Donnie Adams, K. Chuah, A. Mohamed, B. Sumintono
{"title":"Bricks to Clicks: Students’ Engagement in E-Learning during the COVID-19 Pandemic","authors":"Donnie Adams, K. Chuah, A. Mohamed, B. Sumintono","doi":"10.21315/apjee2021.36.2.6","DOIUrl":null,"url":null,"abstract":"The COVID-19 pandemic has forced higher education institutions to execute mitigation efforts such as an e-learning mode of instruction to reduce the impact on pedagogical activities. These challenges have raised concerns on students’ engagement in e-learning as students are at risk of falling behind in education. However, there is little empirical research focusing on students’ engagement in e-learning experiences. The purpose of this study is to investigate students’ engagement in e-learning as well as specifically assess their engagement based on gender, age, ethnicity, level of education and field of study in a Malaysian public higher education institution. This study used a non-experimental quantitative research design. Data were collected from a sample of 281 students using the Blended Learning Engagement Questionnaire©. WINSTEPS Rasch model measurement software was used to determine the reliability and validity of the research instrument. Subsequently, Differential item functioning (DIF) was conducted to assess students’ engagement in e-learning as well as specifically assessing student’s demographic factors such as gender, age, ethnicity, level of education and field of study. Findings indicate students have high levels of behavioural engagement as compared with cognitive and emotional engagement in e-learning. Further analysis indicated there were differences in students’ engagement based on demographic factors such as gender, age, and field of study. This study provides insight into students’ engagement in e-learning that will help lecturers to reflect on their own teaching practices. Implications and recommendations for future research are presented.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia Pacific Journal of Educators and Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21315/apjee2021.36.2.6","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 4
从砖块到点击:COVID-19大流行期间学生参与电子学习
新冠肺炎疫情迫使高等教育机构采取缓解措施,如电子学习教学模式,以减少对教学活动的影响。这些挑战引发了人们对学生参与电子学习的担忧,因为学生在教育方面有落后的风险。然而,很少有实证研究关注学生对电子学习体验的参与。本研究的目的是调查学生对电子学习的参与情况,并根据性别、年龄、种族、教育水平和马来西亚公立高等教育机构的学习领域具体评估他们的参与情况。本研究采用非实验性定量研究设计。使用混合学习参与问卷©从281名学生的样本中收集数据。使用WINSTEPS Rasch模型测量软件对研究仪器的信度和有效性进行了测定。随后,进行了差异项目功能(DIF),以评估学生对电子学习的参与程度,并具体评估学生的人口统计因素,如性别、年龄、种族、教育水平和学习领域。研究结果表明,与电子学习中的认知和情感参与相比,学生的行为参与水平较高。进一步的分析表明,基于性别、年龄和学习领域等人口统计因素,学生的参与度存在差异。这项研究深入了解了学生参与电子学习的情况,有助于讲师反思自己的教学实践。提出了对未来研究的启示和建议。
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