Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research
Abstract In the aftermath of the global pandemic, online learning is now ubiquitous around the world. Yet, although online learning has become a common learning approach across the globe, it is still viewed as a weaker option than on‐campus face‐to‐face learning. Specifically, the lack of student en...
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| Format: | Article |
| Language: | English |
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Wiley
2023-09-01
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| Series: | Future in Educational Research |
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| Online Access: | https://doi.org/10.1002/fer3.9 |
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| _version_ | 1832086404927062016 |
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| author | Khe Foon Hew Weijiao Huang |
| author_facet | Khe Foon Hew Weijiao Huang |
| author_sort | Khe Foon Hew |
| collection | DOAJ |
| description | Abstract In the aftermath of the global pandemic, online learning is now ubiquitous around the world. Yet, although online learning has become a common learning approach across the globe, it is still viewed as a weaker option than on‐campus face‐to‐face learning. Specifically, the lack of student engagement in online learning poses a persistent problem to many educators. In this article, we describe three key challenges of fully online learning: students being more easily distracted, students lacking self‐regulation skills and students feeling isolated. Next, we present three possible strategies to address these challenges: promoting active learning through the online flipped classroom model, promoting self‐regulation skills and reducing the sense of isolation through the use of chatbots. For each of the three strategies, we provide a description with relevant empirical studies based on our own work as well as previous work in the literature and discuss possible directions for further research. |
| format | Article |
| id | doaj-art-001dc57624dc494199edd773a3464fc0 |
| institution | Kabale University |
| issn | 2835-9402 |
| language | English |
| publishDate | 2023-09-01 |
| publisher | Wiley |
| record_format | Article |
| series | Future in Educational Research |
| spelling | doaj-art-001dc57624dc494199edd773a3464fc02025-02-06T15:35:18ZengWileyFuture in Educational Research2835-94022023-09-0111274910.1002/fer3.9Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future researchKhe Foon Hew0Weijiao Huang1Faculty of Education The University of Hong Kong Hong Kong SAR ChinaFaculty of Education The University of Hong Kong Hong Kong SAR ChinaAbstract In the aftermath of the global pandemic, online learning is now ubiquitous around the world. Yet, although online learning has become a common learning approach across the globe, it is still viewed as a weaker option than on‐campus face‐to‐face learning. Specifically, the lack of student engagement in online learning poses a persistent problem to many educators. In this article, we describe three key challenges of fully online learning: students being more easily distracted, students lacking self‐regulation skills and students feeling isolated. Next, we present three possible strategies to address these challenges: promoting active learning through the online flipped classroom model, promoting self‐regulation skills and reducing the sense of isolation through the use of chatbots. For each of the three strategies, we provide a description with relevant empirical studies based on our own work as well as previous work in the literature and discuss possible directions for further research.https://doi.org/10.1002/fer3.9chatbotengagementflipped classroomonline learningself‐regulated learning |
| spellingShingle | Khe Foon Hew Weijiao Huang Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research Future in Educational Research chatbot engagement flipped classroom online learning self‐regulated learning |
| title | Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research |
| title_full | Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research |
| title_fullStr | Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research |
| title_full_unstemmed | Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research |
| title_short | Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research |
| title_sort | promoting engagement in online learning beyond covid 19 possible strategies and directions for future research |
| topic | chatbot engagement flipped classroom online learning self‐regulated learning |
| url | https://doi.org/10.1002/fer3.9 |
| work_keys_str_mv | AT khefoonhew promotingengagementinonlinelearningbeyondcovid19possiblestrategiesanddirectionsforfutureresearch AT weijiaohuang promotingengagementinonlinelearningbeyondcovid19possiblestrategiesanddirectionsforfutureresearch |