Twelve tips to enhance student engagement in synchronous online teaching and learning

Khan, Rehan Ahmed; Atta, Komal; Sajjad, Madiha; Jawaid, Masood

doi:10.1080/0142159x.2021.1912310

Cited by 50 publications

(52 citation statements)

References 41 publications

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“…The recommendations given by [16,18] for online classes were also shown to be useful for the hybrid model. Both professors followed them for preparing the classes and during and after the sessions.…”

Section: Discussionmentioning

confidence: 99%

“…The first part of class should be devoted to recall the agenda so that students get a clear idea of the class content and activities. Frequent questions during class help to maintain an active interest from students either through direct dialogue or through the chat, by using emoticons, online polls, or just-in-time questionnaires [18]. Moreover, one of the most effective ways to enhance student interaction is using virtual whiteboards, where many people can interact, write, share hyperlinks, images, or videos, and the results can be saved for later review [18].…”

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confidence: 99%

“…Frequent questions during class help to maintain an active interest from students either through direct dialogue or through the chat, by using emoticons, online polls, or just-in-time questionnaires [18]. Moreover, one of the most effective ways to enhance student interaction is using virtual whiteboards, where many people can interact, write, share hyperlinks, images, or videos, and the results can be saved for later review [18]. The authors also propose the use of "breakout rooms" for small collaborative learning.…”

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confidence: 99%

“…They must be aware that a student is able to keep attention longer in a face-to-face class than in an online class. To sum up, as [18] stated, teaching and cognitive and social presence must be considered for an effective synchronous online educational experience.…”

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confidence: 99%

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Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions

et al. 2022

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The exceptional situation experienced on the planet during the last two academic years has forced teachers to adapt their teaching. They had to pass their face-to-face teaching methodologies to online teaching. This study analyzed the perceptions of students in a master’s degree in secondary school teacher training, who have experienced the transition to bimodal teaching during the 2020–21 and 2021–22 academic years carried out by professors with high digital teaching competence. Data from two academic years are available, with a total of 207 students. The results indicate that the experience has been positive, and no significant differences were found in the follow-up of the contents when the class was followed online. However, the feeling of belonging to the group is lower in online classes than in face-to-face classes, and the perception of online teaching is more favorable in the academic year immediately developed after the COVID crisis. The bimodal modality has become a useful solution as long as the conditions of the equipment and networks are guaranteed as well as the training of teachers in digital teaching competence. In addition, the students’ perception of this modality is that it can continue once the exceptionality of the pandemic has been overcome.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions

et al. 2022

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“…However, due to the sudden shift to this mode of learning, the foremost challenge is attributed to migrating the established routines, the practices and the expectations that have developed among teachers and students (Bryson and Andres, 2020) especially embracing it during difficult circumstances such as the pandemic which entails other issues and challenges encountered by the school stakeholders. As cited from Khan, et al (2021), the integration of technology into the transfer of learning while juggling with various communication channels and student engagement is a challenge among teachers. The transition to this new mode of instruction was never easy as both teachers and learners are confronted with problems on readiness, lack of stable internet connectivity and lack of interaction which disrupt the communication and meaningful engagement between the teachers and the students which is what Dumford and Miller (2018) emphasized to be very essential.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Practices and Challenges of Junior High School Teachers in Virtual Teaching in the Lens of the CoI Framework

Lansangan

Yoma

2022

IJTES

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This study explored the online teaching experiences of the Junior High School teachers through the lens of the Community of Inquiry (CoI) framework by investigating their perceived level of confidence, pedagogical practices and encountered challenges. Employing concurrent-convergent mixed method design, the study included 66 Junior High School teachers who perceived themselves most confident in the aspect of teaching presence, followed by cognitive presence, then social presence. Having CoI as the school's adapted framework in facilitating online instruction, teachers identified CoI teaching strategies that address the challenges and hindrances in the execution of online instruction underscoring the different presences (teaching, social, and cognitive) and raised instructional dilemmas and challenges that hinder its optimum execution. Recommendations were also offered as inputs in the improvement of the existing school policies and practices in the conduct of online teaching and learning.

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Incivility in online learning environment: Perception of dental students and faculty

Farid

Hasan

Naveed

et al. 2022

Journal of Dental Education

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Objectives: The objectives of this study were to assess the extent of incivility and perception of dental students and faculty regarding uncivil behaviors in the online learning environment. Methods: Incivility in online environment (IOLE) survey was used to collect data from dental students (n = 232) and faculty (n = 35) at Margalla Institute of Health Sciences, Rawalpindi, Pakistan from September to December 2021. A 4-point Likert scale was used for respondents to indicate their perceptions regarding incivility in IOLE, and a list of students' and faculty's uncivil behaviors. Descriptive analysis, chi-square test, and Spearman's correlation coefficient were used for data analysis. The level of significance was kept at ≤0.05. Results:The majority of the students reported online incivility as either "a moderate or serious problem" (n = 103, 72.0%), and the majority of faculty (n = 12, 56%) reported incivility as "no to a mild problem" (p = 0.018). Both students and faculty agreed that students are more likely to engage in uncivil behavior in OLE as compared to faculty. Various forms of rude/threatening comments and posting ambiguous or vague responses that do not add meaning to the online discussion were considered uncivil student behaviors by both students and faculty (p ≤ 0.05). Assigning grades without providing useful feedback and threatening to fail students for not complying with faculty's demands were perceived as uncivil faculty behaviors (p ≤ 0.05). Female students and students with less self-reported expertise in online learning had greater mean scores for faculty uncivil behaviors (p ≤ 0.05). Conclusion: Incivility exists in OLE in dentistry with the more likely engagement of students in uncivil behaviors. With the increasing use of online platforms for education in dentistry, there is a need for further research and training courses for both students and faculty to reduce the extent of incivility and create a healthy and conducive learning environment.

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Twelve tips to enhance student engagement in synchronous online teaching and learning

Cited by 50 publications

References 41 publications

Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions

Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions

Pedagogical Practices and Challenges of Junior High School Teachers in Virtual Teaching in the Lens of the CoI Framework

Incivility in online learning environment: Perception of dental students and faculty

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