Exploring student engagement in virtual classrooms: a person-centred approach using cluster analysis

Abstract

PurposeThe purpose of this paper is to identify student clusters based on patterns of behavioural, cognitive, emotional, collaborative and social engagement in virtual classrooms, within the context of higher education. The study also attempts to explore the differences amongst the student clusters with respect to various motivating and demotivating teaching behaviours.Design/methodology/approachThe study relies on the self-determination theory to describe the dynamics related to various motivating and demotivating teaching behaviours and five different dimensions of student engagement in virtual classrooms. The data were collected from a convenience sample of 831 students from higher educational institutions in the Delhi – National Capital Region of India. Cluster analysis was performed to classify students into mutually exclusive groups based on five student engagement dimensions.FindingsThe findings revealed three student clusters: ‘fully-engaged’, ‘externally-engaged’ and ‘individually-engaged’ students. The findings also provided insights into varied correlations between specific dimensions of motivating/demotivating teaching behaviours and student engagement.Originality/valueConsidering the multi-dimensionality of student engagement as well as teaching behaviours, the study adopts a person-centred approach to understand different clusters of students in virtual classrooms and investigate the relationship between teaching behaviours and student engagement dimensions.

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“…Institutions of higher education were forced to adapt to ensure continuity in operations and at the same time manage the various stakeholders effectively (Nandy et al ., 2021). The teaching and learning ecosystem was rebooted to a home-based, technology-facilitated remote mode across the globe to ensure continuity despite social distancing norms (Gupta, 2023). The institutions were compelled to rethink their instructional design and delivery mode with technology mediation whilst adhering to the evolving landscape of government directives and advice (Dwivedi et al ., 2020).…”

“…Studies conducted in different countries have tried to analyse the challenges faced and mitigation strategies implemented by institutions in this sudden shift to the virtual mode (de Silva and Wickramasinghe, 2022; Shahrill et al ., 2021). Research studies have highlighted the student engagement challenges (Gupta, 2023); academic staff's attitude (Dassanayaka et al ., 2022); technostress encountered (Mushtaque et al ., 2022); institutional leadership issues (Arastaman and Çetinkaya, 2022; Rana et al ., 2020); collaboration challenges (Hilli, 2020), etc.…”

Collaborative learning in online breakout rooms: the effects of learner attributes on purposeful interpersonal interaction and perceived learning

“…Sometimes, lecturers may be able to allocate students based on existing or previous groups, perhaps stemming from earlier courses or projects. Lecturer behaviors are critical in the online classroom as these behaviors may motivate or demotivate students, and adopting a person-centered approach is more likely to result in students being engaged (Gupta, 2022).…”