Interaction during online classes fosters engagement with learning and self-directed study both in the first and second years of the COVID-19 pandemic

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education Pub Date : 2023-07-01 DOI:10.1016/j.compedu.2023.104795

Claudia Gherghel , Shoko Yasuda , Yosuke Kita

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引用次数: 4

Abstract

Maintaining students’ learning engagement was a challenge in emergency online education during the pandemic. In this study, we investigated the predictors (social interaction) and outcomes (self-directed study) of engagement in online learning during the first and second years of the COVID-19 pandemic. First-year Japanese university students (N = 1167) enrolled in online classes during 2020 and 2021 responded to a questionnaire measuring perceived opportunities for social interaction during online classes, engagement with online learning, and extracurricular self-directed study time. Multi-group path analysis revealed that social interaction during online classes exhibited a positive indirect effect on self-directed study time through emotional and behavioral engagement with online learning. The positive indirect effect was significant in both the first and second years of the pandemic. The results suggest that increasing the number of opportunities for social interaction during online classes may exhibit spillover effects on learning outside the online classroom.

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在2019冠状病毒病大流行的第一年和第二年，在线课程的互动促进了学生对学习和自主学习的参与

在大流行期间，保持学生的学习参与是紧急在线教育的一项挑战。在这项研究中，我们调查了COVID-19大流行的第一年和第二年参与在线学习的预测因素(社会互动)和结果(自主学习)。在2020年和2021年期间注册在线课程的一年级日本大学生(N = 1167)回答了一份调查问卷，该问卷测量了在线课程中社交互动的感知机会、在线学习的参与度以及课外自主学习时间。多群体路径分析显示，网络课堂上的社交互动通过对网络学习的情感和行为参与对自主学习时间表现出积极的间接影响。在大流行的第一年和第二年，积极的间接影响都是显著的。研究结果表明，在网络课堂中增加社交互动的机会可能会对网络课堂以外的学习产生溢出效应。

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

Computers & Education 工程技术-计算机：跨学科应用

CiteScore

27.10

自引率

5.80%

发文量

204

审稿时长

42 days

期刊介绍： Computers & Education seeks to advance understanding of how digital technology can improve education by publishing high-quality research that expands both theory and practice. The journal welcomes research papers exploring the pedagogical applications of digital technology, with a focus broad enough to appeal to the wider education community.