Student engagement during emergency remote teaching: A scoping review

Yang, Dong; Wang, Huanhuan; Metwally, Ahmed Hosny Saleh; Huang, Ronghuai

doi:10.1186/s40561-023-00240-2

Cited by 11 publications

(5 citation statements)

References 65 publications

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“…Shemshack and Spector (2020) conducted a systematic review of terminology associated with personalized learning. Yang et al (2023) focused on student engagement in the context of emergency distance learning. Khaldi et al (2023) conducted a systematic literature review on gamification in e-learning in higher education.…”

Section: Research Gap and Study Objectivementioning

confidence: 99%

A student-centered approach using modern technologies in distance learning: a systematic review of the literature

Kerimbayev,

Umirzakova,

Shadiev

et al. 2023

Smart Learn. Environ.

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A literature review was conducted to develop a clear understanding of the student-centered approach using modern technologies in distance learning. The study aimed to address four research questions: What research experience already exists in the field of the student-centered approach in distance learning? What modern technologies are used in distance learning, and how are they related to the student-centered approach? What are the advantages and limitations of implementing the student-centered approach and modern technologies in distance learning? What recommendations can be derived from existing research for the effective implementation of the student-centered approach and modern technologies in distance learning? The purpose of writing this review article is to provide a comprehensive overview of the student-centered approach using modern technologies in distance learning and its advantages. To conduct this review, a Web of Science and Scopus database was searched using the keywords “student-centered approach,“ “modern technologies,“ and “distance learning.“ The search was limited to articles published between 2012 and 2023. A total of 688 articles were found, which were selected based on their relevance to the topic. After the verification and selection process, 43 articles were included in this review. The main results of the review revealed that the student-centered approach to learning took various forms or was defined individually, and there were significant differences in the main research findings. The review results provide a comprehensive overview of existing studies, advantages and limitations of the student-centered approach using modern technologies in distance learning as well as examples of successful implementation in various educational institutions. The article also discusses the challenges that online and distance learning may pose to the student-centered approach, the modern technologies that support the student-centered approach, and suggests ways to overcome these challenges. The role of technology in facilitating the student-centered approach in online and distance learning is analyzed in the article, along with recommendations and best practices for its implementation. The student-centered approach is gaining increasing attention and popularity as a means to address these issues and improve the quality of online and distance learning.

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Section: Research Gap and Study Objectivementioning

confidence: 99%

A student-centered approach using modern technologies in distance learning: a systematic review of the literature

Kerimbayev,

Umirzakova,

Shadiev

et al. 2023

Smart Learn. Environ.

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“…Although, some studies have reported positive changes in students learning performance amid the COVID-19 pandemic 22 , 24 , 26 , it is still largely unknown how these students, who completed part of studies during the restriction, perform in the post COVID era. This study is an attempt to identify potential risk factor affecting students academic performance and predict students at risk of failure.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, among other general trends, a primary challenge for students during the pandemic has been the disruption of their study habits. Although, some studies have reported improvement in the academic performance during the COVID-19 restrictions 22 , 24 – 26 , students getting used to online learning routines might find it even more challenging to perform well in face-to-face learning. Therefore, it is important to analyze students’ academic performance in relation to various potential risk factors after the COVID-19 restrictions, and predict students at risk of academic failure for necessary/timely instructional and administrative interventions which, consequently, helps improving students’ academic efficiency and performance and the efficacy of higher education 27 , 28 .…”

Section: Introductionmentioning

confidence: 99%

Regularized ensemble learning for prediction and risk factors assessment of students at risk in the post-COVID era

Khan,

Ali,

Khan

et al. 2024

Sci Rep

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The COVID-19 pandemic has had a significant impact on students’ academic performance. The effects of the pandemic have varied among students, but some general trends have emerged. One of the primary challenges for students during the pandemic has been the disruption of their study habits. Students getting used to online learning routines might find it even more challenging to perform well in face to face learning. Therefore, assessing various potential risk factors associated with students low performance and its prediction is important for early intervention. As students’ performance data encompass diverse behaviors, standard machine learning methods find it hard to get useful insights for beneficial practical decision making and early interventions. Therefore, this research explores regularized ensemble learning methods for effectively analyzing students’ performance data and reaching valid conclusions. To this end, three pruning strategies are implemented for the random forest method. These methods are based on out-of-bag sampling, sub-sampling and sub-bagging. The pruning strategies discard trees that are adversely affected by the unusual patterns in the students data forming forests of accurate and diverse trees. The methods are illustrated on an example data collected from university students currently studying on campus in a face-to-face modality, who studied during the COVID-19 pandemic through online learning. The suggested methods outperform all the other methods considered in this paper for predicting students at the risk of academic failure. Moreover, various factors such as class attendance, students interaction, internet connectivity, pre-requisite course(s) during the restrictions, etc., are identified as the most significant features.

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“…During the COVID-19, several types of strategies to facilitate student engagement were described as follows: psychological and motivational factors, flexible pedagogy, teacher' s facilitation or technologies, and digital tools (Yang et al, 2023). We opted for online peer-peer mentoring program, synchronous learning, and global digital social learning using information and communication technologies (ICTs).…”

Section: Research On Learningmentioning

confidence: 99%

Solving Problems of Plant Physiology during Periods of Confinement or Online University Education

Molina,

Palomino,

Costilla-Legaz

2023

The American Biology Teacher

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Plant Physiology and Ecophysiology (PPE) is a subject taught in the biology degree. One of the skills that students must acquire is “the ability to solve PPE problems.” Acquiring this competence requires a precise working methodology, a high degree of presence, and teamwork between teachers and students. Because of the COVID-19 pandemic and health restrictions, we had to teach the class online. This article shows the learning methodology we employed using information and communication technologies (ICTs) for the achievement of this competence. We also analyzed the results obtained in the academic performance of the students in comparison with previous years in which the classes were face-to-face. The results confirmed that the students obtained this subject-specific competence through the ICT teaching process compared to face-to-face teaching. The study also revealed that online assessment services are not secure as they do not appear to prevent cheating behavior. Therefore, we propose this learning methodology for future online teaching activities although improvements in the evaluation process must be addressed.

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Student engagement during emergency remote teaching: A scoping review

Cited by 11 publications

References 65 publications

A student-centered approach using modern technologies in distance learning: a systematic review of the literature

A student-centered approach using modern technologies in distance learning: a systematic review of the literature

Regularized ensemble learning for prediction and risk factors assessment of students at risk in the post-COVID era

Solving Problems of Plant Physiology during Periods of Confinement or Online University Education

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