Learning Engagement Activities in Promoting Student Interactions and Perceived Online Learning Experience During the COVID-19 Pandemic

Wong, Evelyn Mei Ling

doi:10.4018/978-1-6684-6586-8.ch003

Cited by 2 publications

(2 citation statements)

References 42 publications

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“…Previous studies have reported the importance of interactions to promote better student satisfaction in online courses (Bickle et al, 2019;Mc-Cormack, 2010;Moore & Kearsley, 1996;Wong, 2023a;Wong, 2023b). Online courses with high levels of interactivity result in higher levels of student motivation, improved learning and satisfaction compared to online courses with lesser interactive learning activities (Croxton, 2014).…”

Section: Learner Interactionsmentioning

confidence: 99%

“…Phillips and O'Flaherty (2019) reported the importance of having a competent tutor who is both content-confident and consistent in content delivery as well as trained in using the features available in the virtual classroom to improve student satisfaction with the flipped online nursing course. Recent studies on e-flipped learning show that the eFC is as effective as the traditional one, particularly in improving student satisfaction and perceived learning (Ismail & Abdulla, 2019;Playfoot, 2021;Wong, 2023b).…”

Section: E-flipped Classroommentioning

confidence: 99%

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Promoting Interaction to Enhance Student Perceived Learning and Satisfaction in a Large e-Flipped Accounting Classroom

Wong,

Md Deni

2024

CEPSj

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This research was conducted to investigate the effects of an e-flipped classroom in promoting interaction to enhance students’ perceived learning and satisfaction in a large accounting course. This research examines how e-flipped education, which incorporates pre- and in-class activities, affects students’ perceptions of their learning and satisfaction by encouraging learner-content, learner-instructor, and learner-learner interaction. Students enrolled in a second-year management accounting course made up the respondents. A questionnaire with seven indicators presenting each variable was used to gather data. The findings of this study revealed that all three interactions (i.e., learner-content, learner-instructor, and learner-learner interaction) were significant determinants of perceived student learning in the in-class activities, while only learner-content and learner-instructor interactions were the significant determinants of the student perceived learning in the pre-class activities. This study also shows that all three interactions significantly determined students’ satisfaction in both the pre-class and in-class activities. Moving forward, a well-designed online course with appropriate interactive activities is vital in promoting a supportive online learning experience.

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Section: Learner Interactionsmentioning

confidence: 99%

Section: E-flipped Classroommentioning

confidence: 99%

Promoting Interaction to Enhance Student Perceived Learning and Satisfaction in a Large e-Flipped Accounting Classroom

Wong,

Md Deni

2024

CEPSj

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Investigating the Influence of Motivational Strategies on Accounting Students' Metacognitive Self-Regulated Learning

Wong

2023

Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era

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The purpose of this chapter is to investigate the relationship between students' motivational strategies and the metacognitive self-regulated learning (SRL) strategies and to examine whether students' reported use of motivational strategies influence their metacognitive self-regulation in the e-flipped classroom (eFC). Respondents were 151 students from a second-year course. Data were collected using an online questionnaire consisting of five scales representing each variable adopted from Pintrich's motivated strategies for learning questionnaire. The research data were analysed using Pearson correlation and hierarchical regression analysis with the SPSS application. The findings in this chapter confirmed that the value component and the expectancy component of students' motivational learning strategies were significantly and positively correlated with students' metacognitive SRL strategies. This chapter also finds that the intrinsic goal orientation and self-efficacy for learning and performance were the significant predictors of students' metacognitive SRL strategies.

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Learning Engagement Activities in Promoting Student Interactions and Perceived Online Learning Experience During the COVID-19 Pandemic

Cited by 2 publications

References 42 publications

Promoting Interaction to Enhance Student Perceived Learning and Satisfaction in a Large e-Flipped Accounting Classroom

Promoting Interaction to Enhance Student Perceived Learning and Satisfaction in a Large e-Flipped Accounting Classroom

Investigating the Influence of Motivational Strategies on Accounting Students' Metacognitive Self-Regulated Learning

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