Seeking pedagogical opportunities to engage university students in emergency online learning: The role of online course experiences
Abstract Echoing the call for improving the definition and measurement of online student engagement, this study examined the association between students' engagement and their online course experiences in emergency online learning during COVID‐19. A sample of 5672 undergraduate students from ei...
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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/fer3.6 |
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| _version_ | 1832086470367641600 |
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| author | Hongbiao Yin |
| author_facet | Hongbiao Yin |
| author_sort | Hongbiao Yin |
| collection | DOAJ |
| description | Abstract Echoing the call for improving the definition and measurement of online student engagement, this study examined the association between students' engagement and their online course experiences in emergency online learning during COVID‐19. A sample of 5672 undergraduate students from eight higher education institutions in China participated in the study. The results of structural equation modeling analysis showed that students' online course experiences were significantly related to their motivation and/or engagement in emergency online learning. Three types of pedagogical factors influencing student engagement were identified, namely, three “extensively adaptive factors,” two “partially adaptive factors,” and one “dual‐effect factor.” These findings indicate the importance of teacher training for instructors to make better use of online learning, and reveal the pedagogical opportunities to improve student engagement in technology‐mediated learning in the postpandemic era. |
| format | Article |
| id | doaj-art-da65f6d182f14a9e8e8832012d8a3b63 |
| 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-da65f6d182f14a9e8e8832012d8a3b632025-02-06T15:35:18ZengWileyFuture in Educational Research2835-94022023-09-0111506210.1002/fer3.6Seeking pedagogical opportunities to engage university students in emergency online learning: The role of online course experiencesHongbiao Yin0Department of Curriculum and Instruction Faculty of Education The Chinese University of Hong Kong Hong Kong SAR ChinaAbstract Echoing the call for improving the definition and measurement of online student engagement, this study examined the association between students' engagement and their online course experiences in emergency online learning during COVID‐19. A sample of 5672 undergraduate students from eight higher education institutions in China participated in the study. The results of structural equation modeling analysis showed that students' online course experiences were significantly related to their motivation and/or engagement in emergency online learning. Three types of pedagogical factors influencing student engagement were identified, namely, three “extensively adaptive factors,” two “partially adaptive factors,” and one “dual‐effect factor.” These findings indicate the importance of teacher training for instructors to make better use of online learning, and reveal the pedagogical opportunities to improve student engagement in technology‐mediated learning in the postpandemic era.https://doi.org/10.1002/fer3.6COVID‐19emergency online learningMotivation and Engagement Wheelonline course experienceonline student engagement |
| spellingShingle | Hongbiao Yin Seeking pedagogical opportunities to engage university students in emergency online learning: The role of online course experiences Future in Educational Research COVID‐19 emergency online learning Motivation and Engagement Wheel online course experience online student engagement |
| title | Seeking pedagogical opportunities to engage university students in emergency online learning: The role of online course experiences |
| title_full | Seeking pedagogical opportunities to engage university students in emergency online learning: The role of online course experiences |
| title_fullStr | Seeking pedagogical opportunities to engage university students in emergency online learning: The role of online course experiences |
| title_full_unstemmed | Seeking pedagogical opportunities to engage university students in emergency online learning: The role of online course experiences |
| title_short | Seeking pedagogical opportunities to engage university students in emergency online learning: The role of online course experiences |
| title_sort | seeking pedagogical opportunities to engage university students in emergency online learning the role of online course experiences |
| topic | COVID‐19 emergency online learning Motivation and Engagement Wheel online course experience online student engagement |
| url | https://doi.org/10.1002/fer3.6 |
| work_keys_str_mv | AT hongbiaoyin seekingpedagogicalopportunitiestoengageuniversitystudentsinemergencyonlinelearningtheroleofonlinecourseexperiences |