Student engagement online learning

Due to the COVID-19 pandemic, distance education replaced face-to-face education in the 2019-2020 academic year in Turkey. This basic qualitative study was conducted to show the metaphorical perceptions of teacher candidates about synchronous distance university education. In this study, 178 teacher candidates, including 79 secondary mathematics, 49 science, and 50 elementary teacher candidates studying in a public university in the Central Anatolia Region in the 2019-2020 academic year, were selected with the convenience sampling method. The data were collected online due to the pandemic with an online form which includes the phrase “Distance university education is like… because…”. The teacher candidates provided 173 well-structured metaphors about distance education. The content analysis method was used for data analysis. The findings obtained in this study showed that comfort, YouTube, home, incomplete, comfort, holiday, and emptiness metaphors were particularly used. Metaphors used by teacher candidates were collected under 17 different categories as "hardware", "satisfaction", "interaction", "future", "need", "complex", "comfort", "obligation", "motivation", "spiritual", "virtual", "systemic", "responsibility", “accessibility”, “suitability”, “efficiency” and “time”. The content analysis results revealed thatmetaphors differed according to the needs and nature of the departments. It is recommended to create solutions specific to the departments and prefer distance education methods suitable for the lessons.

School webinars are used to raise student awareness of a topic or issue. The provided relevant information is transmitted via the Zoom Cloud Meeting Application. It is significant to turn everyone's attention to the current situation of academic learning institutions to broaden the horizons of perspectives among students, teachers, the Department of Education (DepEd), and other social groups in society regarding the role and utility of Zoom as a commonly used platform for school webinars. Despite the escalating number of studies on the Zoom Meeting Application, there are limited studies on the pros and cons of using Zoom for school webinars and the academicrelated struggles and benefits brought by this videoconferencing tool. Hence, this study ascertained the opportunities and challenges of using Zoom in webinar-based education. A systematic literature review (SLR) and meta-analysis were employed in the process of collecting relevant and up-to-date research papers and journals on the research topic. Based on the eligibility criteria, 27 studies were included in the evaluation of the retrieved data through content and thematic analyses. During the systematic literature review, (5) five distinct themes were formulated. The opportunities and challenges of using the Zoom Meeting Application in the academe include: (1) Resource Center of Academic Learning; (2) Driver of Human Communication; (3) Indicator of Motivation and Well-being; (4) Stimulator of Psychological Breakdown; and (5) Mastermind of Diminishing Virtual Participation. As a result, the Zoom Meeting Platform is a technology tool for education that provides both benefits and gaps for teachers and students in academic learning institutions. It shows the two-sided influence of Zoom on the teaching and learning process through conducting school-based webinars. Indeed, this study suggested further empowering teachers in promoting studentcentered instructional approaches and transforming students into vehicles of learning and agents of change.

The concept of literacy has evolved beyond traditional reading and writing skills, encompassing dynamic practices driven by digital sources and distributed cultures. However, empirical research suggests that despite their familiarity with web-based technologies, digital natives often lack the critical digital literacy (CDL) skills necessary for effective digital citizenship and academic contexts. The same concern applies to language learning as well. Therefore, it is crucial for language education to identify and examine the beliefs and practices related to CDL among EFL learners. This large-scale study focuses on CDL with a specific emphasis on the Arabic-speaking context, specifically targeting EFL undergraduates who are actively involved in supporting their language learning through self-study using online sources. The main aim of this study is to explore CDL practices among these students, investigate the impact of engaging in CDL practices on their language learning, and examine the correlation between CDL practices and language learning engagement. Furthermore, the study explores factors that facilitate or hinder CDL practices, considering demographic variables such as gender, academic major, and language proficiency. Using a mixed-methods approach with a descriptive cross-sectional survey design, data were collected from 387 first-year EFL undergraduates through structured and open-ended questions. The findings revealed diverse CDL practices among students, with positive perceptions of its impact on language learning. There was a positive correlation between CDL practices and English language learning engagement. Students identified several factors that mediated the development and practice of CDL skills. Significant pedagogical implications and potential directions for future research aimed at enhancing CDL among EFL learners are discussed.

This action research explores the effectiveness of the "LEVEL-UP Feedback" system in enhancing student learning and performance in the Oral Communication subject under the modular distance learning modality. Conducted at Anonang National High School during the first semester of School Year 2022–2023, the study addresses the growing concern over reduced student engagement and achievement caused by the lack of teacher-student interaction during the pandemic. The intervention introduced a structured descriptive feedback mechanism focusing on four levels: task, process, self-regulation, and self, as conceptualized by Hattie and Timperley (2007). Through both quantitative and qualitative data—including student grades, classroom observations, interviews, and focus group discussions—the study aimed to measure how targeted, consistent feedback impacts motivation, engagement, and academic outcomes. Results indicated that students who received regular descriptive feedback demonstrated improved participation, increased confidence, and notable gains in performance. The findings support the incorporation of formative assessment and personalized feedback strategies as essential tools in distance learning environments, particularly in enhancing learning outcomes in communication-based subjects.

he rapid shift to emergency remote learning during the pandemic has prompted reevaluating learning modalities in higher education. This study explores the students' experiences at the University of Eastern Philippines (N=336) to inform the development of effective blended learning policies. Employing a descriptive mixed-methods design (quantitative and qualitative), the study investigates the types of online learning modalities used, student experiences (positive and negative), coping mechanisms developed, and suggestions for improvement. Findings reveal that students utilized various online platforms (e.g., learning management systems and communication platforms) for online learning. Positive experiences included enhanced work ethic, improved time management skills, and increased technological proficiency. However, challenges such as unreliable internet access, stress, and financial constraints were also reported. Thematic analysis of student experiences identified student needs for increased teacher empathy, a return to face-to-face interaction when feasible, and initiatives promoting self-directed learning and improved internet equity. This study proposes recommendations for blended learning policies that leverage the benefits of online learning while addressing student challenges, ultimately aiming to enhance the student experience in the evolving educational landscape.

Purpose-The lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding the determinants of students' motivation and engagement in online learning platforms is crucial in harnessing digital technology as an enabler of unrestricted and quality learning experiences. Design/methodology/approach-Drawing on the self-determination theory (SDT), this study investigates the factors associated with student's motivation to learn (MOL) and their influence on online learning engagement (OLE). Data were collected from 228 university students from the Klang Valley region of Malaysia using the online survey method. Findings-The results of data analysis using the partial least squares structural equation modeling indicate that self-directed learning, computer and Internet self-efficacy and online communication self-efficacy significantly influence MOL. Besides, these factors indirectly influence OLE through MOL. Originality/value-This study adds to the SDT framework by demonstrating how students' perceptions of autonomy, competence and relatedness through online interaction relate to MOL and OLE.

In the Massive Online Open Course (MOOC) forum, learning engagement encompasses three fundamental dimensions—cognitive, emotional, and behavioral engagement—that intricately interact to jointly influence students’ learning achievements. However, the interplay between multiple engagement dimensions and their correlations with learning achievement remain understudied, particularly across different academic disciplines. This study adopts an automated configurational approach that integrates bidirectional encoder representation from transformers (BERT) and fuzzy set qualitative comparative analysis (fsQCA) to explore the configurations of learning engagement, their connections with learning achievement, and variations across disciplines. Our analysis reveals a nuanced profile of learners’ learning engagement, indicating the high-achieving individuals demonstrated more frequent posting and commenting behaviors and
the high-level cognitive engagement than low-achieving individuals. Second, our analysis revealed multiple configurations where the coexistence or absence of factors at different levels of the cognitive, behavioral, and emotional dimensions significantly impacted learning achievement. Learners who conducted posting and replying behaviors, expressed positive emotions, and engaged in deep cognitive engagement tended to achieve superior learning outcomes. Third, there were significant differences in behavioral and emotional engagement among learners across different academic disciplines. Specifically, pure discipline learners were more inclined to engage in posting behaviors than the applied discipline learners. Across academic disciplines, positive
emotions correlated strongly with higher achievement. These findings deepen our understanding of the multifaceted characteristics of learning engagement in MOOCs and highlight the importance of disciplinary distinctions, providing a foundation for educators and designers to optimize learners’ MOOC effects and tailor learning experiences in diverse disciplinary contexts.

The study aimed to determine if academic self-efficacy significantly mediates the relationship between social networking usage and digital literacy competence of students. This study utilized a quantitative, non-experimental design, employing the descriptive correlation method and mediation technique to investigate the relationship among the three variables. The findings of the study indicated a high level of social networking usage, a very high level of digital literacy competence, and a high level of academic self-efficacy. Furthermore, the results revealed a significant relationship among the three variables, with social networking usage and digital literacy competence being partially mediated by academic self-efficacy. As students use social networking sites, more academic institutions will utilize social media in their learning approaches. Then, students must learn digital technologies for their studies, access information online, and connect with peers. Eventually, digital literacy competence will be a factor in students' academic self-efficacy.

Since COVID-19 lockdowns in many countries shifted face-to-face teaching to online delivery, online student engagement has been centre stage in educational research. However, the educators' perception of student engagement in synchronous online classes has received less attention. This study explored the transition to synchronous online teaching experienced by educators in an enabling (access) course in an Australian university a year after the shift to online learning. The study gathered the participants' perceptions of student social presence and engagement and their impact on teaching and self-confidence. Data were drawn from two focus groups with enabling educators who had been teaching via Zoom since March 2020. The findings offer accounts of the participants' experiences in transitioning their teaching online and identifying student engagement in online classes. While the functionality of the Zoom platform enabled successful teaching, it also allowed students to manage their online presence by turning off their video cameras and microphones. In the absence of verbal and nonverbal cues, the participants found it challenging to gauge student engagement and ascertain the effectiveness of their teaching, which impacted their confidence. The findings suggest a need to reconceptualise student engagement in synchronous online learning, which may involve reassessing the typical reliance on student social presence.

In recent years, TikTok, a video-based application, has become immensely popular, especially among young social media users. During the COVID-19 pandemic, TikTok also proved to be useful in remote learning. The present study examines the use of TikTok videos among university students in Egypt, with a specific focus on how these videos enhance student online engagement in virtual classrooms. We also evaluate the moderating effect of gender, age, and academic major on the relationship between the adoption and educational use of TikTok and student online engagement. The results of a survey conducted among a total of 250 students at Cairo University from different age groups, gender, and majors revealed statistically significant and positive correlations between the adoption of TikTok (perceived usefulness, perceived ease of use, and social influence), educational use of TikTok (via facilitating access to information and sharing material), and online student engagement. The results also showed two significant moderations based on gender and age. First, we found that access to information via TikTok contributed more to the online engagement of male students as compared to their female counterparts. Second, with increasing age, sharing information and materials with the help of TikTok was found to have a greater effect on online student engagement. While it remains to be established whether these findings can be generalized to other universities and educational institutes in Egypt, the adoption and educational use of TikTok can be considered to be a promising way to facilitate online education.

The aim of the study is to identify the views of academicians and teachers on lifelong learning. The study data, conceived as a case study, was collected using a semi-structured interview module consisting of 6 questions developed by researchers for a total of 15 educators, 5 academics and 10 postgraduate teachers. The data obtained were analyzed by the method of content analysis. According to the results of the study, it was observed that the educators who participated in the study generally displayed a positive attitude towards the sustainability of lifelong learning and they demonstrated that the social and individual effects of lifelong learning can be further increased with educational support, and they stated that steps should be taken to ensure the use of technological developments in educational environments. As teachers and academicians involved in the study 1 This study was presented as an oral presentation at the 8th International Education Programs and Teaching Congress (25-27 March 2021). Author impact rate for article writing: 1 st author: %35, 2nd: %35, 3rd %30. Ethics committee approval of this article was received at Yüzüncü Yıl University with meeting number 2021/05-01.

Performed in a Slovenian higher education institution, the presented research was designed to help investigate which factors influence the ways a student perceives an e-course's usefulness in a blended learning environment. The study is based on an online questionnaire completed by 539 students whose participation in the survey was voluntary. Using structural equation modelling, the students' perceptions of different aspects were investigated, including their attitudes to course topics and technology, learning preferences, teachers' role in course design and managing the teaching process. The empirical results show e-learning is positively perceived to be usefulness when: (1) the teacher is engaged and their activities in an e-course, with the (2) a student's attitude to the subject matter and the lecturer's classroom performance having a direct impact, and (3) technology acceptance having an indirect impact. No major differences were revealed when the model was tested on student subgroups sorted by gender, year of study, and students' weekly spare-time activities.

The purpose of the study is to reveal the relationship between teachers’ lifelong learning tendencies and digital literacy levels. Both single and correlational survey designs from the quantitative research models were employed. To determine the study group, convenience case sampling was used by considering the Covid-19 pandemic and a total of 322 teachers on social media participated in the study. The data were collected in the second semester of the 2020-2021 academic year. In the current study, two scales, namely, “Lifelong Learning Scale” and “Digital Literacy Self-efficacy Scale of Teacher Candidates” were used for data collection tools. As a result of the study, it was determined that lifelong learning tendencies of teachers were at a high level. Besides, teachers find themselves sufficient in terms of digital literacy. It was observed that there was a positive and significant relationship between teachers’ lifelong learning tendencies and digital literacy levels. Ultimately, ...

Performed in a Slovenian higher education institution, the presented research was designed to help investigate which factors influence the ways a student perceives an e-course's usefulness in a blended learning environment. The study is based on an online questionnaire completed by 539 students whose participation in the survey was voluntary. Using structural equation modelling, the students' perceptions of different aspects were investigated, including their attitudes to course topics and technology, learning preferences, teachers' role in course design and managing the teaching process. The empirical results show e-learning is positively perceived to be usefulness when: (1) the teacher is engaged and their activities in an e-course, with the (2) a student's attitude to the subject matter and the lecturer's classroom performance having a direct impact, and (3) technology acceptance having an indirect impact. No major differences were revealed when the model was tested on student subgroups sorted by gender, year of study, and students' weekly spare-time activities.

This research aims to examine the views of teachers and school administrators on the 2023 Education Vision in Turkey. The research was carried out with the participation of a total of 19 people, 9 school administrators, and 10 teachers, working in primary and secondary public schools in Istanbul in the 2020-2021 academic year. A case study, which is one of the qualitative research methods, was used in the research. On the other hand, content analysis was used in the analysis of the data. As a data collection tool, a semi-structured interview form prepared by taking expert opinions was used. In the semi-structured interview form, teachers and school administrators were asked about their views on the objectives "Professional development of teachers will be supported at the graduate level", "opening minor programs at the graduate level for teachers in the areas needed", "In education faculties, teacher training programs will be especially restructured by focusing on teaching practice", and "Teaching profession law will be introduced" that are included in the 2023 Education Vision of Turkey. As a result of an examination of the views of teachers and school administrators on the objective of "Professional development of teachers will be supported at the graduate level", which is included in the 2023 Education Vision, two themes emerged as "Contribution to Professional Development" and "The Thought that Expectations Will Not Be Met". As a result of an examination of the opinions of the teachers and school administrators on the objective of "Minor programs will be opened at the graduate level for teachers in the areas needed", which is included in the 2023 Education Vision, three themes emerged as "Efficient Use of Human Resources", "Professional Satisfaction", and "Other Existing Problems". As a result of an examination of the views of teachers and school administrators on the objective of "In education faculties, teacher training programs will be especially restructured by focusing on teaching practice" included in the 2023 Education Vision, one theme emerged as "Expectations for Implementation". Finally, as a result of an examination of the opinions of the teachers and school administrators about the "Teaching profession law will be introduced", which is included in the 2023 Education Vision, two themes emerged as "Social, Economic, and Personal Rights" administrators were included to support each theme. As a result of the research, the opinions of teachers and school administrators on the 2023 Education Vision were evaluated by comparing them with the related studies, and various suggestions were made.

An increasing number of students entering Australian higher education are choosing to study in an online mode. Attrition rates for online students are considerably higher than for students studying primarily on-campus, with evidence suggesting that the isolation of online study combined with the challenges of technology, academic expectations and pressure from other areas of students' lives, are significant contributors to this. However, there is also evidence to indicate that a supportive and engaging online teaching and learning environment, can help to mitigate against these difficulties and lead to increased student retention. This paper outlines the findings from a recent study with 16 universities, which demonstrated the importance of online 'teacher presence', combined with engaging, inclusive and interactive design, content and delivery. One example is provided of changes implemented in an online unit of study at a regional Australian university, in response to these findings, with positive effects on student engagement. Such changes at the individual unit level can indeed Interactivity, connectedness and 'teacher-presence': Engaging and retaining students online 147 make a positive difference on a small scale; however, institutional commitment to improving the quality of online education is needed to extend such successes to the broader online student population.

This research examines the effectiveness of using the VoiceThread (VT) application (both web and mobile-based) for the development of oral English skills of Russian university students. The study involved 44 full-time bachelor students in non-linguistic departments. The results were evaluated by on-line questionnaire using SurveyMonkey. The survey indicated that the majority of students agreed that mobile VoiceThread developed their oral language skills (M = 4.75) and they enjoyed using it for language learning (M = 4.13). The novelty of the research lies in a more integral assessment of the entire set of oral linguistic skills as a result of their development using a specific mobile learning platform widely used throughout the world. The results can be used in practice to implement mobile learning platforms for teaching oral language skills to students with basic knowledge of a foreign language.

This research assessed the challenges faced by senior high school students in blended teaching and learning during the 2020-2021 academic year. Data from 68 teachers and 168 students were analyzed using a descriptive-evaluative and descriptive-evaluative research design. Students rated moderately challenging problems through a Likert-type survey. The study found that the most common challenges were incompatible online resources (50.3%), limited teacher support (45.5%), and technology-related difficulties (4.2%). These challenges were rated as very serious, indicating their significant impact on students' learning. The study highlights the importance of addressing these challenges to improve the educational experience of senior high school students in blended learning. It provides a foundation for future research and modifications in blended teaching and learning practices.

Paradigm shifts in the field of education have been an issue in the Philippines since the COVID-19 pandemic struck. To fill this gap, this study sought to highlight the pedagogical practices and teaching experiences of award-winning educators in a State University. The qualitative data extracted from semi-structured interviews were analyzed following a thematic analysis based on descriptive phenomenology. One finding revealed that the educators’ years in service and educational attainments were helpful in their migration from face-to-face to distance education, even though the number of course preparations was a weight on their shoulders. Secondly, the educators conducted their classes through preparation and implementation via fifteen instructional methods, formative and summative assessments, and feedback. On another note, the educators determined six roadblocks in their teaching practice with explanations on how they overcame them. Amidst all these, they mentioned that it is impe...

In the past decade, especially during the Covid-19 pandemic, many students experienced multiple means of learning: traditional face-to-face, hybrid, and online learning in its two forms live and asynchronous. The purpose of this research is to investigate whether Graceland University students enrolled between 2020 and 2022 were better satisfied and more motivated by engaging in face-to-face (FTF), hybrid (HYB), or online learning (ONL). 117 students answered our survey and multiple regressions were used to test our hypotheses. We were able to validate two out of four hypotheses, satisfied students will perform better and students' overall satisfaction with the course and the instructor is higher in a face-to-face mode of teaching.

The COVID-19 outbreak in the Philippines forced schools to close. Many Filipino students were stranded in their dormitories and boarding houses due to government-imposed lockdowns. As the study's impetus, the researchers explored the phenomenon of stranded students during a pandemic. A transcendental phenomenological inquiry was conducted in Northern Mindanao, Philippines, to disclose the experiences of six stranded students. Stranded students' lifeworld throughout the lockdown was documented through phenomenological interviews. The phenomenological reduction technique was used to transcribe and analyze the data. Provisional codes were used to classify critical statements into themes for the initial analysis of the interview data. The research revealed the themes of (a) groping in the dark, (b) journeying towards the light, and (c) welcoming the breaking dawn. The various stages of reality in the life of the stranded students are shown in these topics. They relate the story ...

The Philippines earned the reputation of experiencing the world's most prolonged and strictest lockdown due to the COVID-19 pandemic. As schoolteachers struggled to learn how to facilitate flexible and remote learning, a segment of the teacher population from the Alternative Learning System (ALS), known as the non-formal and basic education equivalency program, posted suggestions and insights on teaching the "ALS way" on social media. On that cue, the researchers mobilized the notion of teacher agency in conducting qualitative research among 325 ALS teachers, coordinators, and supervisors. Teacher agency was activated strongly by teachers' emotions, immersion in difficult circumstances experienced by the ALS learners, and the perceived dominance of inflexible formal education practices. Through the agentic practice of educational care, teachers tapped into their emotional resources to persuade learners to complete the ALS program and be hopeful for a better future. Part of educational care included utilizing scaffolding strategies for personalized learning, mobilizing social support, and making do with limited resources. Making do means discovering creative and non-traditional ways of using printed modules along with "low-tech" mobile phones and digital resources.

Over the years, there has been tremendous growth in online social networking which contributed to the revolution of higher education’s learning environment. Massive Online Open Courses (MOOC) is now common in online education, which provides open networks of self-directed learning. MOOCs are referred as a continuation trend in innovation that initiated by learning from geographical distance and online. MOOCs is a current evolvement in higher learning institution in Malaysia with the aims to provide quality education for the students. However, there are some challenges in developing effective instructional design courses and retaining learners in MOOCs. Therefore, the purpose of this study is to discover the relationship between MOOC’s content design and students’ performances among UTeM’s engineering students. Through literature review, variables are identified such as courses content design, enhancement in teaching and learning and students’ performance. In this study, 373 samples ...

The theory of Multiple Intelligences (MI) was used in this paper. This courseware provides multiple learning approaches that can achieve community colleges mission to provide a systematic and integrated education and training. There are at least seven types of intelligences that human possess. Objective: The objective of this paper is to evaluate the effectiveness of learning using MI Courseware. Methodology: The methodology used is based on the ADDIE teaching model that consists of five phases. An evaluation of MI Courseware has been completed by 42 students from Kolej Komuniti Masjid Tanah. Results: The findings revealed those items related to the MI courseware contents produced good responses. The results showed that the MI Courseware can help and enhanced student’s skills in Community College. Conclusion: Overall, the perception of respondents towards the MI Courseware was encouraging.

Background/Objectives: In an adaptive learning strategy, the educator will decide what to teach manage and engage a student. Then, a student will get learning activities that suit their intelligence. Gamification is not an integral part of adaptive learning. However, adaptive learning using gamification can successfully organize to increase learning engagement. Methods/Statistical analysis: There are five phases involved in this study: (i) Determining Student Intelligence; (ii) Defining Learning Goal; (iii) Structuring Learner Experience; (iv) Analyze Suitable Game Elements and (v) Heutagogy Design Process. This study is designed for TVET students to collaborate, share the idea and discuss related issues to the context of the subject. This promotes critical thinking and communication skills among students. Participants involved in this study are undergraduate students from two TVET institutions in Malaysia. Findings: The findings demonstrate that students learn better and enhance students' engagement. Activities in the class used real projects as an alternative assessment. Students won several awards. Improvements/Applications: Through e-Learning competition, give students opportunities to reflect their learning in order to help them develop critical thinking skills.

This paper addresses the designing of Online Multiple Intelligence (MI) Teaching Tools for Polytechnic lecturers. These teaching tools can assist lecturers to create their own teaching materials without having any knowledge of Information Technology (IT) especially in programming. The theory of MI is used in this paper and this theory postulates that everybody has at least two or more intelligences. Multiple approaches embedded into a series of activities via online teaching tools must be implemented in order to achieve effective teaching and learning in the classroom. The objectives of this paper are to identify the relationship between the students self-perceived MI and their academic achievement in Polytechnic, and design online MI tools for teaching at Polytechnic. This paper also addressed the theoretical framework and MI teaching activities. The instrument used for this study was Ujian Multiple Intelligence (UMI). The results showed Polytechnic students have strength in Interpersonal, Visual-Spatial and Verbal-Linguistic intelligences.

The theory of Multiple Intelligences (MI) was used in this paper. This courseware provides multiple learning approaches that can achieve community colleges mission to provide a systematic and integrated education and training. There are at least seven types of intelligences that human possess. Objective: The objective of this paper is to evaluate the effectiveness of learning using MI Courseware. Methodology: The methodology used is based on the ADDIE teaching model that consists of five phases. An evaluation of MI Courseware has been completed by 42 students from Kolej Komuniti Masjid Tanah. Results: The findings revealed those items related to the MI courseware contents produced good responses. The results showed that the MI Courseware can help and enhanced student’s skills in Community College. Conclusion: Overall, the perception of respondents towards the MI Courseware was encouraging.

Background/Objectives: In an adaptive learning strategy, the educator will decide what to teach manage and engage a student. Then, a student will get learning activities that suit their intelligence. Gamification is not an integral part of adaptive learning. However, adaptive learning using gamification can successfully organize to increase learning engagement. Methods/Statistical analysis: There are five phases involved in this study: (i) Determining Student Intelligence; (ii) Defining Learning Goal; (iii) Structuring Learner Experience; (iv) Analyze Suitable Game Elements and (v) Heutagogy Design Process. This study is designed for TVET students to collaborate, share the idea and discuss related issues to the context of the subject. This promotes critical thinking and communication skills among students. Participants involved in this study are undergraduate students from two TVET institutions in Malaysia. Findings: The findings demonstrate that students learn better and enhance students' engagement. Activities in the class used real projects as an alternative assessment. Students won several awards. Improvements/Applications: Through e-Learning competition, give students opportunities to reflect their learning in order to help them develop critical thinking skills.

This paper addresses the designing of Online Multiple Intelligence (MI) Teaching Tools for Polytechnic lecturers. These teaching tools can assist lecturers to create their own teaching materials without having any knowledge of Information Technology (IT) especially in programming. The theory of MI is used in this paper and this theory postulates that everybody has at least two or more intelligences. Multiple approaches embedded into a series of activities via online teaching tools must be implemented in order to achieve effective teaching and learning in the classroom. The objectives of this paper are to identify the relationship between the students self-perceived MI and their academic achievement in Polytechnic, and design online MI tools for teaching at Polytechnic. This paper also addressed the theoretical framework and MI teaching activities. The instrument used for this study was Ujian Multiple Intelligence (UMI). The results showed Polytechnic students have strength in Interpersonal, Visual-Spatial and Verbal-Linguistic intelligences.

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussio...

The theories of Multiple Intelligence (MI) used in this paper apply to students with interpersonal intelligence who is encouraged to work together in cooperative groups where interpersonal interaction is practiced. In this context, students used their knowledge and skills to help the group or partner to complete the tasks given. Students can interact with each other as they learn and the process of learning requires their verbal and non-verbal communication skills, cooperation and empathy in the group. Meanwhile educators can incorporate cooperative learning in groups in the classroom. On-MITT provides various tools to facilitate lecturers in preparing e-content that applies interpersonal intelligence. With minimal knowledge of Information and Technology (IT) skills, educators can produce creative and interesting teaching activities and teaching materials. The objective of this paper is to develop On-MITT prototype for interpersonal teaching activities. This paper addressed initial prototype of this study. An evaluation of On-MITT has been completed by 20 lecturers of Malaysian Polytechnics. Motivation Survey Questionnaire is used as the instrument to measure four motivation variables: ease of use, enjoyment, usefulness and self-confidence. Based on the findings, the On-MITT can facilitate educators to prepare teaching materials that are compatible for interpersonal learner.

The theories of Multiple Intelligence (MI) used in this paper apply to students with interpersonal intelligence who is encouraged to work together in cooperative groups where interpersonal interaction is practiced. In this context, students used their knowledge and skills to help the group or partner to complete the tasks given. Students can interact with each other as they learn and the process of learning requires their verbal and non-verbal communication skills, cooperation and empathy in the group. Meanwhile educators can incorporate cooperative learning in groups in the classroom. On-MITT provides various tools to facilitate lecturers in preparing e-content that applies interpersonal intelligence. With minimal knowledge of Information and Technology (IT) skills, educators can produce creative and interesting teaching activities and teaching materials. The objective of this paper is to develop On-MITT prototype for interpersonal teaching activities. This paper addressed initial prototype of this study. An evaluation of On-MITT has been completed by 20 lecturers of Malaysian Polytechnics. Motivation Survey Questionnaire is used as the instrument to measure four motivation variables: ease of use, enjoyment, usefulness and self-confidence. Based on the findings, the On-MITT can facilitate educators to prepare teaching materials that are compatible for interpersonal learner.

The purpose of this paper is to share the author’s online teaching experiences on increasing student engagement and learning experience in a digital teaching environment using the discussion board tool. This paper was written in the first person – that is, the author as I positioned myself within the study context. Blackboard was adopted as the learning management system at the author’s affiliated university for the digital teaching and learning delivery during the COVID-19 pandemic era. Discussion board is a communication tool contained within the Blackboard Collaborate Ultra that can be used to enhance learning and teaching. This paper is a reflective account of the author and students in three undergraduate (UG) teaching units during pandemic era. A combination of existing academic literature, online resources, online interviews via discussion board tool and personal experiences were employed to demonstrate and reflect my engagement with UG students in order to achieve specific l...

Schools resorted to online learning modalities during the COVID-19 pandemic, altering the teaching-learning process and how students take part in online courses. Many works and published papers corroborate the interplay between students' engagement and satisfaction. This study focused on six recent publications from 2019 to 2022 and underwent a thematic analysis approach. Topic relevance, which the research question matches with empirical investigations and publication time frame, are among the criteria for choosing eligible articles. Five themes emerged from the six papers that are all factors contributing to students' engagement and satisfaction and were presented in a spider web illustration. These are (1) student factors, (2) support, (3) varied interactions, (4) technological factors, and (5) pedagogies. This article concludes several factors can help students be engaged and satisfied in varied online courses, and they are all interrelated. This study is critical for students, teachers, educational administrators, and stakeholders to pursue online classes or select different efficient modalities that can augment student engagement, satisfaction, or operational move. The teaching-learning process must complement students' and teachers' needs in postulating quality education, even in the middle of the pandemic.

The university student population in Australia contains increasing numbers of older students returning to learning after a significant gap in their educational journey. Many are choosing to enrol online to combine their studies with other time-consuming responsibilities. This article examines the nature of this online student experience with a focus on those aged 25 and over who are the first in their families to embark on university studies. Drawing on interviews conducted with both staff and students operating in this virtual space, as well as other related research and literature, this article offers recommendations to higher education institutions and educators on ways to improve retention and ongoing participation of this cohort.

Online Learning and Modular Learning Modalities are being utilized by the Department of Education to continue the learning process during COVID -19 pandemic. The study has employed Mixed method to determine the problems and challenges of both public and private school teachers in utilizing online and modular learning modality. Interviews revealed that each sector has a problem in internet connectivity. Specifically, public school teachers are being challenged by the scarce resources of the students and unresponsive parents. Private school teachers are being challenged by the lack of training on the different online platforms for online teaching and learning process and assessment of learning this new normal. U- Test revealed that the challenges experienced by public and private school teachers in delivering distance learning are essentially the same. Moreover, it can be said that the type of school where a teacher works has no bearing with the challenges that he or she may encounter.

The Covid-19 pandemic has had a significant impact on education. The right learning strategy is needed to get around the situation to achieve learning objectives amid pandemic challenges. This research aims to explore the perceptions and experiences of students during basketball lectures in a blended manner. The study also compared the learning outcomes of students who attended lectures in both groups. A total of 74 students were involved as samples in the study. Students are divided into two groups: blended groups (n=42) and online groups (n=32). This research uses a qualitative and quantitative approach. Qualitative data were generated through questionnaires and group interviews, while quantitative data was generated by comparing the student's marks in the midterm exam (UTS) and final exam (UAS) between the two sample groups. The results of the different mean analyses show a significant difference in the UAS score (p<0.05). Qualitative data also showed that the majority of students tended to like blended classes (95.6%). Students consider blended classes more effective to apply to sports practice courses (95.5%). The majority of students in the blended class also claimed to be satisfied with the marks obtained (82.2%). Therefore, the blended learning model is suitably applied in pandemic covid-19 to optimize learning outcomes while paying attention to health and safety protocols.

Educational institutions were compelled to close their doors due to COVID-19 pandemic. This resulted to the sudden shift from face-to-face classes to flexible learning to allow continuity of providing quality education to students. The aim of this study is to determine the level of satisfaction of students of Catanduanes State University (CatSU) on modular learning as one of the flexible learning modalities used by the institution during the pandemic. This quantitative descriptive research developed and utilized a Likert scale survey questionnaire distributed to 3,332 students of CatSU representing the various colleges and year levels. Result of the study showed that the students' level of satisfaction on modular learning has varying degree of strength from "very satisfied" (̅ =2.71) to "satisfied" (̅ =2.01) in the different indicators covered by the study. Significant differences were likewise revealed in the level of satisfaction among students across colleges and year levels. Further investigation is needed to validate the findings. Studies not only exploring on student satisfaction but also satisfaction among faculty members of the institution on the implementation of modular learning amidst pandemic is also recommended.

Problem Statement

The COVID-19 pandemic caused most of the universities to make a shift from campus-based in-person teaching to online teaching. This urgent and unprecedented change has revealed the importance of student engagement in online courses. Krause (2005) defines student engagement as “energy and resources students devote to activities designed to enhance learning at university” (p.3). Engagement is linked to several important issues in higher education such as participation in educational activities, learning outcomes, and student achievement. Engagement is a multifaceted concept and examined under different dimensions in the literature. Redmond, Abawi, Brown, Henderson, and Heffernan (2018) define the concept of online engagement with behavioral, collaborative, emotional, social and cognitive dimensions. Since engagement and motivation are interrelated issues (Reeve, 2012), students are more likely to engage in educational activities when they are motivated. Student motivation can be significantly influenced by the design and delivery of online courses. A well-structured course attracts students and leads to active participation. Besides, instructor presence in the group and interaction, such as feedback, contribute to student motivation and active participation in online courses (Gedera, Williams, & Wright, 2015). In this respect, Bryson and Hand (2007) concluded that students are engaged when the instructors are enthusiastic and engaged during the lessons. The instructional design including pedagogical elements is greatly emphasized for providing an effective and qualified online course (Soffer, Kahan, & Livne, 2017). Instructional strategies supporting the constructivist roles of the instructors and students can promote success in online learning environments. Therefore, instructors should involve the students in learning process active and assist in building a learner community (Conrad & Donaldson, 2004). Furthermore, there is an emphasis on implementing educational technology in online courses to enrich learning experiences in online environments to increase engagement and retention (Salazar, 2010). This study aims to explore the experiences of instructors and undergraduate students regarding student engagement during online courses in the times of Covid-19 Pandemic. Identifying and describing online student engagement can provide several recommendations about online teaching and learning process.

Method

Qualitative phenomenological method, adopted to identify the common senses of individuals’ experiences around a concept, was employed to explain online student engagement from the perspectives of instructors and students (Creswell & Poth, 2018). The participants of this study consist of 6 instructors and 6 undergraduate students from various public and private universities in Turkey. Instructor participants, who met the criteria of teaching online during the COVID-19 pandemic in different departments at various universities, were determined through snowball sampling. Student participants were the voluntary participants who follow the online courses of the corresponding instructors. In-depth interviews were carried out for data collection. All the participants were informed about the study, interview process and their rights before conducting the interviews. Open-ended questions, with expert opinion and pilot implementation, were asked during the interviews. Interviews were conducted and recorded via zoom meetings. The records were transcribed and shared with the participants to review their own statements. The transcripts were then analyzed and coded through content analysis method.

Findings

Based on the data obtained, it can be concluded that students face various difficulties concerning online engagement. Inactivity due to sitting in front of the computer screen for long hours and the sense of being isolated are the main physical and psychological factors that cause a loss in concentration, motivation and engagement during online lessons. For students studying applied sciences, the lack of hands-on training in laboratory courses is a major challenge to be engaged. Other significant factors that adversely affect student engagement are the high number of students in online classes, technical problems, a low degree of effort and enthusiasm of instructors, and a teacher-centered approach to teaching. The teacher-centered approach to teaching minimizes the interaction between the instructors and students. Due to the lack of interaction, students do not feel connected, motivated, concentrated and engaged during online lessons. Some of the instructors stated that they employed additional technological and instructional methods in order to make students more motivated and engaged during online courses. It is important to underline that these instructors were equipped with the necessary knowledge about online teaching. However, for the large number of students in online classes the technical problems are crucial issues that the instructors have to deal with. Despite all the disadvantages experienced, the participant students emphasized that they were more engaged if the instructor provided timely feedback and demonstrated effort, motivation and engagement during the lessons. This study is an ongoing research and the current study results are limited to 6 instructors and 6 undergraduate students. Keywords: COVID-19 pandemic, engagement, higher education, undergraduate student

Educational institutions were compelled to close their doors due to COVID-19 pandemic. This resulted to the sudden shift from face-to-face classes to flexible learning to allow continuity of providing quality education to students. The aim of this study is to determine the level of satisfaction of students of Catanduanes State University (CatSU) on modular learning as one of the flexible learning modalities used by the institution during the pandemic. This quantitative descriptive research developed and utilized a Likert scale survey questionnaire distributed to 3,332 students of CatSU representing the various colleges and year levels. Result of the study showed that the students' level of satisfaction on modular learning has varying degree of strength from "very satisfied" (̅ =2.71) to "satisfied" (̅ =2.01) in the different indicators covered by the study. Significant differences were likewise revealed in the level of satisfaction among students across colleges and year levels. Further investigation is needed to validate the findings. Studies not only exploring on student satisfaction but also satisfaction among faculty members of the institution on the implementation of modular learning amidst pandemic is also recommended.

The spread of the Covid-19 coronavirus worldwide triggered a national emergency, and institutions in more than 100 countries were forced to restrict their operations temporarily. Institutions like schools were pushed to switch from conventional classroom education to online learning. This study applied a phenomenological and qualitative research design to investigate the participants' experiences in in-person and remote learning settings. The inquiry revealed themes relating to graduate school students' lived experiences which served as the foundation for developing a blended learning framework for the graduate studies department. Human interaction with sub-themes of engagement and participation and social connection emerged during the in-depth interview of graduate students in in-person and remote learning; passive learning with its sub-theme engaging learning environment, immediate feedback, availability, and accessibility of resources; and saving time incurred expenses in in-person learning. Subsequently, the benefits of remote education and its sub-themes were cost-saving measures, resiliency, adaptability and convenience, and flexibility under remote learning technical issues like internet connectivity and technical problems in learning platforms. Difficulty and challenges with sub-themes, such as physical fatigue and lack of concentration, also emerged. The lack of communication and timely communication and coordination were also revealed in their remote learning experiences. This study also identified the graduate students' in-person and remote learning coping mechanisms. The in-person coping mechanism of a graduate student was social connection, and the remote learning coping mechanisms were time management and seeking support. The proposed blended learning framework was the expected output of this research.

This study sought to investigate on effectiveness of online teaching and learning during the Covid-19 Pandemic: A Case of one university in Zimbabwe. The study adopted quantitative approach in which 202 students were given an online questionnaire to fill. Data was analyzed through graphs to indicate the perception of students on effectiveness and challenges involved in the online teaching and learning. The study concludes that the e-teaching and e-learning adopted to minimize negative impact of Covid-19 Pandemic were not effective. High number of students (63% and 14%) reported that the whole process was frustrating as they could not learn effectively. Furthermore, students revealed that their failure was due to various challenges including inefficient strategies used by lecturers and difficulties to stablish and maintain relevant and fruitful interaction between lecturers and students. The learning process was monotonous. Lecturers could not convey adequate feedback and tests and a...

This pilot study explores and documents online students’ and their lecturer’s debut experiences of utilising VoiceThread (VT), a digital multimodal platform, as an alternative discussion space via Open Universities Australia (OUA). Feedback from the lecturer’s teaching log and interview was corroborated with his OUA students’ survey responses, and analysed in relation to student online learning experiences with VT and Discussion Board, as well as technological and affective aspects of both platforms. Findings indicate that VT has a stronger potential in boosting stakeholders’ online engagement and enjoyment of distance learning, thus fostering online community building. Specifically, VT creates not only a multimodal and dynamic platform in lieu of Discussion Board, but a supportive online learning environment that promotes more inclusive and ongoing interactions. Despite the positive results, VT was viewed by some students as technologically demanding, causing them to only read peer...

Performed in a Slovenian higher education institution, the presented research was designed to help investigate which factors influence the ways a student perceives an e-course's usefulness in a blended learning environment. The study is based on an online questionnaire completed by 539 students whose participation in the survey was voluntary. Using structural equation modelling, the students' perceptions of different aspects were investigated, including their attitudes to course topics and technology, learning preferences, teachers' role in course design and managing the teaching process. The empirical results show e-learning is positively perceived to be usefulness when: (1) the teacher is engaged and their activities in an e-course, with the (2) a student's attitude to the subject matter and the lecturer's classroom performance having a direct impact, and (3) technology acceptance having an indirect impact. No major differences were revealed when the model was tested on student subgroups sorted by gender, year of study, and students' weekly spare-time activities.

This pilot study explores and documents online students' and their lecturer's debut experiences of utilising VoiceThread (VT), a digital multimodal platform, as an alternative discussion space via Open Universities Australia (OUA). Feedback from the lecturer's teaching log and interview was corroborated with his OUA students' survey responses, and analysed in relation to student online learning experiences with VT and Discussion Board, as well as technological and affective aspects of both platforms. Findings indicate that VT has a stronger potential in boosting stakeholders' online engagement and enjoyment of distance learning, thus fostering online community building. Specifically, VT creates not only a multimodal and dynamic platform in lieu of Discussion Board, but a supportive online learning environment that promotes more inclusive and ongoing interactions. Despite the positive results, VT was viewed by some students as technologically demanding, causing them to only read peer posts without responding. It is suggested that orientation training sessions and trial threads be made available to ease the students into VT. Aspects of tutorial group size and instructor support should also be considered for future online course delivery.

The Covid-19 pandemic has had a significant impact on education. The right learning strategy is needed to get around the situation to achieve learning objectives amid pandemic challenges. This research aims to explore the perceptions and experiences of students during basketball lectures in a blended manner. The study also compared the learning outcomes of students who attended lectures in both groups. A total of 74 students were involved as samples in the study. Students are divided into two groups: blended groups (n=42) and online groups (n=32). This research uses a qualitative and quantitative approach. Qualitative data were generated through questionnaires and group interviews, while quantitative data was generated by comparing the student's marks in the midterm exam (UTS) and final exam (UAS) between the two sample groups. The results of the different mean analyses show a significant difference in the UAS score (p<0.05). Qualitative data also showed that the majority of students tended to like blended classes (95.6%). Students consider blended classes more effective to apply to sports practice courses (95.5%). The majority of students in the blended class also claimed to be satisfied with the marks obtained (82.2%). Therefore, the blended learning model is suitably applied in pandemic covid-19 to optimize learning outcomes while paying attention to health and safety protocols.

The research study aimed at assessing the various difficulties that speech teachers had in delivering lessons during the distance learning era. The various phenomena and themes that emerged from the survey were determined using a descriptive research design. The survey was conducted to collect information about the various characteristics and behavior of speech teachers. It also explored the factors that influenced their decisions and actions when it came to addressing the pandemic. The repeated themes that emerged, include low motivation, altered activities, unstable internet connection, comprehension, questionable output integrity, delayed submissions, in-person monitoring, and the system of communicating with inactive students in online mode.

The COVID-19 outbreak in the Philippines forced schools to close. Many Filipino students were stranded in their dormitories and boarding houses due to government-imposed lockdowns. As the study&#39;s impetus, the researchers explored the phenomenon of stranded students during a pandemic. A transcendental phenomenological inquiry was conducted in Northern Mindanao, Philippines, to disclose the experiences of six stranded students. Stranded students&#39; lifeworld throughout the lockdown was documented through phenomenological interviews. The phenomenological reduction technique was used to transcribe and analyze the data. Provisional codes were used to classify critical statements into themes for the initial analysis of the interview data. The research revealed the themes of (a) groping in the dark, (b) journeying towards the light, and (c) welcoming the breaking dawn. The various stages of reality in the life of the stranded students are shown in these topics. They relate the story ...