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dc.contributor.author | Abou-Khalil, Victoria | - |
dc.contributor.author | Helou, Samar | - |
dc.contributor.author | Khalifé, Eliane | - |
dc.contributor.author | Chen, Alice MeiRong | - |
dc.contributor.author | Majumdar, Rwitajit | - |
dc.contributor.author | Ogata, Hiroaki | - |
dc.contributor.alternative | 緒方, 広明 | - |
dc.date.accessioned | 2021-01-15T04:43:04Z | - |
dc.date.available | 2021-01-15T04:43:04Z | - |
dc.date.issued | 2021-01 | - |
dc.identifier.issn | 2227-7102 | - |
dc.identifier.issn | 2227-7102 | - |
dc.identifier.uri | http://hdl.handle.net/2433/261017 | - |
dc.description.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. | - |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | - |
dc.publisher | MDPI AG | - |
dc.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 | - |
dc.subject | online learning | - |
dc.subject | emergency | - |
dc.subject | low-resource settings | - |
dc.subject | engagement | - |
dc.subject | distance learning | - |
dc.subject | student perception | - |
dc.subject | survey | - |
dc.subject | COVID-19 | - |
dc.subject | Moore framework | - |
dc.title | Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies | en |
dc.type | journal article | - |
dc.type.niitype | Journal Article | - |
dc.identifier.jtitle | Education Sciences | - |
dc.identifier.volume | 11 | - |
dc.identifier.issue | 1 | - |
dc.relation.doi | 10.3390/educsci11010024 | - |
dc.textversion | publisher | - |
dc.identifier.artnum | 24 | - |
dc.address | Academic Center for Computing and Media Studies, Kyoto University | - |
dc.address | Global Center for Medical Engineering and Informatics, Osaka University | - |
dc.address | Business School, Saint Joseph University | - |
dc.address | Graduate Institute of Digital and Education, National Taiwan University of Science and Technology | - |
dc.address | Academic Center for Computing and Media Studies, Kyoto University | - |
dc.address | Academic Center for Computing and Media Studies, Kyoto University | - |
dcterms.accessRights | open access | - |
datacite.awardNumber | 19J15167 | - |
jpcoar.funderName | 日本学術振興会 | ja |
jpcoar.funderName.alternative | Japan Society for the Promotion of Science (JSPS) | en |
出現コレクション: | 学術雑誌掲載論文等 |
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