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Title: Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies
Authors: Abou-Khalil, Victoria
Helou, Samar
Khalifé, Eliane
Chen, Alice MeiRong
Majumdar, Rwitajit
Ogata, Hiroaki  kyouindb  KAKEN_id  orcid (unconfirmed)
Author's alias: 緒方, 広明
Keywords: online learning
low-resource settings
distance learning
student perception
Moore framework
Issue Date: Jan-2021
Publisher: MDPI AG
Journal title: Education Sciences
Volume: 11
Issue: 1
Thesis number: 24
Abstract: We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings.
Rights: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited
DOI(Published Version): 10.3390/educsci11010024
Appears in Collections:Journal Articles

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