Student engagement in K12 online education during the pandemic: The case of Turkey

Kurt, Gökçe; Atay, Derin; Öztürk, Huriye Arzu

doi:10.1080/15391523.2021.1920518

Cited by 38 publications

(30 citation statements)

References 68 publications

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“…This study aimed to determine the factors affecting online engagement dimensions (skills, emotional, participation, and performance) in the context of online ERE due to the Covid-19 epidemic. As a matter of fact, one of the most important difficulties encountered during the emergency transition to online learning is considered to be the engagement of students (Kurt et al, 2022). More studies are needed on the nature of engagement in learning environments where engagement is not mandatory, students are not widely observable, learning is self-paced, and interaction is diverse (Harris et al, 2022).…”

Section: Importance Of the Researchmentioning

confidence: 99%

“…More studies are needed on the nature of engagement in learning environments where engagement is not mandatory, students are not widely observable, learning is self-paced, and interaction is diverse (Harris et al, 2022). In addition, SE is a critical issue for designing educational environments suitable for future waves of COVID-19-like pandemics (Kurt et al, 2022). Also, as we rapidly transitioned to ERE, it was a strong challenge to attract students' attitudes towards this new context, their motivation and engagement to learn, who had left the traditional learning context.…”

Section: Importance Of the Researchmentioning

confidence: 99%

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Online learning in higher education: Examining the predictors of students’ online engagement

2022

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In this study, the effects of remote learning attitude, extrinsic and intrinsic goal orientation on the dimensions of online engagement were examined. 293 teacher candidates at a state university in Turkey participated in the research. PLS-SEM was used to analyze the data. In all models, relationships related to online collaboration with peers, online communication with instructor, participation in online classes, and completing assignments and tasks were confirmed. The relationships between the attitude towards attending online courses and the skills and emotional dimensions of engagement were confirmed. The relationships between intrinsic goal orientation (IGO) and skills and emotional dimensions of engagement are significant. Extrinsic goal orientation (EGO) is only related to the performance dimension of engagement.

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Section: Importance Of the Researchmentioning

confidence: 99%

Section: Importance Of the Researchmentioning

confidence: 99%

Online learning in higher education: Examining the predictors of students’ online engagement

2022

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“…For example, the downturn in face-to-face instruction is expected to disproportionally affect teachers and students from disadvantaged communities, as well as those with previously poor education outcomes ( Di Pietro et al, 2020 ). Significant segments of the student population became less engaged, or even lost touch with school, on a global scale, in countries such as Turkey ( Kurt et al, 2021 ), New Zealand ( Yates et al, 2021 ), Romania ( World Vision, 2021 ), and the United States. This global effect was due to a combination of lack of internet connectivity and other household difficulties ( Domina et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Webcams and Social Interaction During Online Classes: Identity Work, Presentation of Self, and Well-Being

Hosszu

Rughiniș

et al. 2022

Front. Psychol.

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The well-being of children and young people has been affected by the COVID-19 pandemic. The shift to online education disrupted daily rhythms, transformed learning opportunities, and redefined social connections with peers and teachers. We here present a qualitative content analysis of responses to open-ended questions in a large-scale survey of teachers and students in Romania. We explore how their well-being has been impacted by online education through (1) overflow effects of the sudden move to online classes; (2) identity work at the individual and group levels; and (3) Students’ and teachers’ presentations of self in the online environment, with a focus on problematic aspects of webcam use. The results indicate that both students and teachers experienced ambivalence and diverse changes in well-being, generated by the flexibility, burdens, and disruptions of school-from-home. The identities associated with the roles of teacher and student have been challenged and opened for re-negotiation. Novel patterns have emerged in teachers’ and Students’ identity work. Failure or success at the presentation of self in online situations is relevant for the emotional valence of learning encounters, impacting well-being. Online classes have brought about new ways to control one’s presentation of self while also eliminating previous tactics and resources. The controversy regarding webcams has captured this duality: for some, the home remained a backstage that could not be safely exposed; for others, the home became a convenient front stage for school. Well-being was affected by the success of individual and collective performances, and by student-teacher asymmetries. Overall, our study of online learning indicates powerful yet variable influences on subjective well-being, which are related to overflow effects, identity work, and presentation of self.

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“…It is a highly researched topic in traditional education as engagement is often positively correlated with many student learning outcomes like academic achievement, persistence, and satisfaction (Fredricks et al, 2004 ; Meyer, 2014 ). In online education, engagement is even more important than that in traditional education as learners are often harder to be engaged, and their course completion rates are often lower (Bolliger & Martin, 2018 ; Hew, 2018 ; Kurt et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…Undoubtedly, the pandemic has made online learning the “de facto” mode of learning rather than an option. Therefore, maintaining a sustained level of engagement when delivering SOL becomes crucial (Baxter & Hainey, 2022 ; Kurt et al, 2022 ). This concurs well with Baxter and Hainey ( 2022 ), who claimed that “for synchronous online educational delivery to be successful, then learner engagement is the key” (p.12).…”

Section: Introductionmentioning

confidence: 99%

Engaging learners in synchronous online learning

2022

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Engagement is positively correlated with many educational outcomes. However, engaging learners in online learning is often challenging. In this study, a conceptual framework comprising five interrelated factors (instructors, learners, content, technology, and environments) was proposed. The purpose of the study was to explore how learners could be engaged by following the conceptual framework in synchronous online learning. Fifty-five adult learners took part in the study. Specific strategies were applied in four classes. A survey with 38 five-point Likert scale items and an open-ended question was administered. Quantitative and qualitative data were collected and analysed. Results showed that instructors, learners, and content were the core factors affecting learners’ engagement. Comparatively, the learners’ engagement was less affected by the factors of technology and environments. Results further showed that useful strategies to engage learners included providing opportunities for instructors and peers to interact frequently; having relevant content that could apply to practice; involving interactive activities like group discussions and peer feedback; and having informal conversations with individual learners. This study suggests that future studies can investigate facilitating synchronous online discussions, establishing social connectedness, and using technology to monitor learners’ engagement automatically.

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Student engagement in K12 online education during the pandemic: The case of Turkey

Cited by 38 publications

References 68 publications

Online learning in higher education: Examining the predictors of students’ online engagement

Online learning in higher education: Examining the predictors of students’ online engagement

Webcams and Social Interaction During Online Classes: Identity Work, Presentation of Self, and Well-Being

Engaging learners in synchronous online learning

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