Online Engagement during COVID-19: Role of Agency on Collaborative Learning Orientation and Learning Expectations

Autor/inn/en	Almusharraf, Norah Mansour; Bailey, Daniel
Titel	Online Engagement during COVID-19: Role of Agency on Collaborative Learning Orientation and Learning Expectations
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 5, S.1285-1295 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almusharraf, Norah Mansour) ORCID (Bailey, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12569
Schlagwörter	COVID-19; Pandemics; Cooperative Learning; English (Second Language); Second Language Instruction; Videoconferencing; Interaction; College Students; Predictor Variables; Foreign Countries; Technology Uses in Education; Learner Engagement; Interpersonal Relationship; Electronic Learning; South Korea + Suchen Sie Ihr Suchwort? Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Interaktion; Collegestudent; Prädiktor; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Korea; Republik
Abstract	During the COVID-19 outbreak, students had to cope with succeeding in video-conferencing classes susceptible to technical problems like choppy audio, frozen screens and poor Internet connection, leading to interrupted delivery of facial expressions and eye-contact. For these reasons, agentic engagement during video-conferencing became critical for successful learning outcomes. This study explores the mediating effect agentic engagement has on collaborative language learning orientations (CLLO) within an EFL video-conferencing course to understand better how interactions influence academic learning expectations. A total of 329 (Male = 132, Female = 197) students were recruited from four South Korean universities to participate in this questionnaire study. Data analysis was carried out using the statistical software packages SPSS, and a series of data screening procedures were carried out. Findings revealed that collaborative language learning orientations were a statistically significant predictor of academic learning expectations, but this relationship was fully mediated when agentic engagement was added to the model. Students with a propensity for social language learning strategies believe they will succeed; however, this relationship is explained by their propensity to interact with the instructor when video-conferencing. An assortment of learning activities should be provided to support both collaborative and individual learning orientations for academic success. Students with collaborative learning tendencies and a propensity to actively engage the instructor during video conference classes are active participants in the eLearning context, possibly leading to positive course expectations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01