Sustaining Student Engagement and Equity in Computing Departments During the COVID-19 Pandemic

Thiry, Heather; Hug, Sarah

doi:10.1145/3408877.3432381

Cited by 9 publications

(10 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…If the lessons are made more interactive and accessible the learners will very much likely look forward into the next task, it will be easier for them to master the lesson and therefore they will not feel left out and will have positive interaction with their classmates and teachers. This is similar to the result of Thiry and Hug (2021) study wherein they concluded that equitable student engagement in educationally enriching activities is vital for broadening participation in computing, yet is challenging to maintain in remote environments. Multimedia resources is also significantly important in improving the learners' engagement.…”

Section: Indicatorssupporting

confidence: 81%

Multimedia Education, Self Determination and Learners’ Engagement in Remote Distance Learning Environment

Capulong¹,

Chua²

2022

IJRP

View full text Add to dashboard Cite

The study aimed to determine the relationship of multimedia education, self-determination and learners' engagement in a remote distance learning environment. The research adopted the descriptive correlational design which includes the 100 out of 154 teachers and se 100 learners of the 10 schools in Dapdapan District under the Division of San Pablo City during the school year 2021-2022. A four-part survey questionnaire was utilized in order to determine and interpret the respondents' perception on multimedia education, self-determination and learners' engagement in a remote distance learning environment. The results revealed that, there is a positive significant relationship between the multimedia education and the learners' engagement in terms of digital literacy, innovation, multimedia education, and technology management. And a positive significant relationship exists between the respondents' self-determination and the learners' engagement in terms of autonomy, competence and relatedness. Therefore, hypothesis stating that there is no significant relationship between the multimedia education and learners' engagement in a remote distance learning environment was not sustained. Likewise, the null hypothesis stating there is no significant relationship between respondents' selfdetermination and learners' engagement in remote distance learning environment is not sustained. The result of the Levene's test for equality also reveals that there is a significant difference in the perceptions of the teachers and the learners.

show abstract

Section: Indicatorssupporting

confidence: 81%

Multimedia Education, Self Determination and Learners’ Engagement in Remote Distance Learning Environment

Capulong¹,

Chua²

2022

IJRP

View full text Add to dashboard Cite

show abstract

“…This proves that students' virtual engagement has been sustained through utilizing the "Wordwall" in administering the five (5) interactive buzz break activities. Aided by the study of Thiry & Hug (2021), they affirmed that students and faculty should innovate different approaches to sustain students' virtual engagement during a difficult semester. Additionally, this is to increase professional teaching methods and transfer collaborative work or active learning virtual environments.…”

Section: Figure 4 Visual Presentation Of Students' Level Of Emotional...mentioning

confidence: 99%

Sustaining Pre-Service Teachers’ Virtual Engagement in a Health Education Course through Interactive Buzz Sessions

Dizon

Fernandez

Dalangin

et al. 2022

IJMABER

View full text Add to dashboard Cite

Distance learning manifested an increasing growth in the field of higher education. Although it may not be exactly comparable to a residential face-to-face encounter, considering the engagement of the students in learning within a virtual context is still significant. Thus, this action research was conducted to sustain the level of virtual engagement among undergraduate teacher education students specializing in Physical Education when interactive buzz breaks are introduced in their online synchronous sessions. This study utilized a mixed-method collaborative action research approach. The participants included 48 second-year Bachelor of Physical Education (BPEd) students enrolled in the course, “Drug Education, Consumer Health, and Nutrition”, from a teacher education institution (TEI) in Central Luzon, Philippines during the second semester of the academic year 2021-2022. Multiple sources of data were collected and analyzed which included teacher’s observation notes, Student Engagement Survey Questionnaire, and reflective journals. Five (5) interactive buzz break activities were implemented using the “Wordwall” as an intervention within twelve synchronous sessions. The survey questionnaire was administered before (pre-assessment) and after (post-assessment) the intervention to describe the students’ level of virtual engagement. Results of the quantitative phase revealed that there is a high level of students’ behavioral, cognitive, and emotional virtual engagement before and after the strategy. The qualitative phase further promoted these results to reveal the remarkable experiences encountered by students during the intervention implementation that contributed to sustaining their virtual engagement. The derived results and findings posit that administering various interactive buzz break activities with the utilization of various educational platforms synchronously and asynchronously may sustain and further improve students’ virtual engagement.

show abstract

“…These results demonstrate the importance of community and self-belonging to help students stay motivated to study. In a similar study, Thiry and Hug [65] surveyed over 900 computing students at Hispanic-serving institutions in the US to understand their experience with learning in the early part of the pandemic. They found that students at these institutions reported serious financial and mental health challenges, but they also reported that some of their instructors supported them by arranging for laptops and WiFi hotspots and holding Zoom practice sessions just prior to the move to emergency remote teaching.…”

Section: Experiences Of Virtual Learning 51 Prior Workmentioning

confidence: 99%

The Impact of COVID-19 on the CS Student Learning Experience

Siegel

Zarb

Anderson

et al. 2022

Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education

View full text Add to dashboard Cite

Students have experienced incredible shifts in their learning environments, brought about by the response of universities to the ever-changing public health mandates driven by waves and stages of the coronavirus pandemic (COVID-19). Initially, these shifts in learning (mode of course delivery, course availability, etc.) were considered emergency responses. However, as the pandemic pressed on, students have had to repeatedly adapt to the continuously evolving educational landscape.This working group builds upon foundations and structure created by a 2021 ITiCSE Working Group exploring the effects of COVID-19 on teaching and learning from a faculty perspective. That working group identified the incorporation of some pandemicinduced changes into future teaching practices. This working group examines the existing literature and insights gained from responses to a multi-national survey to explore the new student experience emerging from the continuously evolving teaching practices catalyzed by the global pandemic.Traditionally, computing is a subject full of experiential learning opportunities, rich with in-person labs and exercises. We investigate how the changes within the COVID-affected academic landscape have altered that student experience. The current group of computing students will have had experiences under both typical (i.e. pre-pandemic) and COVID-affected teaching practices. It is, therefore, timely that we understand how each has impacted how they perceive their learning environment and educational experience.

show abstract

Sustaining Student Engagement and Equity in Computing Departments During the COVID-19 Pandemic

Cited by 9 publications

References 2 publications

Multimedia Education, Self Determination and Learners’ Engagement in Remote Distance Learning Environment

Multimedia Education, Self Determination and Learners’ Engagement in Remote Distance Learning Environment

Sustaining Pre-Service Teachers’ Virtual Engagement in a Health Education Course through Interactive Buzz Sessions

The Impact of COVID-19 on the CS Student Learning Experience

Contact Info

Product

Resources

About