Student engagement during emergency remote teaching: A scoping review
Abstract Research on student engagement has recently gained popularity as it can address problems such as early dropout and poor achievement. The growing interest in investigating student engagement during the Covid-19 pandemic is reflected in increased publications addressing this topic. However, n...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2023-03-01
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| Series: | Smart Learning Environments |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40561-023-00240-2 |
| _version_ | 1797863242163290112 |
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| author | Dong Yang Huanhuan Wang Ahmed Hosny Saleh Metwally Ronghuai Huang |
| author_facet | Dong Yang Huanhuan Wang Ahmed Hosny Saleh Metwally Ronghuai Huang |
| author_sort | Dong Yang |
| collection | DOAJ |
| description | Abstract Research on student engagement has recently gained popularity as it can address problems such as early dropout and poor achievement. The growing interest in investigating student engagement during the Covid-19 pandemic is reflected in increased publications addressing this topic. However, no review provided research evidence and an overview of existing literature on student engagement during emergency remote teaching (ERT). We reviewed how student engagement studies were undertaken during ERT from three perspectives: (1) the landscape of studies, (2) methodologies issues, and (3) the strategies used to facilitate student engagement. 42 articles were analysed from an initial pool of 436 search results. The findings illustrate that current studies were predominately undertaken in the United States (36%) and China (22%) with focusing on STEM subjects as a dominant discipline. The literature was largely inconsistent in defining and measuring student engagement. In addition, the majority of studies (57%) investigated students’ engagement from the perspective of students, unlike other stakeholders. The most prominent finding is that ERT promoted several important engagement strategies, including motivational factors, teachers’ facilitation, a hybrid learning model, and using learning technologies to boost students’ engagement. |
| first_indexed | 2024-04-09T22:32:24Z |
| format | Article |
| id | doaj.art-0f27500e520245278c07e23a1bf42ac8 |
| institution | Directory Open Access Journal |
| issn | 2196-7091 |
| language | English |
| last_indexed | 2024-04-09T22:32:24Z |
| publishDate | 2023-03-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Smart Learning Environments |
| spelling | doaj.art-0f27500e520245278c07e23a1bf42ac82023-03-22T12:39:55ZengSpringerOpenSmart Learning Environments2196-70912023-03-0110111710.1186/s40561-023-00240-2Student engagement during emergency remote teaching: A scoping reviewDong Yang0Huanhuan Wang1Ahmed Hosny Saleh Metwally2Ronghuai Huang3Smart Learning Institute, Beijing Normal UniversityNational Engineering Research Center of Cyberlearning and Intelligent Technology (China), Faculty of Education, Beijing Normal UniversitySmart Learning Institute, Beijing Normal UniversitySmart Learning Institute, Beijing Normal UniversityAbstract Research on student engagement has recently gained popularity as it can address problems such as early dropout and poor achievement. The growing interest in investigating student engagement during the Covid-19 pandemic is reflected in increased publications addressing this topic. However, no review provided research evidence and an overview of existing literature on student engagement during emergency remote teaching (ERT). We reviewed how student engagement studies were undertaken during ERT from three perspectives: (1) the landscape of studies, (2) methodologies issues, and (3) the strategies used to facilitate student engagement. 42 articles were analysed from an initial pool of 436 search results. The findings illustrate that current studies were predominately undertaken in the United States (36%) and China (22%) with focusing on STEM subjects as a dominant discipline. The literature was largely inconsistent in defining and measuring student engagement. In addition, the majority of studies (57%) investigated students’ engagement from the perspective of students, unlike other stakeholders. The most prominent finding is that ERT promoted several important engagement strategies, including motivational factors, teachers’ facilitation, a hybrid learning model, and using learning technologies to boost students’ engagement.https://doi.org/10.1186/s40561-023-00240-2Student engagementCovid-19Scoping reviewEmergency remote teachingTeaching strategy |
| spellingShingle | Dong Yang Huanhuan Wang Ahmed Hosny Saleh Metwally Ronghuai Huang Student engagement during emergency remote teaching: A scoping review Smart Learning Environments Student engagement Covid-19 Scoping review Emergency remote teaching Teaching strategy |
| title | Student engagement during emergency remote teaching: A scoping review |
| title_full | Student engagement during emergency remote teaching: A scoping review |
| title_fullStr | Student engagement during emergency remote teaching: A scoping review |
| title_full_unstemmed | Student engagement during emergency remote teaching: A scoping review |
| title_short | Student engagement during emergency remote teaching: A scoping review |
| title_sort | student engagement during emergency remote teaching a scoping review |
| topic | Student engagement Covid-19 Scoping review Emergency remote teaching Teaching strategy |
| url | https://doi.org/10.1186/s40561-023-00240-2 |
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