Engaging university students in online learning: a regional comparative study from the perspective of social presence theory

被引：1

作者：

Wut, Tai Ming ^{[1
]}

Ng, Peggy Mei-lan ^{[1
]}

Low, Mei Peng ^{[2
]}

机构：

[1] Hong Kong Polytech Univ, Sch Profess Educ & Execut Dev, Kowloon, 9 Hoi Ting Rd Yau Ma Tei, Hong Kong, Peoples R China

[2] Univ Tunku Abdul Rahman, Fac Accountancy & Management, Dept Int Management, Petaling Jaya, Malaysia

来源：

JOURNAL OF COMPUTERS IN EDUCATION | 2024年 / 11卷 / 03期

关键词：

Social presence theory; Student engagement; Satisfaction; Multi-group analysis; Behavioural engagement; Emotional engagement; Cognitive engagement; ENGAGEMENT;

D O I：

10.1007/s40692-023-00278-8

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates the factors influencing university students' online learning engagement from three distinct aspects, namely, behavioural, cognitive and emotional engagement. A comparison is drawn from university students in Asia who embraced online learning during the COVID-19 pandemic. An online survey was conducted on 495 university students in Mainland China, Hong Kong and Malaysia during the surge of the COVID-19 Omicron variant, which was considered more infectious but less deadly than previous variants. A consistent positive relationship between Satisfaction and Academic Performance is found in all the regions. Malaysia presents a unique situation as compared to Mainland China and Hong Kong whereby no association was found between Social Context and Online communication towards Student Engagement. The novelty of this study is attributed to the integration of Social Presence Theory in Student Engagement through the nature of online learning as a coping strategy to halt the spread of COVID-19 during the Omicron variant surge.

引用

页码：763 / 789

页数：27

共 50 条

[1] Students' Social Presence in Online Learning System
Jamil, Nur Jannah Binti
Tasir, Zaidatun
[J]. 2014 INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING IN COMPUTING AND ENGINEERING (LATICE), 2014, : 289 - 292
[2] Conditions for online learning in pandemic: the perspective of university students
Garcia Morales, Izcoatl Tlacaelel
[J]. INNOVACION EDUCATIVA-MEXICO, 2023, 23 (91): : 144 - 170
[3] Social Presence and Online Learning: A Current View from a Research Perspective
Cobb, Susan Copley
[J]. JOURNAL OF INTERACTIVE ONLINE LEARNING, 2009, 8 (03): : 241 - 254
[4] Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory
Zhang, Yamei
Tian, Yuan
Yao, Liangshuang
Duan, Changying
Sun, Xiaojun
Niu, Gengfeng
[J]. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2022, 92 (04) : 1651 - 1666
[5] The online learning from the students' perspective
Takacs, Judit Modne
Pogatsnik, Monika
[J]. 2021 IEEE 19TH WORLD SYMPOSIUM ON APPLIED MACHINE INTELLIGENCE AND INFORMATICS (SAMI 2021), 2021, : 27 - 32
[6] Engaging from the inside: Reflections on the value of social cognitive theory for learning in online discussions
Greener, Susan
Rospigliosi, Pericles Asher
Shurville, Simon
[J]. 2ND INTERNATIONAL CONFERENCE ON E-LEARNING, PROCEEDINGS, 2007, : 183 - +
[7] Comparative Study on Students' Engagement and Academic Outcomes in Live Online Learning at University
Kobicheva, Aleksandra
[J]. EDUCATION SCIENCES, 2022, 12 (06):
[8] Engaging University Students in Hands on Learning Practices and Social Media Collaboration
Dominic, Dhanapal Durai
Hina, Sadaf
[J]. 2016 3RD INTERNATIONAL CONFERENCE ON COMPUTER AND INFORMATION SCIENCES (ICCOINS), 2016, : 559 - 563
[9] Social aspects of introducing online learning - the students' perspective
Lis, Magdalena
Moczulska, Marta
Solinska, Kinga
Wolna, Natalia
[J]. E-MENTOR, 2020, (04): : 36 - 46
[10] Examining online social brand engagement: A social presence theory perspective
Osei-Frimpong, Kofi
McLean, Graeme
[J]. TECHNOLOGICAL FORECASTING AND SOCIAL CHANGE, 2018, 128 : 10 - 21

← 1 2 3 4 5 →