Students' Perception of Engagement With Technology During COVID-19 Emergency Remote Learning

• In Event: Accessibility and Customization in Online Learning

Abstract

Guided by an online engagement framework proposed by Redmond et al. (2018), this study investigated five categories of student online engagement during COVID-19 emergency remote learning (ERL), and how these engagements correlated with technology use. The study collected data from six Zoom interviews and the results show that technology promoted students’ social interactions and students’ cognitive processing, serving to connect the learning communities and keep students positively emotional engaged. Conversely, it was also a distracting factor for students, decreased the amount of collaboration, and brought negative emotions to students. This study sheds light on the relationship between technology and student online engagement during an ERL environment, and hopefully it provides implications for future research in an ERL context and beyond.

Authors

• Lizeng Huang, The Ohio State University

• Ching-Hsuan Wu