An exploration of institutional and personal barriers to online academic engagement at a Brazilian university

IF 3 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educacion Xx1 Pub Date : 2023-06-13 DOI:10.5944/educxx1.36095

Cinthia Bittencourt Spricigo, Bárbara Maria Camilotti, Charles R. Graham, Ruth Baptista

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引用次数: 1

Abstract

The recent global pandemic has raised institutional awareness around the world concerning the importance of having high quality online learning options for students. Learner engagement is often correlated with quality outcomes such as student academic success and student satisfaction. Learner engagement is commonly thought of as having three important dimensions: affective engagement, behavioral engagement, and cognitive engagement (ACE framework). Engagement is also enabled or limited by facilitators/barriers. Three important categories of facilitators/barriers are learner characteristics, personal environment, and course environment. Elements in each of these three areas enable or are barriers to students fully engaging in a course. This research explored what the barriers are to students fully engaging in their online courses at a Brazilian university to determine which areas will be most productive for the university program administrators and designers to focus on increase student academic engagement. A survey was applied to students from the Brazilian university under graduation online programs. It included items related to engagement facilitators barriers in the three areas described in the ACE framework and received 429 valid responses. The affective and behavioral dimensions were perceived by students as the lower engagement indicators in the ACE framework. Among facilitators or barriers for engagement, the ones under the course environment category were predominantly perceived as barriers, while learner characteristics and student environment were perceived as facilitators. However, all three categories were more barrier than facilitator for over 40% of the students. Although course environment is the barrier most under control of the institutions, understanding students´ personal environment and characteristics of learning can help them to provide support and facilitate full engagement in online courses.

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对巴西一所大学在线学术参与的制度和个人障碍的探索

最近的全球疫情提高了世界各地的机构对为学生提供高质量在线学习选择的重要性的认识。学习者的参与度通常与学生学业成功和学生满意度等高质量结果相关。学习者参与通常被认为具有三个重要维度：情感参与、行为参与和认知参与（ACE框架）。参与也受到促进者/障碍的影响或限制。促进者/障碍的三个重要类别是学习者特征、个人环境和课程环境。这三个领域中的每一个元素都会阻碍或阻碍学生充分参与课程。这项研究探讨了巴西一所大学学生全面参与在线课程的障碍，以确定哪些领域对大学项目管理人员和设计师来说最有成效，从而提高学生的学术参与度。一项调查应用于巴西大学在线毕业项目的学生。它包括与ACE框架中描述的三个领域中的参与促进者障碍有关的项目，并收到429份有效回复。学生认为情感和行为维度是ACE框架中较低的参与度指标。在参与的促进者或障碍中，课程环境类别下的参与者主要被视为障碍，而学习者特征和学生环境被视为促进者。然而，对于超过40%的学生来说，这三个类别都是障碍而非促进者。尽管课程环境是机构最能控制的障碍，但了解学生的个人环境和学习特点可以帮助他们提供支持，并促进他们充分参与在线课程。

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

Educacion Xx1 EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.20

自引率

2.80%

发文量

审稿时长

45 weeks

期刊介绍： Educación XX1, revista editada por la Facultad de Educación de la Universidad Nacional de Educación a Distancia, difunde ensayos, investigaciones y experiencias innovadoras enmarcadas en cualquiera de los contextos y ámbitos de intervención educativos. Educación XX1es una publicación científica arbitrada por pares (doble ciego) centrada en temas pedagógicos que contribuyen al avance de la educación. A partir de las últimas tendencuas de la politica educativa y de la producción científica, Educación XX1 centra prioritariamente su objetivo en la publicación de articulos relativos a: La educación superior: tendencias, fundamentos, metodologías, evaluación, gobernanza, etc. Buenas prácticas en intervención educativa en la educación superior. Calidad e innovación en la formación del profesorado.