Middle School Students' In-Moment Engagement in Synchronous Online Learning: An Activity–Community of Inquiry Approach

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-07-04 DOI:10.1111/jcal.70081

Zhihao Cui, Oi-Lam Ng, Morris Siu-yung Jong, Xiaojing Weng

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引用次数: 0

Abstract

Background

Amidst the increasing application of online education in the post-COVID era, new challenges in student engagement have emerged. However, most studies on online engagement have adopted macro-level approaches and relied on self-report measures of retrospective engagement. Few have examined micro-level engagement in terms of real-time and in-the-moment engagement in synchronous online learning environments underpinned by robust theoretical frameworks.

Objectives

This study presents a qualitative examination of the relationship between various technology-supported online teaching and learning (T&L) activities and middle school students' in-moment engagement by constructing a framework based on Community of Inquiry and Activity Theory.

Methods

Sixty-two middle school students participated in this synchronous online course. We collected data from multiple sources, including video and screen recordings of the lessons, students' performances, the digital artefacts students created, log data from Zoom's chat room and students' interactions over an online platform, Desmos. A thematic analysis was employed after identifying the mediated actions as units of analysis and indicators based on three dimensions (behaviour, cognitive and emotional) of engagement.

Results

The results indicated that students' in-moment engagement in online T&L activities was most prevalent during activities that stimulated cognitive presence, followed by those engendering social presence. We also highlight the influence of different tools and technologies through the lens of the Activity–Community of Inquiry framework.

Implications

The study contributes theoretical and methodological insights into understanding students' engagement in synchronous online environments, and into future research and instructional design in technology-supported teaching and learning in an online context.

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中学生同步在线学习中的即时参与：一种探究性的活动社区方法

在后新冠肺炎时代，随着在线教育的应用越来越多，学生参与方面出现了新的挑战。然而，大多数关于在线参与度的研究都采用宏观层面的方法，并依赖于回顾性参与度的自我报告测量。很少有人研究在同步在线学习环境中实时和即时参与的微观层面的参与，这些环境是由强大的理论框架支撑的。本研究通过构建一个基于探究社区和活动理论的框架，对各种技术支持的在线教与学（t&l）活动与中学生即时参与之间的关系进行定性检验。方法62名中学生参加同步网络课程。我们从多个来源收集数据，包括课程的视频和屏幕记录、学生的表现、学生创建的数字人工制品、Zoom聊天室的日志数据以及学生在在线平台Desmos上的互动。在确定中介行为作为分析单位和基于参与的三个维度（行为、认知和情感）的指标之后，采用了主题分析。结果结果表明，学生对网络教学活动的即时参与在刺激认知在场的活动中最为普遍，其次是产生社交在场的活动。我们还通过“活动-探究社区”框架强调了不同工具和技术的影响。本研究为理解同步在线环境中学生的参与提供了理论和方法上的见解，并为未来在线环境中技术支持的教学和学习的研究和教学设计提供了见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope