Author(s)

Dai Wenxiong ^1,2, Maria Liria D. Dacanay ²

Affiliation(s)

¹ Hanjiang Normal University, Shiyan, China
² Adamson University, Manila, Philippine

Corresponding Author

Dai Wenxiong

ABSTRACT

This study assessed the level of commitment and engagement of students in online classes in order to understand the relationship between the two variables of commitment and engagement. It also evaluated some of the challenges that affect students' engagement in online classes. The study was conducted among the students and teachers from Hanjiang Normal University. It used a mixed-method research approach by utilizing both survey questions and interview questions in which the survey analysis was done using mean, standard deviation, and Pearson's correlation, while the interview questions were evaluated using thematic analysis. 250 students participated in the quantitative survey, while 10 teachers participated in the interview process. Based on the research findings, the students are very committed to relating what they're learning in online classes to real life situations, moderately committed to construct knowledge in online classes, and less committed in applying what they learned to real life situations. The students' participation in individual group activities indicate that they are highly engaged. However, they are less engaged in their participation in online activities. There is no significant relationship between online learning commitment and student engagement. Students often struggle to manage their time effectively which in turn leads to procrastination. Students are given an amount of time to complete a set of tasks and assignments. Based on these findings, a strategic plan was proposed to increase the level of engagement in online classes.

KEYWORDS

Online Learning, Student Engagement, Effectiveness

CITE THIS PAPER

Dai Wenxiong, Maria Liria D. Dacanay, Online Learning and Student Engagement: An Analysis of the Effectiveness of Virtual Classrooms. Advances in Educational Technology and Psychology (2023) Vol. 7: 113-119. DOI: http://dx.doi.org/10.23977/aetp.2023.071416.

REFERENCES

[1] Anghelache V. (2023). Determinant factors of students’ attitudes toward learning. Procedia: Social and Behavioral Sciences, 93, 478–482.
[2] Amir L. R., Tanti I., Maharani D. A., Wimardhani Y. S., Julia V., & Sulijaya B. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(1), 392.
[3] Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568-583.
[4] Ghaderizefreh S., & Hoover M. L. (2018). Student satisfaction with online learning in a blended course. International Journal for Digital Society, 9(3), 1393–1398.

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