Leveraging Student Engagement through MS Teams at an Open and Distance E-Learning Institution

Autor/inn/en	Chaka, Chaka; Nkhobo, Tlatso; Lephalala, Mirriam
Titel	Leveraging Student Engagement through MS Teams at an Open and Distance E-Learning Institution
Quelle	In: Journal of Education and e-Learning Research, 9 (2022) 3, S.136-146 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chaka, Chaka) ORCID (Nkhobo, Tlatso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-0169
Schlagwörter	Learner Engagement; Open Education; Distance Education; Electronic Learning; Foreign Countries; Undergraduate Students; Psychological Patterns; Student Behavior; Cognitive Processes; Synchronous Communication; Computer Software; English (Second Language); Second Language Learning; South Africa + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Ausland; Student behaviour; Schülerverhalten; Cognitive process; Kognitiver Prozess; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The current paper reports on a study that was conducted at the University of South Africa (UNISA) in 2021. The study involved three cohorts of undergraduate students (n = 20, n = 12 and n = 18), where each cohort participated in one of the virtual sessions offered on MS Teams as part of their modules' virtual classes. Employing a case study research design, the study used the interactions students had on MS Teams through messages in each session to determine how such messages served as indicators of student engagement. Four student engagement dimensions, namely emotional, behavioral, cognitive and academic engagement, were the focus of this study. Two of the findings of this study are: (a) only few students dominated the messages posted during the three live virtual sessions; and (b) cognitive and emotional engagement dimensions were the two predominant dimensions of student engagement. The paper ends with the implications and recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01