Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies

Autor/inn/en	Abou-Khalil, Victoria; Helou, Samar; Khalifé, Eliane; Chen, MeiRong Alice; Majumdar, Rwitajit; Ogata, Hiroaki
Titel	Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies
Quelle	In: Education Sciences, 11 (2021), Artikel 24 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Helou, Samar)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Electronic Learning; Online Courses; Distance Education; COVID-19; Pandemics; Crisis Management; Learner Engagement; Educational Strategies; College Students; College Faculty; Teacher Student Relationship; Peer Relationship; Cooperative Learning; Discussion Groups; Gender Differences; Access to Computers; Internet; Educational Resources; Barriers; Developing Nations; Foreign Countries; Lebanon; India + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Krisenmanagement; Lehrstrategie; Collegestudent; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Kooperatives Lernen; Geschlechterkonflikt; Bildungsmittel; Developing country; Developing countries; Entwicklungsland; Ausland; Libanon; Indien
Abstract	We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore's interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student-content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student-teacher strategies, e.g., Q and A sessions and reminders. Student-student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students' gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01