Exploring Student Perceptions of Engagement in Online Learning within Higher Education Institutions: A Comprehensive Systematic Review
Abstract
The expansion of online learning in higher education has fundamentally changed how students engage with education. This systematic review aims to uncover students' perceptions of engagement in online learning. Synthesising diverse research provides a comprehensive understanding of factors shaping student viewpoints and interactions. The review examines perceptions, challenges, strategies, and implications of engagement, significantly enhancing online learning environments. The study adopted social cognitive theory as a theoretical framework to provide an understanding of the phenomenon. Methodologically, the review employs a rigorous approach, searching critical databases for relevant articles. Factors influencing engagement emerge, including student-centred design, seamless technology integration, collaborative interactions, intrinsic motivation, and timely feedback. Challenges, such as technical issues and time management, are also revealed, impacting engagement. Effective strategies are identified, encompassing active learning, personalised pathways, virtual communities, transparent communication, and continuous feedback. Implications extend to educational practice and policy, emphasising the need to address challenges, optimise strategies, and create dynamic online ecosystems aligned with student needs. The review emphasises the policy discourse's role in fostering engagement and effective online education strategies. In conclusion, this systematic review analyses student perceptions regarding engagement in online higher education. It explores factors, challenges, strategies, and implications, serving as a valuable resource for lecturers, researchers, and policymakers seeking to enhance online learning and promote student success in the digital age.
Literaturhinweise
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Chomunorwa, S. and Mugobo, V. (2023). Challenges of e-learning adoption in south african public schools: learners’ perspectives. Journal of Education and E-Learning Research, 10(1), 80-85. https://doi.org/10.20448/jeelr.v10i1.4423.
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Gamede, B. T., Ajani, O. A., & Afolabi, O. S. (2022). Exploring the adoption and usage of learning management system as alternative for curriculum delivery in South African higher education institutions during Covid-19 lockdown. International Journal of Higher Education, 11(1), 71-84.
Gillis, A., & Krull, L. M. (2020). COVID-19 remote learning transition in spring 2020: class structures, student perceptions, and inequality in college courses. Teaching Sociology, 48(4), 283-299.
Grant, C., & Osanloo, A. (2014). Understanding, selection, and integrating a theoretical framework in dissertation research: Creating the blueprint for your “house.” Adm Issues J: Connect Educ Pract Res. 4:12–26.
Gunasekara, A., Turner, K., Fung, C., & Stough, C. (2022). Impact of lecturers’ emotional intelligence on students’ learning and engagement in remote learning spaces: a cross-cultural study. Australasian Journal of Educational Technology, 38(4), 112-126. https://doi.org/10.14742/ajet.7848.
Hamzah, M., Juraime, F., & Mansor, A. (2016). Malaysian principals’ technology leadership practices and curriculum management. Creative Education, 07 (07), 922-930. https://doi.org/10.4236/ce.2016.77096.
İlhan, G., Kaba, G., & Sin, M. (2021). Usage of digital comics in distance learning during covid-19. International Journal on Social and Education Sciences, 3(1), 161-179. https://doi.org/10.46328/ijonses.106.
Iqmaulia, K., & Usman, O. (2019). Needs Influence, Reward, Interest and Motivation Learning Environment on Learning Motivation in Higher Education. Reward, Interest and Motivation Learning Environment on Learning Motivation in Higher Education (December 27, 2019).
Kavrayici, C. (2020). Communication skills and classroom management: The mediating role of problem-solving skills. Journal of Teacher Education and Educators, 9(1), 125-137.
Khlaif, Z., Salha, S., & Kouraïchi, B. (2021). Emergency remote learning during covid-19 crisis: students’ engagement. Education and Information Technologies, 26(6), 7033-7055. https://doi.org/10.1007/s10639-021-10566-4.
Khomo, M., Naicker, N., Chisita, C., & Rajkoomar, M. (2023). Factors contributing to the successful development and use of mobile digital libraries: a systematic literature review. Digital Library Perspectives, 39(3), 353-370. https://doi.org/10.1108/dlp-08-2022-0062.
Krause, K. L., & Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), 493-505.
Landa, N., Zhou, S., & Marongwe, N. (2021). Education in emergencies: lessons from covid-19 in south africa. International Review of Education, 67(1-2), 167-183. https://doi.org/10.1007/s11159-021-09903-z.
Çevik, A., Metin, M., & Kaya, H. (2022). A Bibliographic Perspective of Flipped Classroom Studies in Science Education. International Journal of Technology in Education and Science, 6(2), 286-305.
Lin, F. L., Wang, T. Y., & Yang, K. L. (2018). Description and evaluation of a large-scale project to facilitate student engagement in learning mathematics. Studies in Educational Evaluation, 58, 178-186.
Manase, N. (2021). Disguised blessings amid covid 19: opportunities and challenges for south african university students with learning disabilities. Journal of Student Affairs in Africa, 9(1), 107-118. https://doi.org/10.24085/jsaa.v9i1.1431.
Maphalala, M. C., & Ajani, O. A. (2023). The covid-19 pandemic: shifting from conventional classroom learning to online learning in South Africa’s higher education. International Journal of Innovative Technologies in Social Science, (2 (38)).
Maphalala, M., Khumalo, N., & Khumalo, P. (2021). Student teachers’ experiences of the emergency transition to online learning during the covid-19 lockdown at a south african university. Perspectives in Education, 39(3). https://doi.org/10.18820/2519593x/pie.v39.i3.4.
Martin, F. & Bolliger, D. (2018). Engagement matters: student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1). https://doi.org/10.24059/olj.v22i1.1092.
Mashau, P. & Nyawo, J. (2021). The use of an online learning platform: a step towards e-learning. South African Journal of Higher Education, 35(2). https://doi.org/10.20853/35-2-3985.
Mayombe, C. (2023). Facilitating non-school-based technical and vocational training for disadvantaged youths in south africa. Journal of Technical Education and Training, 15(1). https://doi.org/10.30880/jtet.2023.15.01.016.
Mhlanga, D. & Moloi, T. (2020). Covid-19 and the digital transformation of education: what are we learning on 4IR in South Africa? Education Sciences, 10 (7), 180. https://doi.org/10.3390/educsci10070180.
Moon, M. Y. (2023). Effects of Online Class Satisfaction, Professor-Student Interaction, and Learning Motivation on Self-Directed Learning Ability of Nursing Students Applying the Blended Learning. Journal for ReAttach Therapy and Developmental Diversities, 6(1s), 19–29. https://doi.org/10.52783/jrtdd.v6i1s.212.
Msimanga, M., Mabalane, V., Ramaila, S., & Ramdhany, V. (2021). Postgraduate certificate in education student teachers’ perceptions about communities of practice at schools: work integrated learning reflections. International Journal of Higher Education, 10(5), 155. https://doi.org/10.5430/ijhe.v10n5p155.
Namli, N. & Aybek, B. (2022). An investigation of the effect of block-based programming and unplugged coding activities on fifth graders’ computational thinking skills, self-efficacy and academic performance. Contemporary Educational Technology, 14(1), ep341. https://doi.org/10.30935/cedtech/11477.
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Veröffentlicht
2023-11-08
Zitationsvorschlag
Khoalenyane, N., & Ayodele Ajani, O. (2023). Exploring Student Perceptions of Engagement in Online Learning within Higher Education Institutions: A Comprehensive Systematic Review. International Journal of Social Science Research and Review, 6(11), 62-81. https://doi.org/10.47814/ijssrr.v6i11.1740
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