Student Engagement With Online Course Content at A Two-Year College

Stadler, Derek; O'Reilly, Meg

doi:10.1080/1533290x.2021.1938786

Cited by 2 publications

(1 citation statement)

References 15 publications

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“…This is essential in online learning for students to learn at their own pace and fosters self-directed learning in students (Rashid & Asgar, 2016). As such, the lecturer should present wellthought material that allows students to learn (Stadler & O'Reilly, 2021).…”

Section: Student Engagementmentioning

confidence: 99%

Learning about fostering student engagement during online teaching: A collaborative reflective inquiry of two teacher educators

Ali,

Khoza

2023

TETFLE

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The rapid shift to online teaching and learning during the COVID-19 pandemic required lecturers to think of altering their pedagogical approaches to suit online learning. One of those pedagogical approaches is fostering student engagement. We are two teacher educators who collaborated using a self-study methodology to look into our practice to learn about fostering student engagement in an online teaching environment. This study was guided by the theory of experiential learning and collaboration. Data were collected from our journal entries and collaboration discussions to narrate how our collaborative endeavours enabled us to learn about fostering student engagement in an online teaching platform. While the findings of what we learnt about fostering student engagement when teaching online are not entirely new in literature, we found that our collaborative endeavours helped us to deal with our fears and vulnerabilities as well as noticing pertinent aspects of student engagement in online teaching. We recommend that lecturers need to embrace collaboration in negotiating new and challenging educational situations.

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Section: Student Engagementmentioning

confidence: 99%

Learning about fostering student engagement during online teaching: A collaborative reflective inquiry of two teacher educators

Ali,

Khoza

2023

TETFLE

View full text Add to dashboard Cite

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An Australian Narrative Coordinating an Economic English Course During COVID-19

Chan

Toth

2022

Cases on Teaching English for Academic Purposes (EAP) During COVID-19

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A flu-like virus, COVID-19, has changed the course of tertiary education teaching and learning overnight. Universities globally, such as those in Australia, have been pushed to revise syllabi for face-to-face classroom teaching suited for online remote learning. This study adapts Connelly and Clandinin's narrative inquiry method to retrace the experience of an Economic English course coordinator's effort to quickly adapt to online education. It retells the coordinator's stories of engaging in the process under certain constraints and discusses the impact of COVID-19 in higher education. Implications and recommendations are given to conclude the chapter.

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Student Engagement With Online Course Content at A Two-Year College

Cited by 2 publications

References 15 publications

Learning about fostering student engagement during online teaching: A collaborative reflective inquiry of two teacher educators

Learning about fostering student engagement during online teaching: A collaborative reflective inquiry of two teacher educators

An Australian Narrative Coordinating an Economic English Course During COVID-19

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