Social Engagement in Distance, Remote, and Hybrid Learning

Autor/inn/en	Bergdahl, Nina; Hietajarvi, Lauri
Titel	Social Engagement in Distance, Remote, and Hybrid Learning
Quelle	In: Journal of Online Learning Research, 8 (2022) 3, S.315-342 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learner Engagement; Social Behavior; Distance Education; Blended Learning; Electronic Learning; Teacher Student Relationship; Intervention; Teaching Methods; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Adult Educators; Teacher Attitudes; Sweden + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Distance study; Distance learning; Fernunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Adult education teacher; Adult education; Adult training; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrerverhalten; Schweden
Abstract	A growing interest has been directed toward including a fourth dimension in the engagement construct: the social dimension. The aim of this study is twofold: first, to explore how teachers talk about the social dimension of student engagement in online learning, and second, to explore the possibilities of using computational methods for interview data analysis. A longitudinal intervention (interview-diary-interview) was conducted with teachers who actively teach online classes in hybrid, remote, and distance modes of delivery. Natural language processing methods, more specifically topic modelling, were used to extract and analyse topics discussed in the data. Analysis of topic overlap and distinctions were made. Key results reveal that co-creation and shared cognition are core concepts when teachers talk about social engagement. However, results also show that individual engagement is critical for social engagement, and that teacher-student interaction can, potentially, be viewed as a separate component. Interestingly, the teachers' talk also reflected phases in learning such as process and product-based focuses. Following the results, we suggest that computational methods can be combined with traditional (human) analysis to contribute to a richer and more nuanced understanding of abstract topics. Understanding social engagement may inform theory development and is vital for researchers, practitioners, and decision-makers. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01