Seeking Pedagogical Opportunities to Engage University Students in Emergency Online Learning

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Online Learning (Table 22)

Abstract

This study examined the relationship between students’ engagement and their online course experiences in the emergency online learning during COVID-19. With a sample of 5,672 undergraduate students from eight universities in China, the results of structural equation modelling analysis showed that students’ online course experiences had significant effects on their motivation and/or engagement in emergency online learning. Three types of pedagogical factors influencing student engagement were identified, namely, three extensively adaptive factors (i.e., generic skills, appropriate workload, and appropriate assessment), two partially adaptive factors (i.e., clear goals and standards and emphasis on independence), and a dual-effect factor (i.e., good teaching). These findings and reveal the pedagogical opportunities to enhance student engagement in technology-mediated learning in the post-pandemic era.

Author

• Hongbiao Yin, The Chinese University of Hong Kong