Democratizing Higher Education in Zambia Through Open Access Data

Chinkusu, Jane; Zulu, Filipo; Naylor, Daryl; Owango, Joy

doi:10.21428/3b2160cd.88fd0530

Cited by 2 publications

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Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

Kangwa,

Msafiri,

Wan

et al. 2024

Discov Educ

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This study examined the opportunities and difficulties of online learning in Zambia’s higher education system, emphasizing the effects of self-regulation as a mediator between teacher-scaffolded online interactions and student learning engagement. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Hence, there was a need to explore how these can be mitigated through enhanced self-regulation and contribute to better educational outcomes and the broader context of pedagogical innovation. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation on student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Furthermore, this study emphasizes the importance of interactive online learning activities to improve students’ learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions and calls on educators and administrators to develop innovative ways to make participating in online learning smoother.

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Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

Kangwa,

Msafiri,

Wan

et al. 2024

Discov Educ

View full text Add to dashboard Cite

show abstract

Enhancing Student Engagement in Online Education: The Role of Self-Regulation and Teacher Support in Zambia

Daniel,

Msafiri,

WAN

et al. 2024

Preprint

View full text Add to dashboard Cite

This study examined the opportunities and difficulties of online learning in Zambia's higher education system, emphasizing the effects of self-regulation as a mediator between student participation in the classroom and online interactions that teachers guide. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation between student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Further, it highlights the importance of activities to improve students’ learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions in online learning. It calls on school administrators to develop innovative ways to make participating in online learning more smoothly.

show abstract

Democratizing Higher Education in Zambia Through Open Access Data

Cited by 2 publications

References 0 publications

Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

Enhancing Student Engagement in Online Education: The Role of Self-Regulation and Teacher Support in Zambia

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