination (r = 0.21, p < .05), but the correlation between the frequency of access and the final examination scores did not significantly exist (r = 0.02, p > .05). It is recommended that future attempts to investigate online activities in professional development programs for English teachers should encourage instructors and participants to be more engaged in their online learning activities.

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Section: Introductionsupporting

confidence: 73%

English Teacher Participants’ Engagement in Online Learning Session of Teaching Profession Certification Program

Prihatin

2018

IJIET

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“…Instructional technologies provide the ability for instructors to engage students in a rich interactive environment [1]. The creative use of these instructional technologies can also be employed to engage students in local resident classrooms as well as non-resident students studying online in the same course content.…”

Section: Using Clickers and Feedback In Resident Classroom Deliverymentioning

confidence: 99%

Enhancing Student Engagement in a Blended Resident and Online Course Using Clickers and Embedded Questions

Kulkarni¹,

Iwinski²

2016

Journal of Engineering Education Transformations

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Abstract- Keywords -This paper describes the use of Clickers (small, mobile phone like electronic devices) and embedded questions in streaming videos for the purpose of student engagement in a course that was taught with a blended delivery model in a live resident classroom and also delivered to distance education students online. In order to provide the ability for instructors to engage students in a rich interactive environment, a creative use of Clickers and embedded questions was developed for a course in Mechanical Engineering -ME 201: Introduction to Thermal Sciences at Penn State. Details of how Clicker devices and specially designed Clicker questions are used to receive feedback of students in a resident classroom are first presented, followed by details of using similar questions embedded in streaming videos for online delivery. The student feedback collection and its analysis for both resident and online courses is discussed. The study shows that such an approach makes creative use of the modern instructional technologies to enhance the teaching-learning process and improve the understanding of students.

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“…Among students who are taking online courses, [14] assert that they also spend more time using online tools and social media when compared with traditional face to face students. In another aspect, [15], [16] propose that social media can enhance critical thinking and collaboration through creating and sharing knowledge among peers.…”

Section: Facebookmentioning

confidence: 99%

The Use of Social Networks Sites (SNSs) among University Students: How Far do They Learn

Hassan¹,

Landani²

2015

IJSSH

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Abstract-The study investigated the pedagogical affordances of SNS and its relationship on student engagement. A sample of 300 students responded to this quantitative research using a self constructed questionnaire. The hypothesized model has been tested to determine the relationships between pedagogical affordances and student engagement. This model underpins the theory of constructivist of interactions that promote learning; connectivity and collaboration through Web 2.0 technology. Using Multiple Regression Analysis, the model is able to explain the significant relationships of connectivity, assessment and feedback and collaboration in predicting student engagement when learning via SNS. The implications of the study are discussed based on theory, practical importance and methodology of research.Index Terms-Social network sites (SNSs), pedagogical affordances, communication, assessment and collaboration.

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Engaging online learners: The impact of Web-based learning technology on college student engagement

Cited by 577 publications

References 13 publications

English Teacher Participants’ Engagement in Online Learning Session of Teaching Profession Certification Program

English Teacher Participants’ Engagement in Online Learning Session of Teaching Profession Certification Program

Enhancing Student Engagement in a Blended Resident and Online Course Using Clickers and Embedded Questions

The Use of Social Networks Sites (SNSs) among University Students: How Far do They Learn

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