Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic

Donham, Cristine; Pohan, Cathy A.; Menke, Erik; Kranzfelder, Petra

doi:10.1128/jmbe.00268-21

Cited by 22 publications

(14 citation statements)

References 18 publications

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“…The study's findings emphasize the importance of teaching presence in improving student engagement in online courses. This is consistent with previous studies that have shown the efficacy of interactive classroom environments and prompt feedback in online learning contexts [40,41,45,46]. Our study supports the significance of establishing interactive classroom environments, which aligns with previous research [40,41], highlighting the value of incorporating collaborative activities, group discussions, and peer interactions.…”

Section: Discussionsupporting

confidence: 92%

“…Ref. [45] underscore the significance of delivering content in a clear and organized manner to enhance engagement, a claim that our research findings support. When instructors present course materials in an organized and coherent manner, it enhances students' understanding and ability to navigate the course, thereby reducing cognitive load and potential frustration.…”

Section: Discussionsupporting

confidence: 65%

“…Ref. [45] state the importance of clear and organized content delivery for increasing engagement. Additionally, Ref.…”

Section: Literature Reviewmentioning

confidence: 99%

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Investigating Factors Influencing Students’ Engagement in Sustainable Online Education

Lasekan,

Pachava,

Godoy Pena

et al. 2024

Sustainability

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Due to the COVID-19 pandemic, there has been a rapid shift from traditional classroom-based education to sustainable online classrooms. This has brought attention to the importance of comprehending the intricacies of students’ engagement during virtual learning. Drawing upon the concept of community of inquiry in cognitive, social, and teaching presence, a mixed-methods approach involved data collected via a structured questionnaire administered to 452 university students to identify the factors that influence students’ participation during online classes. Through the application of the CHAID (Chi-Squared Automatic Interaction Detection) decision tree algorithm, the quality of course content is identified as a cognitive predictor of students’ engagement. It is worth mentioning that a significant proportion of students, specifically 61.7%, demonstrated a considerable degree of engagement with faculty content due to its high quality. With respect to the role of social presence, possession of a designated private space boost (69.2%) and requiring students to use their webcams are found to be critical for students’ engagement. Lastly, teaching presence as a factor in enhancing students’ engagement is demonstrated by promoting interactive classrooms and providing rapid feedback to students by teachers. The findings demonstrate the importance of teachers’ quality course material, interactive classes, and the benefits of a physical environment free from distractions for optimizing students’ engagement.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 65%

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Investigating Factors Influencing Students’ Engagement in Sustainable Online Education

Lasekan,

Pachava,

Godoy Pena

et al. 2024

Sustainability

View full text Add to dashboard Cite

show abstract

“…One approach is to enhance students' sense of belonging by enrolling them into virtual learning communities, where they have increased opportunities to interact with classmates and more experienced peers (Pownall et al, 2022). Instructors can also create a sense of community both outside of and during online class meetings (Donham et al, 2022). For example, at the beginning of the semester, students can be asked to create profiles on their learning management system or on another online platform, where they upload pictures and share their interests outside of school.…”

Section: Teaching Implicationsmentioning

confidence: 99%

Online course formats and student self-efficacy in academic skills predict persistence in introductory psychology.

Gravelle¹,

Roberts²,

Elizabeth³

et al. 2023

Scholarship of Teaching and Learning in Psychology

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Concerns about student persistence in online college courses have increased since the onset of the COVID-19 pandemic. This study examined factors associated with self-selection into asynchronous versus synchronous online course sections and effects of course format, self-efficacy, and self-regulatory behaviors on course withdrawal rates and final grades in Introductory Psychology. We assessed learning outcomes of students (N = 563, Mean age = 20.3 years) enrolled in Introductory Psychology at a nonselective, minority-serving institution in Spring 2021. Half of the sections were fully asynchronous; half met synchronously via Zoom. Students enrolled in asynchronous sections were more often first semester students; asynchronous students were less likely to access the online textbook or check Blackboard settings before submitting their first assignment. While students enrolled in synchronous sections more often reported challenges sustaining attention and motivation, students enrolled in asynchronous sections more often reported difficulties managing coursework and work obligations. Controlling for demographic factors, students in asynchronous sections had a higher risk of withdrawing, as did students with lower self-efficacy and those reporting family obligations. For students completing the course, final grades were associated with accessing the textbook, reading comprehension, and demographics, but not with course format or self-efficacy. These findings provide insight into factors that predict enrollment in online course formats and subsequent associations with learning outcomes.

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“…In accordance with the conditions described in this study, lecturers may record so that they can repeat it all the time. By being able to play the video several times and replay it, it can reduce cognitive load (Donham, 2022). In the thematic analysis of emotional engagement, it was found that indicators that often appeared in response to open questions were asked, namely interaction with friends (68.1%), interaction with lecturers (67%), feelings during lectures (49.3%), responses to switching to online learning (34.4%), free time (19.6%), interaction with family (7.4%), and interaction with faculty/university (5.9%).…”

Section: Cognitive Engagementmentioning

confidence: 99%

Qualitative of College Student Engagement During Online Learning for Indonesian Students

Sanfriska¹,

Hastuti²

2022

OJPR

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College student engagement is a sense of student engagement in carrying out their learning in terms of academics (expecting good learning outcomes), emotional (curiosity and a feeling of fun participating in class), cognitive (having good self-regulation skills, wanting challenges in learning), and behavior (full attendance and active involvement in class). As a result of the Covid-19 pandemic, learning systems around the world have been affected until they suddenly change from face-to-face to online learning. This change in the learning system makes students need to adapt again. In this process, college student engagement becomes a challenge that must be faced. The purpose of this research is to provide an overview of college student engagement during the 2 years of online learning. The total participants in this study were 291 students who had filled out a survey containing open-ended questions. The data in this study were analyzed using MAXQDA 2020 to code and categorize responses. The result is that there is a change in academic engagement to be effective in collecting assignments and being flexible, the grades are also good but not accompanied by understanding the material. In behavioral engagement, attendance is more awake but there is no involvement or activity. In cognitive engagement, there is a new strategy in learning, namely recording and adaptation because it is the responsibility of the learner. Lastly, in emotional engagement, students feel bored, lazier and more stressed during online learning because they cannot meet directly with lecturers and friends.

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Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic

Cited by 22 publications

References 18 publications

Investigating Factors Influencing Students’ Engagement in Sustainable Online Education

Investigating Factors Influencing Students’ Engagement in Sustainable Online Education

Online course formats and student self-efficacy in academic skills predict persistence in introductory psychology.

Qualitative of College Student Engagement During Online Learning for Indonesian Students

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