Strategies for enhancing remote student engagement through active learning

Venton, B. Jill; Pompano, Rebecca R.

doi:10.1007/s00216-021-03159-0

Cited by 53 publications

(46 citation statements)

References 14 publications

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“…Dixson (2010) reported a strong correlation between student engagement and student-and instructor-student communication. There is a negative impact on online student engagement due to lack of such interaction (Ilgaz & Gülbahar, 2015), while active learning enhances engagement (Venton & Pompano, 2021). It is evident that incorporating activities to enhance live interaction in online classes can subdue feelings of isolation and lack of closeness with peers and instructors.…”

Section: Discussionmentioning

confidence: 99%

Houston, we Have a Pandemic: Technical Difficulties, Distractions and Online Student Engagement

Kostaki¹,

Karayianni²

2021

Preprint

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The COVID-19 pandemic has brought sudden changes to various facets of daily life, including a massive shift to remote education. College students rely on technology to attend class and interact with instructors and peers, while possibly facing technical and situational difficulties at home. Considering the unprecedented situation, the purpose of the present study was to extend online student engagement literature during the COVID-19 pandemic. The survey sample consisted of 78 undergraduate students, recruited online. Participants completed scales on online student engagement, technical difficulties, home distractions and computer self-efficacy, as well as two exploratory open-ended questions on their attitudes towards online classes. Student engagement was negatively correlated with both technical difficulties and home distractions, while computer self-efficacy mediated the relationship between student engagement and technical difficulties. Students reported that what they enjoyed most in e-classes were the exact aspects that interfered with their learning and engagement. The most commonly reported concern in online courses was impaired concentration and technical issues, while flexibility, time efficiency and home comfort were the most prevalent aspects that students enjoyed. The study aims to shed light on engagement in remote learning, as online classes may eventually become an integral component of higher education after the return to a so-called new normality.

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Section: Discussionmentioning

confidence: 99%

Houston, we Have a Pandemic: Technical Difficulties, Distractions and Online Student Engagement

Kostaki¹,

Karayianni²

2021

Preprint

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“…Active student engagement is a critical factor that significantly influences students' learning and deepening understanding during online education. Many learning frameworks have been developed and experimented upon on levels of Student engagement [3][4][5].…”

Section: Student Engagement Through Techno Pedagogical Applicationsmentioning

confidence: 99%

Techno Pedagogical Applications in the Context of Remote Learning - Case Studies and Best Practices in Higher Education

Nayar¹

2022

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications

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The pandemic has necessitated teachers to open up to the pedagogical applications of technology. The hand held devices that were until then, the only means of communication and casual conversations among informal communities, became vital modes of information delivery in the learning place. Teachers were caught off-guard by what was required of them and how they could make use of the resources at hand. Many institutions were not able to identify adequate trained manpower who could help them at that juncture. Looking back we can see that studies went off uninterrupted and courses were not delayed. It is heartening to see that, the pandemic, though it effected the lives of many sections of the society, education was least effected due to the pedagogical applications of technology, the availability of hand held devices and the net connectivity. The chapter draws upon, first hand experiences of teaching faculty of higher educational institutions and highlights the techno pedagogical case studies that have been deployed in the context of remote learning in the wake of the pandemic.

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“…Instead of simply allowing students to take the quizzes online themselves, educators may consider engaging the students in live problem-solving sessions with active feedback instead. A recent study by Venton and Pompano (2021) had particular success in the Department of Chemistry at the University of Virginia by having students watch a pre-recorded lecture and then engage in live problem-solving sessions thereafter. Furthermore, hybrid virtual classrooms connecting both on-site and remote students during synchronous teaching with live quizzes may also be promising (Raes et al 2020).…”

Section: Summary and Future Directionsmentioning

confidence: 99%

Covid-19

Ludwig

2021

Int J Innov Educ Res

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COVID-19 and its ensuing pandemic ignited an atomic bomb on educational systems across the world invoking an emergent and abrupt transition to remote learning. The aftershocks were unpredictable but left a crippled educational system where students were forced into their bedrooms, sometimes deported to their homelands in different time-zones and isolated from their friends and peers. Learning quickly transitioned from social face-to-face interactions to an estranged and detached face-to-computer dependence. Although some introverted students welcomed this transition, many were dissatisfied, and their performance reflected this sentiment. In this study, we compare students’ performance in an undergraduate mathematics class in a large research-intensive university in the Western United States of America over a 2-year time period from 2019 to 2020. This started as a traditional lecture-style course for 3 quarters, transitioned to a hybrid lecture style with integrated adaptive team-based quizzes for 2 quarters, and abruptly changed with the COVID-19 pandemic to online lectures with team-based quizzes for 1 quarter. We demonstrate in our retrospective data analysis that the performance gains from the traditional lecture-style transition to active learning were subsequently lost in the movement to remote learning. We discuss the many obstacles that may have accounted for this loss of performance and suggest future directions for improving remote active learning methodologies.

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Strategies for enhancing remote student engagement through active learning

Cited by 53 publications

References 14 publications

Houston, we Have a Pandemic: Technical Difficulties, Distractions and Online Student Engagement

Houston, we Have a Pandemic: Technical Difficulties, Distractions and Online Student Engagement

Techno Pedagogical Applications in the Context of Remote Learning - Case Studies and Best Practices in Higher Education

Covid-19

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