Exploring Malaysian Tertiary Students’ Behavioural, Cognitive, Emotional and Social Engagement and Disengagement in ODL

Abstract

Learning engagement is a determinant for success across any learning mode, putting emphasis on the quality of the students' participation in their own academic journey. However, this is an especially daunting challenge for open and distance learning (ODL). This is further exacerbated when the onset of the COVID-19 pandemic forced the sudden shift to ODL mode, putting students in academic situations that they are unaccustomed to. To examine whether the engagement of tertiary-level students in Malaysia is affected by the change in learning mode, this research aims to identify indicators that make them engage as well as disengage during ODL lessons. A survey instrument known as Learner-Engagement-Technology (LET), was used to measure the level of engagement and disengagement in four categories each, namely behavioural, cognitive, emotional and social aspects. Responses from 129 undergraduates in a public higher learning institution in Malaysia were analysed. The descriptive analysis revealed that the students do engage more than disengage, albeit at a moderate level. The highest indicators of engagement and disengagement however were different. This research is part of an ongoing study and the results can help inform various stakeholders (e.g. lecturers, administrators, policy makers) of the possible causes of engagement and disengagement during ODL classes, so that a more comprehensive and decisive approach can be taken to improve the overall ODL experience for the students.

Group Online Engagement: An Analysis From Tuckman Model

“…They also agree that the online platforms used by educators are effective and convenient for them and educators also use more than two communication tools to keep in touch with the students. This is supported by the findings of Nawi et al (2021) which noted that one of the key factors for learners to be engaged in online class would be the online platforms that educators chose especially when providing feedback. This is also in line with the findings as learners feel that educators were able to provide clear and positive feedback to the learners in online learning.…”

“…Although there are benefits of group work in online class, group work strategy does open rooms for improvements. Fredricks et al (2016) mentioned that even though group work is beneficial for students, there could be problems such as unequivalent distribution of duty and contribution when completing tasks given to them (Nawi et al, 2021). Thus, group work can be a disadvantage if there is no clear instruction or guidelines given from the instructors.…”

Examining Team Collaboration: A Study Utilising Tuckman’s Framework for Analysis

“…This study's findings are pertinent to educators, providing valuable insights into enhancing comprehension and fostering better teamwork among students.While team collaboration in the classroom offers various advantages, there is room for improvement in its implementation. Fredricks et al (2016) highlight that, despite the benefits, challenges such as uneven distribution of responsibilities and contributions may arise when completing assigned tasks (Nawi et al, 2021).…”

Stages in Group Work: Is There A Relationship Among Them?

“…Establishing teaching presence, meanwhile, plays a crucial role in developing students' comprehension and visual understanding of the topic during the forming stage. Although Smith (2011) claimed that group work in the online environment is more challenging than face-to-face interactions, it is still possible that issues with unevenly delegating responsibilities, free riders, a lack of unity, and a lack of participation exist in group work (Fredricks et al, 2016;Nawi et al, 2021).…”

“…). Although group collaboration has advantages in online classes, it also leaves opportunity for growth, according to Fredricks et al (2016), while group work is useful for students, there may be issues such as unequal distribution of duty and contribution while completing tasks assigned to them (Nawi et al, 2021). Tuckman's theory is well-supported and illustrated in terms of forecasting specific events and the approximate stage of development of such an occurrence.…”