Emergency Online Learning in Low-Resource Contexts: Student Perceptions of Effective Engagement Strategies

Abstract

The COVID-19 pandemic forced the transition to emergency online learning without prior preparation or guidelines. This transition has been particularly challenging in developing countries and low-resource contexts and hindered student engagement. We aim to identify the engagement strategies which students, engaging in emergency online learning in low-resource contexts, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. First, we conducted a literature review and interviewed ten teachers and ten students to identify a list of engagement strategies. Then, we designed a questionnaire that examines student perceptions of these strategies. We administered the questionnaire to 313 students engaging in emergency online learning in low-resource contexts. Our analysis results showed that student-content engagement strategies, e.g. screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student-teacher strategies, e.g. Q&A sessions and reminders. Student-student strategies, e.g. group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies depends on the context and the students’ characteristics, e.g. gender, major, and technology access. To support instructors, instructional designers, and researchers we propose a ten-level guide for engaging students during emergency online classes in low-resource contexts.

Challenges and Successes of Emergency Online Teaching in Statistics Courses

“…However, limited information is available on the effectiveness of strategies during emergency online learning; though it is emerging as a result of the COVID-19 pandemic. One such paper provides a discussion on effective engagement strategies, finding that students perceived student-content engagement strategies to be more effective than student-instructor and student-student strategies during emergency online learning (Abou-Khalil et al, 2021). Discipline specific strategies for online courses are sparse and nearly nonexistent for emergency online learning.…”

Pengembangan Game Edukasi Math Hero's Adventure Pada Pembelajaran Matematika Kelas IV Sekolah Dasar

“…Proses pendidikan dapat berhasil jika didukung dengan perkembangan zaman yang semakin berkembang. Perkembangan zaman yang dipengaruhi oleh perkembangan Tekhnik Informasi dan Komunikasi (TIK) (Utamajaya et al, 2020); (Abou-Khalil et al, 2021). Tidak ada aktivitas pembelajaran dalam kegiatan pendidikan formal yang terlepas dari suatu permasalahan, sebagaimana pembelajaran matematika yang banyak dikeluhkan oleh sebagai siswa di sekolah dasar (Alfina et al, 2022).…”

Communication barriers in emergency remote education

“…The sequential mixed-methods study by Abou Khalil et al (2021) implications of multimedia when explaining; online office hours; communication with students through a unified platform; keeping cameras on, etc. Finally, instructors can encourage student collaborations and personal student contacts for educational interactions.…”