Engaging learners in the emergency transition to online learning during the COVID-19 pandemic

Journal of Research on Technology in Education, Journal Year: 2022, Volume and Issue: 54(sup1)

Published: Jan. 31, 2022

Students and instructors in K-12 higher education had to quickly transition remote or online learning during the COVID-19 pandemic. This rapid shift was challenging for students, instructors, administrators, parents across world. One of biggest challenges keeping learners engaged due physical separation students that resulted Among fourteen articles published this special issue on learner engagement COVID-19, three major themes emerged, including: (1) theories frameworks engage learners, (2) characteristics various educational contexts, (3) selection strategies provisions support quick learning.

Language: Английский

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Digital learning in Sciences education: A literature review

Cogent Education, Journal Year: 2023, Volume and Issue: 10(2)

Published: Nov. 9, 2023

This study looked at 8760 Web of scientific research publications about digital learning in education. The researchers discovered seven clusters with 59 affiliations, 36 keywords, and 135 authors from 28 countries using bibliometric text analysis approaches. provides useful insights into the present status literature, providing recommendations to scholars educators this sector. highlighted use technology improve teaching by evaluating data. findings have consequences for academics, educators, policymakers, allowing them better understand current propose prospective topics future

Language: Английский

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

Education and Information Technologies, Journal Year: 2022, Volume and Issue: 28(2), P. 1865 - 1889

Published: Aug. 8, 2022

Language: Английский

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Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study

Computer Assisted Language Learning, Journal Year: 2022, Volume and Issue: 37(7), P. 1504 - 1526

Published: June 8, 2022

The purpose of this study was to investigate the possible effects conducting regular collaborative activities via Google Docs on English academic writing skills. Utilising a mixed methods design, conducted with 24 Vietnamese high school students who participated in fully online as foreign language (EFL) course writing. pre- and post-test results indicated that students' overall skills were significantly improved over course. Regarding individual aspects writing, there significant improvements areas task response lexical resources, while cohesion coherence grammatical range accuracy did not witness improvements. Further analysis semi-structured interviews these revealed they valued usefulness Docs-based collaboration enhancing their skills, however held opinions about enjoyment collaborating platform. This also number challenges experienced by group when used collaboration. Implications suggestions for future studies are discussed.

Language: Английский

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Student engagement during emergency remote teaching: A scoping review

Smart Learning Environments, Journal Year: 2023, Volume and Issue: 10(1)

Published: March 14, 2023

Abstract Research on student engagement has recently gained popularity as it can address problems such early dropout and poor achievement. The growing interest in investigating during the Covid-19 pandemic is reflected increased publications addressing this topic. However, no review provided research evidence an overview of existing literature emergency remote teaching (ERT). We reviewed how studies were undertaken ERT from three perspectives: (1) landscape studies, (2) methodologies issues, (3) strategies used to facilitate engagement. 42 articles analysed initial pool 436 search results. findings illustrate that current predominately United States (36%) China (22%) with focusing STEM subjects a dominant discipline. was largely inconsistent defining measuring In addition, majority (57%) investigated students’ perspective students, unlike other stakeholders. most prominent finding promoted several important strategies, including motivational factors, teachers’ facilitation, hybrid learning model, using technologies boost

Language: Английский

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Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Journal of Computer Assisted Learning, Journal Year: 2024, Volume and Issue: 40(3), P. 1052 - 1067

Published: Jan. 1, 2024

Abstract Background Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness improving education outcomes among middle school students remains uncertain. Objectives The study aimed to investigate the impact of online on students, focusing learning achievement, engagement, motivation. Methods A quasi‐experimental design with a pretest‐posttest control group was used this study. total 60 eighth‐grade were involved study, both experimental groups comprising 30 each. incorporated use digital platforms, including Asana, Slack, Team Viewer, instrumental components project execution discussion lessons. Conversely, adhered current educational approach Turkey, characterized by employment an inquiry‐based strategy instruction. Data collected over eight weeks using achievement test, scale, motivation scale. Results demonstrated significantly higher post‐test scores compared group, suggesting that positively impacted outcomes. Additionally, survey data indicated high levels when tools. Conclusions findings support notion can effectively enhance students. These results significant implications educators, institutions, policymakers, curriculum developers. Further research is needed examine potential these various contexts different populations. This will help broaden understanding how be integrated into diverse environments, benefiting larger number further

Language: Английский

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Engaging learners in synchronous online learning

Education and Information Technologies, Journal Year: 2022, Volume and Issue: 28(4), P. 4429 - 4452

Published: Oct. 17, 2022

Language: Английский

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Psychosocial Impacts of Mobile Game on K12 Students and Trend Exploration for Future Educational Mobile Games

Frontiers in Education, Journal Year: 2022, Volume and Issue: 7

Published: April 29, 2022

Due to the popularity and advancement of 4G/5G networks, mobile games have already currently become profitable tools for major internet platforms. These are even refined cover almost all age groups population rather than young people. Yet in perception public, always seemed be associated with various derogatory terms such as interfering learning, addiction, violence. K12 students usually less self-control capability, they undoubtedly biggest advocates games. This paper summarizes technological development from aspects hardware software chronological order. The psychological social problems that brought analyzed a neutral perspective. At end paper, future educational current limitations also given explorations trends game-based education. position aims provide insight what psychosocial impacts on student, it may serve reference how education has been developing according technology wise.

Language: Английский

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

Frontiers in Psychology, Journal Year: 2022, Volume and Issue: 12

Published: Jan. 10, 2022

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

Language: Английский

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Emergency Remote Teaching Experiences of Teachers during the COVID-19 Pandemic in Turkey

European Journal of Open Distance and E-Learning, Journal Year: 2025, Volume and Issue: 27(1), P. 12 - 31

Published: Jan. 1, 2025

Abstract The COVID-19 pandemic necessitated a sudden transition to Emergency Remote Teaching (ERT) in Turkey, as well around the world, presenting unprecedented challenges for teachers. This study investigates experiences of K-12 teachers during this period, focussing on they faced, strategies employed address them and their perspectives advantages disadvantages ERT. Data were collected from 385 through qualitative survey conducted at end 2019–2020 academic year. Content analysis revealed key findings that clustered ‘Technology’ (access, system, competence) ‘Pedagogy’ (interaction, motivation, classroom management). Teachers have developed various these challenges. research offers valuable insights into opportunities ERT provides practical recommendations enhance quality equity online learning policymakers educators.

Language: Английский

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