How Learner Support Services Affect Student Engagement in Online Learning Environments

He, Huan; Zheng, Qinghua; Di, Dehai; Dong, Bo

doi:10.1109/access.2019.2910589

Cited by 21 publications

(12 citation statements)

References 44 publications

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“…It also influenced student engagement in online learning. These findings partially support previous studies such as He et al ( 2019 ) and Martin et al ( 2018 ). Infrastructure factors, which always is, no matter pandemic, lockdown or any other situation of stress.…”

Section: Discussionsupporting

confidence: 92%

“…Moreover, the findings confirm that the quality of the digital content was important for student engagement as reported by the participants. They support the findings of Dwivedi et al ( 2019 ) and He et al ( 2019 ), and Arghode et al ( 2018 ). Due to the lack of time and unplanned transformation to ERL, the quality of the courses was low, which increase the gap between the ERL courses compared with the normal online courses Affouneh et al ( 2020 ).…”

Section: Discussionsupporting

confidence: 90%

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Emergency remote learning during COVID-19 crisis: Students’ engagement

2021

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Student engagement in online learning enhance students performance and the outcomes of the learning process in online learning environment. The existed literature revealed various factors influencing student engagement in online leaning, however these studies were before the COVID-19 crisis. The purpose of the current paper is to explore the factors that influence student engagement in online learning during the COVID-19 crisis in middle school settings in developing countries where is a lack of studies about the factors influencing student’s engagement in emergency remote learning during the crisis. A qualitative approach was used for data collection and analysis. Semi-structured interviews with 34 participants (14 students, 13 teachers, and 7 parents) were conducted for 20–30 min. Furthermore, online class observations were used for data collection; 13 online classes were observed. Each class was 40 min. A thematic analysis was used to categorize the findings into themes and subthemes. The findings of the study revealed that various factors influence student engagement in online learning during the crisis including infrastructure factors, cultural factors, digital inequality, and the threat to digital privacy. Cultural factors were the important factor that influences females because of parents’ culture and their bias against females using online learning compared to male students. Teachers’ presence and quality of content were the major factors that influence student engagement, where parental concerns, norms, and traditions emerged as the major factors in the crisis, influencing engagement. Most of the participants reported that teaching and learning online during the crisis has broadened the digital inequality and threatened their digital privacy which influenced negatively student engagement. The limitations of this research included the limited number of participants covering a large geographic area, and the research design using diverse and often limited educational software and delivery methods. Future studies could utilize a mixed-method approach and include more participants. Supplementary Information The online version contains supplementary material available at 10.1007/s10639-021-10566-4.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 90%

Emergency remote learning during COVID-19 crisis: Students’ engagement

2021

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“…Not all students face this online learning with the skills to manage study time, balance learning with other activities, and use various online learning resources. Some students are not accustomed to using smartphones as learning media [36]. Moreover, student engagement in this online learning is determined by interactions between students [37] and students and teachers [38].…”

Section: Resultsmentioning

confidence: 99%

Assessing Arabic Teachers’ Assessment Methods in Evaluating Students’ Literacy

Riwanda¹,

Nor²,

Ridha³

et al. 2022

Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)

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Learning Arabic online during the COVID-19 pandemic is full of challenges. Educators are required to be selective in choosing assessment methods relevant to the four Arabic language competencies and suitable for use online. This study aims to determine the online assessment methods and assessment media used by Arabic language teachers to evaluate their students' literacy in Arabic learning. This research is survey research. This study involved 87 Arabic teachers from 45 Public Madrasah Aliyah (Islamic Public Senior High School) in South Kalimantan. Data collection techniques used in this study were questionnaires and interviews. The data from close-ended questionnaires were analyzed and presented in descriptive methods. The data from open-ended was analyzed by reviewing each response, discovering themes in the verbatim statement, coding, and grouping the topics. The results of this study indicate that the assessment methods most often used by teachers are multiple-choice, true-false, short answer, and performance. The assessment method most students respond to is multiple-choice, true-false, and short answers. The assessment methods that students respond to the least are performance, products, interviews, and short answers.

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“…MOOCs are a typical online learning situation that relies heavily on learners' autonomy (Bozkurt et al, 2020;Broadbent & Poon, 2015) and have attracted a great deal of attention in the past decade. However, due to their high dropout rate, optimizing the design and service of MOOCs to meet diversified learning needs has become the focus of attention in recent years (Baker et al, 2019;He et al, 2019). Considerations of diversified time investment and the temporal characteristics of learning will provide enlightenment for the improvement of MOOC design and teaching.…”

Section: Introductionmentioning

confidence: 99%

MOOC learners' time‐investment patterns and temporal‐learning characteristics

Wang

et al. 2021

Computer Assisted Learning

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Background: Failure to effectively organize and manage learning time is an important factor influencing online learners' performance. Investigation of time-investment patterns for online learning will provide educators with useful knowledge of how learners engage in and regulate their online learning and support them in tailoring online course design and teaching. However, understanding of how learners invest and manage their time during online learning remains limited.Objectives: This study aims to discover the typical time-investment patterns of MOOC learners and their temporal-learning characteristics based on a systematic time-investment analysis framework and their relationship with learning performance.Methods: Based on a proposed time-investment-analysis framework, this study applied statistical, cluster and lag sequential analyses to investigate learners' timeinvestment patterns and their relationships with learning performance, session time allocation, and learning sequences by analysing the learning data from 12,463 participants of a Massive Open Online Course (MOOC) in China. Results and Conclusions:Seven time-investment patterns of MOOC learners were defined, and learning performance was found to differ among them. Further analysis shows that high performers invested time throughout the whole course and allocated time to multiple activities, exam-takers performed better in time management and produced more behavioural sequences related to cognitive strategy and recourse use, and learners' motivation and prior knowledge affected the management and effectiveness of their time investment. Implications:The results support the recognition and evaluation of online learning time-investment patterns and suggest relevant cues for improving MOOC design and teaching.

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How Learner Support Services Affect Student Engagement in Online Learning Environments

Cited by 21 publications

References 44 publications

Emergency remote learning during COVID-19 crisis: Students’ engagement

Emergency remote learning during COVID-19 crisis: Students’ engagement

Assessing Arabic Teachers’ Assessment Methods in Evaluating Students’ Literacy

MOOC learners' time‐investment patterns and temporal‐learning characteristics

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