Abstract The COVID‐19 pandemic has forced higher education institutions to implement online learning activities based on virtual platforms, allowing little time to prepare and train faculty members to familiarize students with digital technologies. While previous studies have looked at how students engaged with digital technologies in their learning activities, the characteristics of the student engagement in online learning remain underexplored. Therefore, a systematic review of the literature on student engagement in online learning in higher education is much needed. This article synthesizes the findings on student engagement in Latin American higher education institutions during the COVID‐19 pandemic. After reviewing the studies on online learning activities, this review examines student engagement from behavioural, cognitive and affective dimensions and identifies the main characteristics of student engagement from these tripartite dimensions. The implications of the findings for online learning in Latin American higher education are as follows: (a) to transform higher education, (b) to provide adequate professional training, (c) to improve Internet connectivity, (d) to ensure quality online learning in higher education and (e) to provide emotional support. These findings will provide valuable guidance for teachers, educational authorities and policy makers and help them make informed decisions to use effective strategies to support online learning in higher education institutions. Practitioner notes What is already known about this topic The COVID‐19 pandemic has disrupted the normal operation of higher education institutions across Latin America, impelling a shift from face‐to‐face instruction to online teaching and learning. Research on online learning in Latin American higher education has been conducted, but the findings and their implications are yet to be widely disseminated among researchers, practitioners and decision‐makers. What this paper adds Providing a systematic review of research on student engagement in online learning in Latin American higher education institutions. Analyzing the construct of student engagement in online learning from tripartite dimensions—behavioral, cognitive and affective—in the Latin American higher education context. Identifying the characteristics associated to each dimension of student engagement in online learning. Implications for practice and/or policy The need to transform the higher education system in Latin America and beyond, at two levels: to improve Internet connectivity at the technological level and to ensure the quality of online education at the pedagogical level. The urgency to offer an adequate professional training regarding the use of new technologies in online learning environments. The significance for higher education institutions to provide emotional support for students during the COVID‐10 pandemic.

https://rss.onlinelibrary.wiley.com/doi/am-pdf/10.1111/bjet.13190

Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review

The purpose of the study was to examine the impacts of course activities on student perceptions of engagement and learning in online courses Using eight interactive course activities as indicators

Impacts of course activities on student perceptions of engagement and learning online

relations – the relationships among different aspects of experience. This type of clause is used to characterize things (attributive clauses) and identify things (identifying

/pdf/efl-vietnamese-learners-engagement-with-english-language-2ibhdtvdhv.pdf

EFL Vietnamese learners’ engagement with English language during oral classroom peer interaction

ABSTRACT This study investigates the relationship between student technology acceptance, student engagement, and perceived learning on tourism-related massive open online courses (MOOCs). The respondents include 389 Indian university students who took tourism-related MOOCs. The results of PLS-SEM indicate the weak relationship between MOOC technology acceptance and the perceived learning of students. Technology acceptance has an impact on student engagement, but the impact is not highly significant. The findings show the strong relationship between student engagement and perceived learning in the context of tourism-MOOCs. The study suggested several ways to ensure student engagement and perceived learning to develop a positive attitude toward MOOC platforms and institutions that deliver MOOCs. Several implications are drawn from the findings, and future research directions are suggested.

Examination of relationships among technology acceptance, student engagement, and perceived learning on tourism-related MOOCs

.......................................................................................................................................... ii Dedication ...................................................................................................................................... iii Acknowledgements ....................................................................................................................... iiv List of Tables ................................................................................................................................... x List of Figures ................................................................................................................................ xi Chapter 1: Introduction ................................................................................................................... 1 Background, Context, and Conceptual Framework for the Problem ........................................ 2 Conceptual Framework ............................................................................................................. 3 Statement of the Problem .................................................................................4 Purpose of the Study ................................................................................................................. 5 Research Questions and Hypotheses ........................................................................................ 6 Rationale, Relevance, and Significance of the Study ............................................................... 7 Definition of Terms ................................................................................................................... 8 Assumptions, Delimitations, and Limitations ........................................................................... 9 Assumptions ...................................................................................................................... 10 Delimitations ..................................................................................................................... 10 Limitations .........................................................................................................................11 Summary ..................................................................................................................................11 Chapter 2: Literature Review ........................................................................................................ 13 Introduction to Literature Review.....................................................................13 Conceptual Framework ........................................................................................................... 15 Review of Research Literature ................................................................................................ 15

/pdf/the-effects-of-student-centered-coaching-on-the-reading-2z3wh1wvew.pdf

The Effects of Student-Centered Coaching on the Reading Achievement of Elementary Students and Teacher Instructional Practice

A cyber-flipped course was conducted with the flipped classroom pedagogy by using a wholly online approach for all learning activities in asynchronous and synchronous class sessions. Literature suggests that traditional flipped courses can effectively enhance students’ learning outcomes in comparison to non-flipped courses. However, conducting all asynchronous and synchronous learning activities using a wholly online approach has not been reported. This paper aimed to investigate how student engagement in four different types of learning activities affects their learning outcomes in a cyber-flipped course. Results show that the learning activities with the flipped classroom pedagogy can be successfully implemented and conducted in a wholly online course along with time and space flexibility for learners. This study also found that students who watched more pre-recorded video lectures tended to participate in the synchronous learning activities more actively and obtained a higher semester grade; higher completion of asynchronous learning activities had benefited students’ understanding of the learning concepts. Furthermore, students who had a high level of readiness by attending synchronous class sessions on time and keeping their webcams activated had more frequent and proactive interactions with their peers and instructor.

The Impact of Student Engagement on Learning Outcomes in a Cyber-Flipped Course.

It is essential to encourage scientific understanding of water resources. However, how to achieve this for different objects needs to be researched further. Therefore, the purpose of this study is to analyze the impact of game-based teaching on elementary school students’ learning satisfaction in water resources science applications. Students who take the course are asked to complete a learning satisfaction questionnaire at the end. A total of 420 questionnaires were distributed, with 388 being effective, a 92% effective ratio. The questionnaire data was used to conduct the study and analysis. The Cronbach’s α for all factors exceeded 0.7, indicating that the questionnaire items are stable and internally consistent. The results of descriptive statistics, factor analysis, independent sample t-test, regression analysis, and correlation analysis revealed that students were extremely satisfied with game-based water resources science teaching. According to factor analysis, three key factors influenced learning satisfaction: “learning style,” “learning interest,” and “learning process.” Furthermore, “learning interest” was positively related to “learning style” and “learning process,” with both having a significant effect on “learning interest.” The findings of this study also show that water resources science applications can be taught and promoted in a variety of ways.

/pdf/the-application-of-game-based-teaching-for-water-resources-3s4bgthb.pdf

Li-Chun Lin

Papers

The Impact of Student Engagement on Learning Outcomes in a Cyber-Flipped Course.

The Application of Game-Based Teaching for Water Resources Science Learning