CINXE.COM

<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="sQdI9EIrWAtv6XvhO5qHMMplax1zY7XeiJJGMzMk15RQ-hhO7EJS4eaUmlDf5AJ2QCM8zpQConRFsreSF8KyIA" /> <meta name="citation_title" content="Addressing the Challenges of Online Student Engagement during the Covid19 Pandemic" /> <meta name="citation_publication_date" content="2021/01/01" /> <meta name="citation_journal_title" content=" 8th INTERNATIONAL CONGRESS ONCURRICULUM AND INSTRUCTION CURRICULUM STUDIES IN LIFE LONGLEARNING" /> <meta name="citation_author" content="Hatice Uslu Kocabaş" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/99333029/Addressing_the_Challenges_of_Online_Student_Engagement_during_the_Covid19_Pandemic" /> <meta name="twitter:title" content="Addressing the Challenges of Online Student Engagement during the Covid19 Pandemic" /> <meta name="twitter:description" content="Problem Statement The COVID-19 pandemic caused most of the universities to make a shift from campus-based in-person teaching to online teaching. This urgent and unprecedented change has revealed the importance of student engagement in online courses." /> <meta name="twitter:image" content="https://0.academia-photos.com/118102559/28978624/104636942/s200_hatice.uslu_kocabas.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/99333029/Addressing_the_Challenges_of_Online_Student_Engagement_during_the_Covid19_Pandemic" /> <meta property="og:title" content="Addressing the Challenges of Online Student Engagement during the Covid19 Pandemic" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Problem Statement The COVID-19 pandemic caused most of the universities to make a shift from campus-based in-person teaching to online teaching. This urgent and unprecedented change has revealed the importance of student engagement in online courses." /> <meta property="article:author" content="https://marmaraedu.academia.edu/HaticeUsluKocabas" /> <meta name="description" content="Problem Statement The COVID-19 pandemic caused most of the universities to make a shift from campus-based in-person teaching to online teaching. This urgent and unprecedented change has revealed the importance of student engagement in online courses." /> <title>(PDF) Online Student Engagement Challenges During COVID-19</title> <link rel="canonical" href="https://www.academia.edu/99333029/Addressing_the_Challenges_of_Online_Student_Engagement_during_the_Covid19_Pandemic" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = 'dc2ad41da5d7ea682babd20f90650302fb0a3a36'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1739798540000); window.Aedu.timeDifference = new Date().getTime() - 1739798540000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Problem Statement The COVID-19 pandemic caused most of the universities to make a shift from campus-based in-person teaching to online teaching. This urgent and unprecedented change has revealed the importance of student engagement in online courses. Krause (2005) defines student engagement as “energy and resources students devote to activities designed to enhance learning at university” (p.3). Engagement is linked to several important issues in higher education such as participation in educational activities, learning outcomes, and student achievement. Engagement is a multifaceted concept and examined under different dimensions in the literature. Redmond, Abawi, Brown, Henderson, and Heffernan (2018) define the concept of online engagement with behavioral, collaborative, emotional, social and cognitive dimensions. Since engagement and motivation are interrelated issues (Reeve, 2012), students are more likely to engage in educational activities when they are motivated. Student motivation can be significantly influenced by the design and delivery of online courses. A well-structured course attracts students and leads to active participation. Besides, instructor presence in the group and interaction, such as feedback, contribute to student motivation and active participation in online courses (Gedera, Williams, \u0026amp;amp; Wright, 2015). In this respect, Bryson and Hand (2007) concluded that students are engaged when the instructors are enthusiastic and engaged during the lessons. The instructional design including pedagogical elements is greatly emphasized for providing an effective and qualified online course (Soffer, Kahan, \u0026amp;amp; Livne, 2017). Instructional strategies supporting the constructivist roles of the instructors and students can promote success in online learning environments. Therefore, instructors should involve the students in learning process active and assist in building a learner community (Conrad \u0026amp;amp; Donaldson, 2004). Furthermore, there is an emphasis on implementing educational technology in online courses to enrich learning experiences in online environments to increase engagement and retention (Salazar, 2010). This study aims to explore the experiences of instructors and undergraduate students regarding student engagement during online courses in the times of Covid-19 Pandemic. Identifying and describing online student engagement can provide several recommendations about online teaching and learning process. Method Qualitative phenomenological method, adopted to identify the common senses of individuals’ experiences around a concept, was employed to explain online student engagement from the perspectives of instructors and students (Creswell \u0026amp;amp; Poth, 2018). The participants of this study consist of 6 instructors and 6 undergraduate students from various public and private universities in Turkey. Instructor participants, who met the criteria of teaching online during the COVID-19 pandemic in different departments at various universities, were determined through snowball sampling. Student participants were the voluntary participants who follow the online courses of the corresponding instructors. In-depth interviews were carried out for data collection. All the participants were informed about the study, interview process and their rights before conducting the interviews. Open-ended questions, with expert opinion and pilot implementation, were asked during the interviews. Interviews were conducted and recorded via zoom meetings. The records were transcribed and shared with the participants to review their own statements. The transcripts were then analyzed and coded through content analysis method. Findings Based on the data obtained, it can be concluded that students face various difficulties concerning online engagement. Inactivity due to sitting in front of the computer screen for long hours and the sense of being isolated are the main physical and psychological factors that cause a loss in concentration, motivation and engagement during online lessons. For students studying applied sciences, the lack of hands-on training in laboratory courses is a major challenge to be engaged. Other significant factors that adversely affect student engagement are the high number of students in online classes, technical problems, a low degree of effort and enthusiasm of instructors, and a teacher-centered approach to teaching. The teacher-centered approach to teaching minimizes the interaction between the instructors and students. Due to the lack of interaction, students do not feel connected, motivated, concentrated and engaged during online lessons. Some of the instructors stated that they employed additional technological and instructional methods in order to make students more motivated and engaged during online courses. It is important to underline that these instructors were equipped with the necessary knowledge about online teaching. However, for the large number of students in online classes the…","author":[{"@context":"https://schema.org","@type":"Person","name":"Hatice Uslu Kocabaş","url":"https://marmaraedu.academia.edu/HaticeUsluKocabas"}],"contributor":[],"dateCreated":"2023-03-30","dateModified":"2025-02-14","datePublished":"2021-01-01","headline":"Addressing the Challenges of Online Student Engagement during the Covid19 Pandemic","image":"https://attachments.academia-assets.com/100451288/thumbnails/1.jpg","inLanguage":"en","keywords":["Higher Education","Student Motivation And Engagement","Student Engagement","Undergraduate Education","Online engagement","Student engagement online learning"],"publication":"8th INTERNATIONAL CONGRESS ONCURRICULUM AND INSTRUCTION CURRICULUM STUDIES IN LIFE LONGLEARNING","publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"marmaraedu"}],"thumbnailUrl":"https://attachments.academia-assets.com/100451288/thumbnails/1.jpg","url":"https://www.academia.edu/99333029/Addressing_the_Challenges_of_Online_Student_Engagement_during_the_Covid19_Pandemic"}</script><style type="text/css">@media(max-width: 567px){:root{--token-mode: Rebrand;--dropshadow: 0 2px 4px 0 #22223340;--primary-brand: #0645b1;--error-dark: #b60000;--success-dark: #05b01c;--inactive-fill: #ebebee;--hover: #0c3b8d;--pressed: #082f75;--button-primary-fill-inactive: #ebebee;--button-primary-fill: #0645b1;--button-primary-text: #ffffff;--button-primary-fill-hover: #0c3b8d;--button-primary-fill-press: #082f75;--button-primary-icon: #ffffff;--button-primary-fill-inverse: #ffffff;--button-primary-text-inverse: #082f75;--button-primary-icon-inverse: #0645b1;--button-primary-fill-inverse-hover: #cddaef;--button-primary-stroke-inverse-pressed: #0645b1;--button-secondary-stroke-inactive: #b1b1ba;--button-secondary-fill: #eef2f9;--button-secondary-text: #082f75;--button-secondary-fill-press: #cddaef;--button-secondary-fill-inactive: #ebebee;--button-secondary-stroke: #cddaef;--button-secondary-stroke-hover: #386ac1;--button-secondary-stroke-press: #0645b1;--button-secondary-text-inactive: #b1b1ba;--button-secondary-icon: #082f75;--button-secondary-fill-hover: #e6ecf7;--button-secondary-stroke-inverse: #ffffff;--button-secondary-fill-inverse: rgba(255, 255, 255, 0);--button-secondary-icon-inverse: #ffffff;--button-secondary-icon-hover: #082f75;--button-secondary-icon-press: #082f75;--button-secondary-text-inverse: #ffffff;--button-secondary-text-hover: #082f75;--button-secondary-text-press: #082f75;--button-secondary-fill-inverse-hover: #043059;--button-xs-stroke: #141413;--button-xs-stroke-hover: #0c3b8d;--button-xs-stroke-press: #082f75;--button-xs-stroke-inactive: #ebebee;--button-xs-text: #141413;--button-xs-text-hover: #0c3b8d;--button-xs-text-press: #082f75;--button-xs-text-inactive: #91919e;--button-xs-icon: #141413;--button-xs-icon-hover: #0c3b8d;--button-xs-icon-press: #082f75;--button-xs-icon-inactive: #91919e;--button-xs-fill: #ffffff;--button-xs-fill-hover: #f4f7fc;--button-xs-fill-press: #eef2f9;--buttons-button-text-inactive: #91919e;--buttons-button-focus: #0645b1;--buttons-button-icon-inactive: #91919e;--buttons-small-buttons-corner-radius: 16px;--buttons-small-buttons-l-r-padding: 20px;--buttons-small-buttons-height: 48px;--buttons-small-buttons-gap: 8px;--buttons-small-buttons-icon-only-width: 48px;--buttons-small-buttons-icon-size: 20px;--buttons-small-buttons-stroke-default: 1px;--buttons-small-buttons-stroke-thick: 2px;--buttons-large-buttons-l-r-padding: 32px;--buttons-large-buttons-height: 64px;--buttons-large-buttons-icon-only-width: 64px;--buttons-large-buttons-icon-size: 20px;--buttons-large-buttons-gap: 8px;--buttons-large-buttons-corner-radius: 16px;--buttons-large-buttons-stroke-default: 1px;--buttons-large-buttons-stroke-thick: 2px;--buttons-extra-small-buttons-l-r-padding: 8px;--buttons-extra-small-buttons-height: 32px;--buttons-extra-small-buttons-icon-size: 16px;--buttons-extra-small-buttons-gap: 4px;--buttons-extra-small-buttons-corner-radius: 8px;--buttons-stroke-default: 1px;--buttons-stroke-thick: 2px;--background-beige: #f9f7f4;--error-light: #fff2f2;--text-placeholder: #6d6d7d;--stroke-dark: #141413;--stroke-light: #dddde2;--stroke-medium: #535366;--accent-green: #ccffd4;--accent-turquoise: #ccf7ff;--accent-yellow: #f7ffcc;--accent-peach: #ffd4cc;--accent-violet: #f7ccff;--accent-purple: #f4f7fc;--text-primary: #141413;--secondary-brand: #141413;--text-hover: #0c3b8d;--text-white: #ffffff;--text-link: #0645b1;--text-press: #082f75;--success-light: #f0f8f1;--background-light-blue: #f4f7fc;--background-white: #ffffff;--premium-dark: #877440;--premium-light: #f9f6ed;--stroke-white: #ffffff;--inactive-content: #b1b1ba;--annotate-light: #a35dff;--annotate-dark: #824acc;--grid: #eef2f9;--inactive-stroke: #ebebee;--shadow: rgba(34, 34, 51, 0.25);--text-inactive: #6d6d7d;--text-error: #b60000;--stroke-error: #b60000;--background-error: #fff2f2;--background-black: #141413;--icon-default: #141413;--icon-blue: #0645b1;--background-grey: #dddde2;--icon-grey: #b1b1ba;--text-focus: #082f75;--brand-colors-neutral-black: #141413;--brand-colors-neutral-900: #535366;--brand-colors-neutral-800: #6d6d7d;--brand-colors-neutral-700: #91919e;--brand-colors-neutral-600: #b1b1ba;--brand-colors-neutral-500: #c8c8cf;--brand-colors-neutral-400: #dddde2;--brand-colors-neutral-300: #ebebee;--brand-colors-neutral-200: #f8f8fb;--brand-colors-neutral-100: #fafafa;--brand-colors-neutral-white: #ffffff;--brand-colors-blue-900: #043059;--brand-colors-blue-800: #082f75;--brand-colors-blue-700: #0c3b8d;--brand-colors-blue-600: #0645b1;--brand-colors-blue-500: #386ac1;--brand-colors-blue-400: #cddaef;--brand-colors-blue-300: #e6ecf7;--brand-colors-blue-200: #eef2f9;--brand-colors-blue-100: #f4f7fc;--brand-colors-gold-500: #877440;--brand-colors-gold-400: #e9e3d4;--brand-colors-gold-300: #f2efe8;--brand-colors-gold-200: #f9f6ed;--brand-colors-gold-100: #f9f7f4;--brand-colors-error-900: #920000;--brand-colors-error-500: #b60000;--brand-colors-success-900: #035c0f;--brand-colors-green: #ccffd4;--brand-colors-turquoise: #ccf7ff;--brand-colors-yellow: #f7ffcc;--brand-colors-peach: #ffd4cc;--brand-colors-violet: #f7ccff;--brand-colors-error-100: #fff2f2;--brand-colors-success-500: #05b01c;--brand-colors-success-100: #f0f8f1;--text-secondary: #535366;--icon-white: #ffffff;--background-beige-darker: #f2efe8;--icon-dark-grey: #535366;--type-font-family-sans-serif: DM Sans;--type-font-family-serif: Gupter;--type-font-family-mono: IBM Plex Mono;--type-weights-300: 300;--type-weights-400: 400;--type-weights-500: 500;--type-weights-700: 700;--type-sizes-12: 12px;--type-sizes-14: 14px;--type-sizes-16: 16px;--type-sizes-18: 18px;--type-sizes-20: 20px;--type-sizes-22: 22px;--type-sizes-24: 24px;--type-sizes-28: 28px;--type-sizes-30: 30px;--type-sizes-32: 32px;--type-sizes-40: 40px;--type-sizes-42: 42px;--type-sizes-48-2: 48px;--type-line-heights-16: 16px;--type-line-heights-20: 20px;--type-line-heights-23: 23px;--type-line-heights-24: 24px;--type-line-heights-25: 25px;--type-line-heights-26: 26px;--type-line-heights-29: 29px;--type-line-heights-30: 30px;--type-line-heights-32: 32px;--type-line-heights-34: 34px;--type-line-heights-35: 35px;--type-line-heights-36: 36px;--type-line-heights-38: 38px;--type-line-heights-40: 40px;--type-line-heights-46: 46px;--type-line-heights-48: 48px;--type-line-heights-52: 52px;--type-line-heights-58: 58px;--type-line-heights-68: 68px;--type-line-heights-74: 74px;--type-line-heights-82: 82px;--type-paragraph-spacings-0: 0px;--type-paragraph-spacings-4: 4px;--type-paragraph-spacings-8: 8px;--type-paragraph-spacings-16: 16px;--type-sans-serif-xl-font-weight: 400;--type-sans-serif-xl-size: 32px;--type-sans-serif-xl-line-height: 46px;--type-sans-serif-xl-paragraph-spacing: 16px;--type-sans-serif-lg-font-weight: 400;--type-sans-serif-lg-size: 30px;--type-sans-serif-lg-line-height: 36px;--type-sans-serif-lg-paragraph-spacing: 16px;--type-sans-serif-md-font-weight: 400;--type-sans-serif-md-line-height: 30px;--type-sans-serif-md-paragraph-spacing: 16px;--type-sans-serif-md-size: 24px;--type-sans-serif-xs-font-weight: 700;--type-sans-serif-xs-line-height: 24px;--type-sans-serif-xs-paragraph-spacing: 0px;--type-sans-serif-xs-size: 18px;--type-sans-serif-sm-font-weight: 400;--type-sans-serif-sm-line-height: 32px;--type-sans-serif-sm-paragraph-spacing: 16px;--type-sans-serif-sm-size: 20px;--type-body-xl-font-weight: 400;--type-body-xl-size: 24px;--type-body-xl-line-height: 36px;--type-body-xl-paragraph-spacing: 0px;--type-body-sm-font-weight: 400;--type-body-sm-size: 14px;--type-body-sm-line-height: 20px;--type-body-sm-paragraph-spacing: 8px;--type-body-xs-font-weight: 400;--type-body-xs-size: 12px;--type-body-xs-line-height: 16px;--type-body-xs-paragraph-spacing: 0px;--type-body-md-font-weight: 400;--type-body-md-size: 16px;--type-body-md-line-height: 20px;--type-body-md-paragraph-spacing: 4px;--type-body-lg-font-weight: 400;--type-body-lg-size: 20px;--type-body-lg-line-height: 26px;--type-body-lg-paragraph-spacing: 16px;--type-body-lg-medium-font-weight: 500;--type-body-lg-medium-size: 20px;--type-body-lg-medium-line-height: 32px;--type-body-lg-medium-paragraph-spacing: 16px;--type-body-md-medium-font-weight: 500;--type-body-md-medium-size: 16px;--type-body-md-medium-line-height: 20px;--type-body-md-medium-paragraph-spacing: 4px;--type-body-sm-bold-font-weight: 700;--type-body-sm-bold-size: 14px;--type-body-sm-bold-line-height: 20px;--type-body-sm-bold-paragraph-spacing: 8px;--type-body-sm-medium-font-weight: 500;--type-body-sm-medium-size: 14px;--type-body-sm-medium-line-height: 20px;--type-body-sm-medium-paragraph-spacing: 8px;--type-serif-md-font-weight: 400;--type-serif-md-size: 32px;--type-serif-md-paragraph-spacing: 0px;--type-serif-md-line-height: 40px;--type-serif-sm-font-weight: 400;--type-serif-sm-size: 24px;--type-serif-sm-paragraph-spacing: 0px;--type-serif-sm-line-height: 26px;--type-serif-lg-font-weight: 400;--type-serif-lg-size: 48px;--type-serif-lg-paragraph-spacing: 0px;--type-serif-lg-line-height: 52px;--type-serif-xs-font-weight: 400;--type-serif-xs-size: 18px;--type-serif-xs-line-height: 24px;--type-serif-xs-paragraph-spacing: 0px;--type-serif-xl-font-weight: 400;--type-serif-xl-size: 48px;--type-serif-xl-paragraph-spacing: 0px;--type-serif-xl-line-height: 58px;--type-mono-md-font-weight: 400;--type-mono-md-size: 22px;--type-mono-md-line-height: 24px;--type-mono-md-paragraph-spacing: 0px;--type-mono-lg-font-weight: 400;--type-mono-lg-size: 40px;--type-mono-lg-line-height: 40px;--type-mono-lg-paragraph-spacing: 0px;--type-mono-sm-font-weight: 400;--type-mono-sm-size: 14px;--type-mono-sm-line-height: 24px;--type-mono-sm-paragraph-spacing: 0px;--spacing-xs-4: 4px;--spacing-xs-8: 8px;--spacing-xs-16: 16px;--spacing-sm-24: 24px;--spacing-sm-32: 32px;--spacing-md-40: 40px;--spacing-md-48: 48px;--spacing-lg-64: 64px;--spacing-lg-80: 80px;--spacing-xlg-104: 104px;--spacing-xlg-152: 152px;--spacing-xs-12: 12px;--spacing-page-section: 80px;--spacing-card-list-spacing: 48px;--spacing-text-section-spacing: 64px;--spacing-md-xs-headings: 40px;--corner-radius-radius-lg: 16px;--corner-radius-radius-sm: 4px;--corner-radius-radius-md: 8px;--corner-radius-radius-round: 104px}}@media(min-width: 568px)and (max-width: 1279px){:root{--token-mode: Rebrand;--dropshadow: 0 2px 4px 0 #22223340;--primary-brand: #0645b1;--error-dark: #b60000;--success-dark: #05b01c;--inactive-fill: #ebebee;--hover: #0c3b8d;--pressed: #082f75;--button-primary-fill-inactive: #ebebee;--button-primary-fill: #0645b1;--button-primary-text: #ffffff;--button-primary-fill-hover: #0c3b8d;--button-primary-fill-press: #082f75;--button-primary-icon: #ffffff;--button-primary-fill-inverse: #ffffff;--button-primary-text-inverse: #082f75;--button-primary-icon-inverse: #0645b1;--button-primary-fill-inverse-hover: #cddaef;--button-primary-stroke-inverse-pressed: #0645b1;--button-secondary-stroke-inactive: #b1b1ba;--button-secondary-fill: #eef2f9;--button-secondary-text: #082f75;--button-secondary-fill-press: #cddaef;--button-secondary-fill-inactive: #ebebee;--button-secondary-stroke: #cddaef;--button-secondary-stroke-hover: #386ac1;--button-secondary-stroke-press: #0645b1;--button-secondary-text-inactive: #b1b1ba;--button-secondary-icon: #082f75;--button-secondary-fill-hover: #e6ecf7;--button-secondary-stroke-inverse: #ffffff;--button-secondary-fill-inverse: rgba(255, 255, 255, 0);--button-secondary-icon-inverse: #ffffff;--button-secondary-icon-hover: #082f75;--button-secondary-icon-press: #082f75;--button-secondary-text-inverse: #ffffff;--button-secondary-text-hover: #082f75;--button-secondary-text-press: #082f75;--button-secondary-fill-inverse-hover: #043059;--button-xs-stroke: #141413;--button-xs-stroke-hover: #0c3b8d;--button-xs-stroke-press: #082f75;--button-xs-stroke-inactive: #ebebee;--button-xs-text: #141413;--button-xs-text-hover: #0c3b8d;--button-xs-text-press: #082f75;--button-xs-text-inactive: #91919e;--button-xs-icon: #141413;--button-xs-icon-hover: #0c3b8d;--button-xs-icon-press: #082f75;--button-xs-icon-inactive: #91919e;--button-xs-fill: #ffffff;--button-xs-fill-hover: #f4f7fc;--button-xs-fill-press: #eef2f9;--buttons-button-text-inactive: #91919e;--buttons-button-focus: #0645b1;--buttons-button-icon-inactive: #91919e;--buttons-small-buttons-corner-radius: 16px;--buttons-small-buttons-l-r-padding: 20px;--buttons-small-buttons-height: 48px;--buttons-small-buttons-gap: 8px;--buttons-small-buttons-icon-only-width: 48px;--buttons-small-buttons-icon-size: 20px;--buttons-small-buttons-stroke-default: 1px;--buttons-small-buttons-stroke-thick: 2px;--buttons-large-buttons-l-r-padding: 32px;--buttons-large-buttons-height: 64px;--buttons-large-buttons-icon-only-width: 64px;--buttons-large-buttons-icon-size: 20px;--buttons-large-buttons-gap: 8px;--buttons-large-buttons-corner-radius: 16px;--buttons-large-buttons-stroke-default: 1px;--buttons-large-buttons-stroke-thick: 2px;--buttons-extra-small-buttons-l-r-padding: 8px;--buttons-extra-small-buttons-height: 32px;--buttons-extra-small-buttons-icon-size: 16px;--buttons-extra-small-buttons-gap: 4px;--buttons-extra-small-buttons-corner-radius: 8px;--buttons-stroke-default: 1px;--buttons-stroke-thick: 2px;--background-beige: #f9f7f4;--error-light: #fff2f2;--text-placeholder: #6d6d7d;--stroke-dark: #141413;--stroke-light: #dddde2;--stroke-medium: #535366;--accent-green: #ccffd4;--accent-turquoise: #ccf7ff;--accent-yellow: #f7ffcc;--accent-peach: #ffd4cc;--accent-violet: #f7ccff;--accent-purple: #f4f7fc;--text-primary: #141413;--secondary-brand: #141413;--text-hover: #0c3b8d;--text-white: #ffffff;--text-link: #0645b1;--text-press: #082f75;--success-light: #f0f8f1;--background-light-blue: #f4f7fc;--background-white: #ffffff;--premium-dark: #877440;--premium-light: #f9f6ed;--stroke-white: #ffffff;--inactive-content: #b1b1ba;--annotate-light: #a35dff;--annotate-dark: #824acc;--grid: #eef2f9;--inactive-stroke: #ebebee;--shadow: rgba(34, 34, 51, 0.25);--text-inactive: #6d6d7d;--text-error: #b60000;--stroke-error: #b60000;--background-error: #fff2f2;--background-black: #141413;--icon-default: #141413;--icon-blue: #0645b1;--background-grey: #dddde2;--icon-grey: #b1b1ba;--text-focus: #082f75;--brand-colors-neutral-black: #141413;--brand-colors-neutral-900: #535366;--brand-colors-neutral-800: #6d6d7d;--brand-colors-neutral-700: #91919e;--brand-colors-neutral-600: #b1b1ba;--brand-colors-neutral-500: #c8c8cf;--brand-colors-neutral-400: #dddde2;--brand-colors-neutral-300: #ebebee;--brand-colors-neutral-200: #f8f8fb;--brand-colors-neutral-100: #fafafa;--brand-colors-neutral-white: #ffffff;--brand-colors-blue-900: #043059;--brand-colors-blue-800: #082f75;--brand-colors-blue-700: #0c3b8d;--brand-colors-blue-600: #0645b1;--brand-colors-blue-500: #386ac1;--brand-colors-blue-400: #cddaef;--brand-colors-blue-300: #e6ecf7;--brand-colors-blue-200: #eef2f9;--brand-colors-blue-100: #f4f7fc;--brand-colors-gold-500: #877440;--brand-colors-gold-400: #e9e3d4;--brand-colors-gold-300: #f2efe8;--brand-colors-gold-200: #f9f6ed;--brand-colors-gold-100: #f9f7f4;--brand-colors-error-900: #920000;--brand-colors-error-500: #b60000;--brand-colors-success-900: #035c0f;--brand-colors-green: #ccffd4;--brand-colors-turquoise: #ccf7ff;--brand-colors-yellow: #f7ffcc;--brand-colors-peach: #ffd4cc;--brand-colors-violet: #f7ccff;--brand-colors-error-100: #fff2f2;--brand-colors-success-500: #05b01c;--brand-colors-success-100: #f0f8f1;--text-secondary: #535366;--icon-white: #ffffff;--background-beige-darker: #f2efe8;--icon-dark-grey: #535366;--type-font-family-sans-serif: DM Sans;--type-font-family-serif: Gupter;--type-font-family-mono: IBM Plex Mono;--type-weights-300: 300;--type-weights-400: 400;--type-weights-500: 500;--type-weights-700: 700;--type-sizes-12: 12px;--type-sizes-14: 14px;--type-sizes-16: 16px;--type-sizes-18: 18px;--type-sizes-20: 20px;--type-sizes-22: 22px;--type-sizes-24: 24px;--type-sizes-28: 28px;--type-sizes-30: 30px;--type-sizes-32: 32px;--type-sizes-40: 40px;--type-sizes-42: 42px;--type-sizes-48-2: 48px;--type-line-heights-16: 16px;--type-line-heights-20: 20px;--type-line-heights-23: 23px;--type-line-heights-24: 24px;--type-line-heights-25: 25px;--type-line-heights-26: 26px;--type-line-heights-29: 29px;--type-line-heights-30: 30px;--type-line-heights-32: 32px;--type-line-heights-34: 34px;--type-line-heights-35: 35px;--type-line-heights-36: 36px;--type-line-heights-38: 38px;--type-line-heights-40: 40px;--type-line-heights-46: 46px;--type-line-heights-48: 48px;--type-line-heights-52: 52px;--type-line-heights-58: 58px;--type-line-heights-68: 68px;--type-line-heights-74: 74px;--type-line-heights-82: 82px;--type-paragraph-spacings-0: 0px;--type-paragraph-spacings-4: 4px;--type-paragraph-spacings-8: 8px;--type-paragraph-spacings-16: 16px;--type-sans-serif-xl-font-weight: 400;--type-sans-serif-xl-size: 42px;--type-sans-serif-xl-line-height: 46px;--type-sans-serif-xl-paragraph-spacing: 16px;--type-sans-serif-lg-font-weight: 400;--type-sans-serif-lg-size: 32px;--type-sans-serif-lg-line-height: 36px;--type-sans-serif-lg-paragraph-spacing: 16px;--type-sans-serif-md-font-weight: 400;--type-sans-serif-md-line-height: 34px;--type-sans-serif-md-paragraph-spacing: 16px;--type-sans-serif-md-size: 28px;--type-sans-serif-xs-font-weight: 700;--type-sans-serif-xs-line-height: 25px;--type-sans-serif-xs-paragraph-spacing: 0px;--type-sans-serif-xs-size: 20px;--type-sans-serif-sm-font-weight: 400;--type-sans-serif-sm-line-height: 30px;--type-sans-serif-sm-paragraph-spacing: 16px;--type-sans-serif-sm-size: 24px;--type-body-xl-font-weight: 400;--type-body-xl-size: 24px;--type-body-xl-line-height: 36px;--type-body-xl-paragraph-spacing: 0px;--type-body-sm-font-weight: 400;--type-body-sm-size: 14px;--type-body-sm-line-height: 20px;--type-body-sm-paragraph-spacing: 8px;--type-body-xs-font-weight: 400;--type-body-xs-size: 12px;--type-body-xs-line-height: 16px;--type-body-xs-paragraph-spacing: 0px;--type-body-md-font-weight: 400;--type-body-md-size: 16px;--type-body-md-line-height: 20px;--type-body-md-paragraph-spacing: 4px;--type-body-lg-font-weight: 400;--type-body-lg-size: 20px;--type-body-lg-line-height: 26px;--type-body-lg-paragraph-spacing: 16px;--type-body-lg-medium-font-weight: 500;--type-body-lg-medium-size: 20px;--type-body-lg-medium-line-height: 32px;--type-body-lg-medium-paragraph-spacing: 16px;--type-body-md-medium-font-weight: 500;--type-body-md-medium-size: 16px;--type-body-md-medium-line-height: 20px;--type-body-md-medium-paragraph-spacing: 4px;--type-body-sm-bold-font-weight: 700;--type-body-sm-bold-size: 14px;--type-body-sm-bold-line-height: 20px;--type-body-sm-bold-paragraph-spacing: 8px;--type-body-sm-medium-font-weight: 500;--type-body-sm-medium-size: 14px;--type-body-sm-medium-line-height: 20px;--type-body-sm-medium-paragraph-spacing: 8px;--type-serif-md-font-weight: 400;--type-serif-md-size: 40px;--type-serif-md-paragraph-spacing: 0px;--type-serif-md-line-height: 48px;--type-serif-sm-font-weight: 400;--type-serif-sm-size: 28px;--type-serif-sm-paragraph-spacing: 0px;--type-serif-sm-line-height: 32px;--type-serif-lg-font-weight: 400;--type-serif-lg-size: 58px;--type-serif-lg-paragraph-spacing: 0px;--type-serif-lg-line-height: 68px;--type-serif-xs-font-weight: 400;--type-serif-xs-size: 18px;--type-serif-xs-line-height: 24px;--type-serif-xs-paragraph-spacing: 0px;--type-serif-xl-font-weight: 400;--type-serif-xl-size: 74px;--type-serif-xl-paragraph-spacing: 0px;--type-serif-xl-line-height: 82px;--type-mono-md-font-weight: 400;--type-mono-md-size: 22px;--type-mono-md-line-height: 24px;--type-mono-md-paragraph-spacing: 0px;--type-mono-lg-font-weight: 400;--type-mono-lg-size: 40px;--type-mono-lg-line-height: 40px;--type-mono-lg-paragraph-spacing: 0px;--type-mono-sm-font-weight: 400;--type-mono-sm-size: 14px;--type-mono-sm-line-height: 24px;--type-mono-sm-paragraph-spacing: 0px;--spacing-xs-4: 4px;--spacing-xs-8: 8px;--spacing-xs-16: 16px;--spacing-sm-24: 24px;--spacing-sm-32: 32px;--spacing-md-40: 40px;--spacing-md-48: 48px;--spacing-lg-64: 64px;--spacing-lg-80: 80px;--spacing-xlg-104: 104px;--spacing-xlg-152: 152px;--spacing-xs-12: 12px;--spacing-page-section: 104px;--spacing-card-list-spacing: 48px;--spacing-text-section-spacing: 80px;--spacing-md-xs-headings: 40px;--corner-radius-radius-lg: 16px;--corner-radius-radius-sm: 4px;--corner-radius-radius-md: 8px;--corner-radius-radius-round: 104px}}@media(min-width: 1280px){:root{--token-mode: Rebrand;--dropshadow: 0 2px 4px 0 #22223340;--primary-brand: #0645b1;--error-dark: #b60000;--success-dark: #05b01c;--inactive-fill: #ebebee;--hover: #0c3b8d;--pressed: #082f75;--button-primary-fill-inactive: #ebebee;--button-primary-fill: #0645b1;--button-primary-text: #ffffff;--button-primary-fill-hover: #0c3b8d;--button-primary-fill-press: #082f75;--button-primary-icon: #ffffff;--button-primary-fill-inverse: #ffffff;--button-primary-text-inverse: #082f75;--button-primary-icon-inverse: #0645b1;--button-primary-fill-inverse-hover: #cddaef;--button-primary-stroke-inverse-pressed: #0645b1;--button-secondary-stroke-inactive: #b1b1ba;--button-secondary-fill: #eef2f9;--button-secondary-text: #082f75;--button-secondary-fill-press: #cddaef;--button-secondary-fill-inactive: #ebebee;--button-secondary-stroke: #cddaef;--button-secondary-stroke-hover: #386ac1;--button-secondary-stroke-press: #0645b1;--button-secondary-text-inactive: #b1b1ba;--button-secondary-icon: #082f75;--button-secondary-fill-hover: #e6ecf7;--button-secondary-stroke-inverse: #ffffff;--button-secondary-fill-inverse: rgba(255, 255, 255, 0);--button-secondary-icon-inverse: #ffffff;--button-secondary-icon-hover: #082f75;--button-secondary-icon-press: #082f75;--button-secondary-text-inverse: #ffffff;--button-secondary-text-hover: #082f75;--button-secondary-text-press: #082f75;--button-secondary-fill-inverse-hover: #043059;--button-xs-stroke: #141413;--button-xs-stroke-hover: #0c3b8d;--button-xs-stroke-press: #082f75;--button-xs-stroke-inactive: #ebebee;--button-xs-text: #141413;--button-xs-text-hover: #0c3b8d;--button-xs-text-press: #082f75;--button-xs-text-inactive: #91919e;--button-xs-icon: #141413;--button-xs-icon-hover: #0c3b8d;--button-xs-icon-press: #082f75;--button-xs-icon-inactive: #91919e;--button-xs-fill: #ffffff;--button-xs-fill-hover: #f4f7fc;--button-xs-fill-press: #eef2f9;--buttons-button-text-inactive: #91919e;--buttons-button-focus: #0645b1;--buttons-button-icon-inactive: #91919e;--buttons-small-buttons-corner-radius: 16px;--buttons-small-buttons-l-r-padding: 20px;--buttons-small-buttons-height: 48px;--buttons-small-buttons-gap: 8px;--buttons-small-buttons-icon-only-width: 48px;--buttons-small-buttons-icon-size: 20px;--buttons-small-buttons-stroke-default: 1px;--buttons-small-buttons-stroke-thick: 2px;--buttons-large-buttons-l-r-padding: 32px;--buttons-large-buttons-height: 64px;--buttons-large-buttons-icon-only-width: 64px;--buttons-large-buttons-icon-size: 20px;--buttons-large-buttons-gap: 8px;--buttons-large-buttons-corner-radius: 16px;--buttons-large-buttons-stroke-default: 1px;--buttons-large-buttons-stroke-thick: 2px;--buttons-extra-small-buttons-l-r-padding: 8px;--buttons-extra-small-buttons-height: 32px;--buttons-extra-small-buttons-icon-size: 16px;--buttons-extra-small-buttons-gap: 4px;--buttons-extra-small-buttons-corner-radius: 8px;--buttons-stroke-default: 1px;--buttons-stroke-thick: 2px;--background-beige: #f9f7f4;--error-light: #fff2f2;--text-placeholder: #6d6d7d;--stroke-dark: #141413;--stroke-light: #dddde2;--stroke-medium: #535366;--accent-green: #ccffd4;--accent-turquoise: #ccf7ff;--accent-yellow: #f7ffcc;--accent-peach: #ffd4cc;--accent-violet: #f7ccff;--accent-purple: #f4f7fc;--text-primary: #141413;--secondary-brand: #141413;--text-hover: #0c3b8d;--text-white: #ffffff;--text-link: #0645b1;--text-press: #082f75;--success-light: #f0f8f1;--background-light-blue: #f4f7fc;--background-white: #ffffff;--premium-dark: #877440;--premium-light: #f9f6ed;--stroke-white: #ffffff;--inactive-content: #b1b1ba;--annotate-light: #a35dff;--annotate-dark: #824acc;--grid: #eef2f9;--inactive-stroke: #ebebee;--shadow: rgba(34, 34, 51, 0.25);--text-inactive: #6d6d7d;--text-error: #b60000;--stroke-error: #b60000;--background-error: #fff2f2;--background-black: #141413;--icon-default: #141413;--icon-blue: #0645b1;--background-grey: #dddde2;--icon-grey: #b1b1ba;--text-focus: #082f75;--brand-colors-neutral-black: #141413;--brand-colors-neutral-900: #535366;--brand-colors-neutral-800: #6d6d7d;--brand-colors-neutral-700: #91919e;--brand-colors-neutral-600: #b1b1ba;--brand-colors-neutral-500: #c8c8cf;--brand-colors-neutral-400: #dddde2;--brand-colors-neutral-300: #ebebee;--brand-colors-neutral-200: #f8f8fb;--brand-colors-neutral-100: #fafafa;--brand-colors-neutral-white: #ffffff;--brand-colors-blue-900: #043059;--brand-colors-blue-800: #082f75;--brand-colors-blue-700: #0c3b8d;--brand-colors-blue-600: #0645b1;--brand-colors-blue-500: #386ac1;--brand-colors-blue-400: #cddaef;--brand-colors-blue-300: #e6ecf7;--brand-colors-blue-200: #eef2f9;--brand-colors-blue-100: #f4f7fc;--brand-colors-gold-500: #877440;--brand-colors-gold-400: #e9e3d4;--brand-colors-gold-300: #f2efe8;--brand-colors-gold-200: #f9f6ed;--brand-colors-gold-100: #f9f7f4;--brand-colors-error-900: #920000;--brand-colors-error-500: #b60000;--brand-colors-success-900: #035c0f;--brand-colors-green: #ccffd4;--brand-colors-turquoise: #ccf7ff;--brand-colors-yellow: #f7ffcc;--brand-colors-peach: #ffd4cc;--brand-colors-violet: #f7ccff;--brand-colors-error-100: #fff2f2;--brand-colors-success-500: #05b01c;--brand-colors-success-100: #f0f8f1;--text-secondary: #535366;--icon-white: #ffffff;--background-beige-darker: #f2efe8;--icon-dark-grey: #535366;--type-font-family-sans-serif: DM Sans;--type-font-family-serif: Gupter;--type-font-family-mono: IBM Plex Mono;--type-weights-300: 300;--type-weights-400: 400;--type-weights-500: 500;--type-weights-700: 700;--type-sizes-12: 12px;--type-sizes-14: 14px;--type-sizes-16: 16px;--type-sizes-18: 18px;--type-sizes-20: 20px;--type-sizes-22: 22px;--type-sizes-24: 24px;--type-sizes-28: 28px;--type-sizes-30: 30px;--type-sizes-32: 32px;--type-sizes-40: 40px;--type-sizes-42: 42px;--type-sizes-48-2: 48px;--type-line-heights-16: 16px;--type-line-heights-20: 20px;--type-line-heights-23: 23px;--type-line-heights-24: 24px;--type-line-heights-25: 25px;--type-line-heights-26: 26px;--type-line-heights-29: 29px;--type-line-heights-30: 30px;--type-line-heights-32: 32px;--type-line-heights-34: 34px;--type-line-heights-35: 35px;--type-line-heights-36: 36px;--type-line-heights-38: 38px;--type-line-heights-40: 40px;--type-line-heights-46: 46px;--type-line-heights-48: 48px;--type-line-heights-52: 52px;--type-line-heights-58: 58px;--type-line-heights-68: 68px;--type-line-heights-74: 74px;--type-line-heights-82: 82px;--type-paragraph-spacings-0: 0px;--type-paragraph-spacings-4: 4px;--type-paragraph-spacings-8: 8px;--type-paragraph-spacings-16: 16px;--type-sans-serif-xl-font-weight: 400;--type-sans-serif-xl-size: 42px;--type-sans-serif-xl-line-height: 46px;--type-sans-serif-xl-paragraph-spacing: 16px;--type-sans-serif-lg-font-weight: 400;--type-sans-serif-lg-size: 32px;--type-sans-serif-lg-line-height: 38px;--type-sans-serif-lg-paragraph-spacing: 16px;--type-sans-serif-md-font-weight: 400;--type-sans-serif-md-line-height: 34px;--type-sans-serif-md-paragraph-spacing: 16px;--type-sans-serif-md-size: 28px;--type-sans-serif-xs-font-weight: 700;--type-sans-serif-xs-line-height: 25px;--type-sans-serif-xs-paragraph-spacing: 0px;--type-sans-serif-xs-size: 20px;--type-sans-serif-sm-font-weight: 400;--type-sans-serif-sm-line-height: 30px;--type-sans-serif-sm-paragraph-spacing: 16px;--type-sans-serif-sm-size: 24px;--type-body-xl-font-weight: 400;--type-body-xl-size: 24px;--type-body-xl-line-height: 36px;--type-body-xl-paragraph-spacing: 0px;--type-body-sm-font-weight: 400;--type-body-sm-size: 14px;--type-body-sm-line-height: 20px;--type-body-sm-paragraph-spacing: 8px;--type-body-xs-font-weight: 400;--type-body-xs-size: 12px;--type-body-xs-line-height: 16px;--type-body-xs-paragraph-spacing: 0px;--type-body-md-font-weight: 400;--type-body-md-size: 16px;--type-body-md-line-height: 20px;--type-body-md-paragraph-spacing: 4px;--type-body-lg-font-weight: 400;--type-body-lg-size: 20px;--type-body-lg-line-height: 26px;--type-body-lg-paragraph-spacing: 16px;--type-body-lg-medium-font-weight: 500;--type-body-lg-medium-size: 20px;--type-body-lg-medium-line-height: 32px;--type-body-lg-medium-paragraph-spacing: 16px;--type-body-md-medium-font-weight: 500;--type-body-md-medium-size: 16px;--type-body-md-medium-line-height: 20px;--type-body-md-medium-paragraph-spacing: 4px;--type-body-sm-bold-font-weight: 700;--type-body-sm-bold-size: 14px;--type-body-sm-bold-line-height: 20px;--type-body-sm-bold-paragraph-spacing: 8px;--type-body-sm-medium-font-weight: 500;--type-body-sm-medium-size: 14px;--type-body-sm-medium-line-height: 20px;--type-body-sm-medium-paragraph-spacing: 8px;--type-serif-md-font-weight: 400;--type-serif-md-size: 40px;--type-serif-md-paragraph-spacing: 0px;--type-serif-md-line-height: 48px;--type-serif-sm-font-weight: 400;--type-serif-sm-size: 28px;--type-serif-sm-paragraph-spacing: 0px;--type-serif-sm-line-height: 32px;--type-serif-lg-font-weight: 400;--type-serif-lg-size: 58px;--type-serif-lg-paragraph-spacing: 0px;--type-serif-lg-line-height: 68px;--type-serif-xs-font-weight: 400;--type-serif-xs-size: 18px;--type-serif-xs-line-height: 24px;--type-serif-xs-paragraph-spacing: 0px;--type-serif-xl-font-weight: 400;--type-serif-xl-size: 74px;--type-serif-xl-paragraph-spacing: 0px;--type-serif-xl-line-height: 82px;--type-mono-md-font-weight: 400;--type-mono-md-size: 22px;--type-mono-md-line-height: 24px;--type-mono-md-paragraph-spacing: 0px;--type-mono-lg-font-weight: 400;--type-mono-lg-size: 40px;--type-mono-lg-line-height: 40px;--type-mono-lg-paragraph-spacing: 0px;--type-mono-sm-font-weight: 400;--type-mono-sm-size: 14px;--type-mono-sm-line-height: 24px;--type-mono-sm-paragraph-spacing: 0px;--spacing-xs-4: 4px;--spacing-xs-8: 8px;--spacing-xs-16: 16px;--spacing-sm-24: 24px;--spacing-sm-32: 32px;--spacing-md-40: 40px;--spacing-md-48: 48px;--spacing-lg-64: 64px;--spacing-lg-80: 80px;--spacing-xlg-104: 104px;--spacing-xlg-152: 152px;--spacing-xs-12: 12px;--spacing-page-section: 152px;--spacing-card-list-spacing: 48px;--spacing-text-section-spacing: 80px;--spacing-md-xs-headings: 40px;--corner-radius-radius-lg: 16px;--corner-radius-radius-sm: 4px;--corner-radius-radius-md: 8px;--corner-radius-radius-round: 104px}}</style><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/single_work_page/loswp-f29774c14b4e629cbb4375c919ad1c2b2891ac825d0a410ea6339ae17e481a55.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-170d1319f0e354621e81ca17054bb147da2856ec0702fe440a99af314a6338c5.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/button-bfbac2a470372e2f3a6661a65fa7ff0a0fbf7aa32534d9a831d683d2a6f9e01b.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/heading-95367dc03b794f6737f30123738a886cf53b7a65cdef98a922a98591d60063e3.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/text_button-d1941ab08e91e29ee143084c4749da4aaffa350a2ac6eec2306b1d7a352d911a.css" /><link crossorigin="" href="https://fonts.gstatic.com/" rel="preconnect" /><link href="https://fonts.googleapis.com/css2?family=DM+Sans:ital,opsz,wght@0,9..40,100..1000;1,9..40,100..1000&family=Gupter:wght@400;500;700&family=IBM+Plex+Mono:wght@300;400&family=Material+Symbols+Outlined:opsz,wght,FILL,GRAD@20,400,0,0&display=swap" rel="stylesheet" /> </head> <body> <div id='react-modal'></div> <div class="js-upgrade-ie-banner" style="display: none; text-align: center; padding: 8px 0; background-color: #ebe480;"><p style="color: #000; font-size: 12px; margin: 0 0 4px;">Academia.edu no longer supports Internet Explorer.</p><p style="color: #000; font-size: 12px; margin: 0;">To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to <a href="https://www.academia.edu/upgrade-browser">upgrade your browser</a>.</p></div><script>// Show this banner for all versions of IE if (!!window.MSInputMethodContext || /(MSIE)/.test(navigator.userAgent)) { document.querySelector('.js-upgrade-ie-banner').style.display = 'block'; }</script> <div class="bootstrap login"><div class="modal fade login-modal" id="login-modal"><div class="login-modal-dialog modal-dialog"><div class="modal-content"><div class="modal-header"><button class="close close" data-dismiss="modal" type="button"><span aria-hidden="true">×</span><span class="sr-only">Close</span></button><h4 class="modal-title text-center"><strong>Log In</strong></h4></div><div class="modal-body"><div class="row"><div class="col-xs-10 col-xs-offset-1"><button class="btn btn-fb btn-lg btn-block btn-v-center-content" id="login-facebook-oauth-button"><svg style="float: left; width: 19px; line-height: 1em; margin-right: .3em;" aria-hidden="true" focusable="false" data-prefix="fab" data-icon="facebook-square" class="svg-inline--fa fa-facebook-square fa-w-14" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 448 512"><path fill="currentColor" d="M400 32H48A48 48 0 0 0 0 80v352a48 48 0 0 0 48 48h137.25V327.69h-63V256h63v-54.64c0-62.15 37-96.48 93.67-96.48 27.14 0 55.52 4.84 55.52 4.84v61h-31.27c-30.81 0-40.42 19.12-40.42 38.73V256h68.78l-11 71.69h-57.78V480H400a48 48 0 0 0 48-48V80a48 48 0 0 0-48-48z"></path></svg><small><strong>Log in</strong> with <strong>Facebook</strong></small></button><br /><button class="btn btn-google btn-lg btn-block btn-v-center-content" id="login-google-oauth-button"><svg style="float: left; width: 22px; line-height: 1em; margin-right: .3em;" aria-hidden="true" focusable="false" data-prefix="fab" data-icon="google-plus" class="svg-inline--fa fa-google-plus fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M256,8C119.1,8,8,119.1,8,256S119.1,504,256,504,504,392.9,504,256,392.9,8,256,8ZM185.3,380a124,124,0,0,1,0-248c31.3,0,60.1,11,83,32.3l-33.6,32.6c-13.2-12.9-31.3-19.1-49.4-19.1-42.9,0-77.2,35.5-77.2,78.1S142.3,334,185.3,334c32.6,0,64.9-19.1,70.1-53.3H185.3V238.1H302.2a109.2,109.2,0,0,1,1.9,20.7c0,70.8-47.5,121.2-118.8,121.2ZM415.5,273.8v35.5H380V273.8H344.5V238.3H380V202.8h35.5v35.5h35.2v35.5Z"></path></svg><small><strong>Log in</strong> with <strong>Google</strong></small></button><br /><style type="text/css">.sign-in-with-apple-button { width: 100%; height: 52px; border-radius: 3px; border: 1px solid black; cursor: pointer; } .sign-in-with-apple-button > div { margin: 0 auto; / This centers the Apple-rendered button horizontally }</style><script src="https://appleid.cdn-apple.com/appleauth/static/jsapi/appleid/1/en_US/appleid.auth.js" type="text/javascript"></script><div class="sign-in-with-apple-button" data-border="false" data-color="white" id="appleid-signin"><span   ="Sign Up with Apple" class="u-fs11"></span></div><script>AppleID.auth.init({ clientId: 'edu.academia.applesignon', scope: 'name email', redirectURI: 'https://www.academia.edu/sessions', state: "905fab9d0db9a9966a93c53118c70fdd029360d4af90f309425f9740ab4f953b", });</script><script>// Hacky way of checking if on fast loswp if (window.loswp == null) { (function() { const Google = window?.Aedu?.Auth?.OauthButton?.Login?.Google; const Facebook = window?.Aedu?.Auth?.OauthButton?.Login?.Facebook; if (Google) { new Google({ el: '#login-google-oauth-button', rememberMeCheckboxId: 'remember_me', track: null }); } if (Facebook) { new Facebook({ el: '#login-facebook-oauth-button', rememberMeCheckboxId: 'remember_me', track: null }); } })(); }</script></div></div></div><div class="modal-body"><div class="row"><div class="col-xs-10 col-xs-offset-1"><div class="hr-heading login-hr-heading"><span class="hr-heading-text">or</span></div></div></div></div><div class="modal-body"><div class="row"><div class="col-xs-10 col-xs-offset-1"><form class="js-login-form" action="https://www.academia.edu/sessions" accept-charset="UTF-8" method="post"><input type="hidden" name="authenticity_token" value="0Pm9_CLic69J96LJDqqY8o331Mf17rEnYm4ojcx8O2IxBO1GjIt5RcCKQ3jq1B20B7GDFBKPpo2vTtks6Jpe1g" autocomplete="off" /><div class="form-group"><label class="control-label" for="login-modal-email-input" style="font-size: 14px;">Email</label><input class="form-control" id="login-modal-email-input" name="login" type="email" /></div><div class="form-group"><label class="control-label" for="login-modal-password-input" style="font-size: 14px;">Password</label><input class="form-control" id="login-modal-password-input" name="password" type="password" /></div><input type="hidden" name="post_login_redirect_url" id="post_login_redirect_url" value="https://www.academia.edu/99333029/Addressing_the_Challenges_of_Online_Student_Engagement_during_the_Covid19_Pandemic" autocomplete="off" /><div class="checkbox"><label><input type="checkbox" name="remember_me" id="remember_me" value="1" checked="checked" /><small style="font-size: 12px; margin-top: 2px; display: inline-block;">Remember me on this computer</small></label></div><br><input type="submit" name="commit" value="Log In" class="btn btn-primary btn-block btn-lg js-login-submit" data-disable-with="Log In" /></br></form><script>typeof window?.Aedu?.recaptchaManagedForm === 'function' && window.Aedu.recaptchaManagedForm( document.querySelector('.js-login-form'), document.querySelector('.js-login-submit') );</script><small style="font-size: 12px;"><br />or <a data-target="#login-modal-reset-password-container" data-toggle="collapse" href="javascript:void(0)">reset password</a></small><div class="collapse" id="login-modal-reset-password-container"><br /><div class="well margin-0x"><form class="js-password-reset-form" action="https://www.academia.edu/reset_password" accept-charset="UTF-8" method="post"><input type="hidden" name="authenticity_token" value="A6FE5GYUrfiGzhTMWaYyBjydxJwucf4nwZ7mWliEswLiXBReyH2nEg-z9X292LdAttuTT8kQ6Y0Mvhf7fGLWtg" autocomplete="off" /><p>Enter the email address you signed up with and we'll email you a reset link.</p><div class="form-group"><input class="form-control" name="email" type="email" /></div><input class="btn btn-primary btn-block g-recaptcha js-password-reset-submit" data-sitekey="6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj" type="submit" value="Email me a link" /></form></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/collapse-45805421cf446ca5adf7aaa1935b08a3a8d1d9a6cc5d91a62a2a3a00b20b3e6a.js"], function() { // from javascript_helper.rb $("#login-modal-reset-password-container").on("shown.bs.collapse", function() { $(this).find("input[type=email]").focus(); }); }); </script> </div></div></div><div class="modal-footer"><div class="text-center"><small style="font-size: 12px;">Need an account? <a rel="nofollow" href="https://www.academia.edu/signup">Click here to sign up</a></small></div></div></div></div></div></div><script>// If we are on subdomain or non-bootstrapped page, redirect to login page instead of showing modal (function(){ if (typeof $ === 'undefined') return; var host = window.location.hostname; if ((host === $domain || host === "www."+$domain) && (typeof $().modal === 'function')) { $("#nav_log_in").click(function(e) { // Don't follow the link and open the modal e.preventDefault(); $("#login-modal").on('shown.bs.modal', function() { $(this).find("#login-modal-email-input").focus() }).modal('show'); }); } })()</script> <div id="fb-root"></div><script>window.fbAsyncInit = function() { FB.init({ appId: "2369844204", version: "v8.0", status: true, cookie: true, xfbml: true }); // Additional initialization code. if (window.InitFacebook) { // facebook.ts already loaded, set it up. window.InitFacebook(); } else { // Set a flag for facebook.ts to find when it loads. window.academiaAuthReadyFacebook = true; } };</script> <div id="google-root"></div><script>window.loadGoogle = function() { if (window.InitGoogle) { // google.ts already loaded, set it up. window.InitGoogle("331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b"); } else { // Set a flag for google.ts to use when it loads. window.GoogleClientID = "331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b"; } };</script> <div class="header--container" id="main-header-container"><div class="header--inner-container header--inner-container-ds2"><div class="header-ds2--left-wrapper"><div class="header-ds2--left-wrapper-inner"><a data-main-header-link-target="logo_home" href="https://www.academia.edu/"><img class="hide-on-desktop-redesign" style="height: 24px; width: 24px;" alt="Academia.edu" src="//a.academia-assets.com/images/academia-logo-redesign-2015-A.svg" width="24" height="24" /><img width="145.2" height="18" class="hide-on-mobile-redesign" style="height: 24px;" alt="Academia.edu" src="//a.academia-assets.com/images/academia-logo-redesign-2015.svg" /></a><div class="header--search-container header--search-container-ds2"><form class="js-SiteSearch-form select2-no-default-pills" action="https://www.academia.edu/search" accept-charset="UTF-8" method="get"><svg style="width: 14px; height: 14px;" aria-hidden="true" focusable="false" data-prefix="fas" data-icon="search" class="header--search-icon svg-inline--fa fa-search fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M505 442.7L405.3 343c-4.5-4.5-10.6-7-17-7H372c27.6-35.3 44-79.7 44-128C416 93.1 322.9 0 208 0S0 93.1 0 208s93.1 208 208 208c48.3 0 92.7-16.4 128-44v16.3c0 6.4 2.5 12.5 7 17l99.7 99.7c9.4 9.4 24.6 9.4 33.9 0l28.3-28.3c9.4-9.4 9.4-24.6.1-34zM208 336c-70.7 0-128-57.2-128-128 0-70.7 57.2-128 128-128 70.7 0 128 57.2 128 128 0 70.7-57.2 128-128 128z"></path></svg><input class="header--search-input header--search-input-ds2 js-SiteSearch-form-input" data-main-header-click-target="search_input" name="q" placeholder="Search" type="text" /></form></div></div></div><nav class="header--nav-buttons header--nav-buttons-ds2 js-main-nav"><button class="ds2-5-button ds2-5-button--secondary js-header-login-url header-button-ds2 header-login-ds2 hide-on-mobile-redesign react-login-modal-opener" data-signup-modal="{"location":"login-button--header"}" rel="nofollow">Log In</button><button class="ds2-5-button ds2-5-button--secondary header-button-ds2 hide-on-mobile-redesign react-login-modal-opener" data-signup-modal="{"location":"signup-button--header"}" rel="nofollow">Sign Up</button><button class="header--hamburger-button header--hamburger-button-ds2 hide-on-desktop-redesign js-header-hamburger-button"><div class="icon-bar"></div><div class="icon-bar" style="margin-top: 4px;"></div><div class="icon-bar" style="margin-top: 4px;"></div></button></nav></div><ul class="header--dropdown-container js-header-dropdown"><li class="header--dropdown-row"><a class="header--dropdown-link" href="https://www.academia.edu/login" rel="nofollow">Log In</a></li><li class="header--dropdown-row"><a class="header--dropdown-link" href="https://www.academia.edu/signup" rel="nofollow">Sign Up</a></li><li class="header--dropdown-row js-header-dropdown-expand-button"><button class="header--dropdown-button">more<svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="caret-down" class="header--dropdown-button-icon svg-inline--fa fa-caret-down fa-w-10" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 320 512"><path fill="currentColor" d="M31.3 192h257.3c17.8 0 26.7 21.5 14.1 34.1L174.1 354.8c-7.8 7.8-20.5 7.8-28.3 0L17.2 226.1C4.6 213.5 13.5 192 31.3 192z"></path></svg></button></li><li><ul class="header--expanded-dropdown-container"><li class="header--dropdown-row"><a class="header--dropdown-link" href="https://www.academia.edu/about">About</a></li><li class="header--dropdown-row"><a class="header--dropdown-link" href="https://www.academia.edu/press">Press</a></li><li class="header--dropdown-row"><a class="header--dropdown-link" href="https://www.academia.edu/documents">Papers</a></li><li class="header--dropdown-row"><a class="header--dropdown-link" href="https://www.academia.edu/terms">Terms</a></li><li class="header--dropdown-row"><a class="header--dropdown-link" href="https://www.academia.edu/privacy">Privacy</a></li><li class="header--dropdown-row"><a class="header--dropdown-link" href="https://www.academia.edu/copyright">Copyright</a></li><li class="header--dropdown-row"><a class="header--dropdown-link" href="https://www.academia.edu/hiring"><svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="briefcase" class="header--dropdown-row-icon svg-inline--fa fa-briefcase fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M320 336c0 8.84-7.16 16-16 16h-96c-8.84 0-16-7.16-16-16v-48H0v144c0 25.6 22.4 48 48 48h416c25.6 0 48-22.4 48-48V288H320v48zm144-208h-80V80c0-25.6-22.4-48-48-48H176c-25.6 0-48 22.4-48 48v48H48c-25.6 0-48 22.4-48 48v80h512v-80c0-25.6-22.4-48-48-48zm-144 0H192V96h128v32z"></path></svg>We're Hiring!</a></li><li class="header--dropdown-row"><a class="header--dropdown-link" href="https://support.academia.edu/hc/en-us"><svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="question-circle" class="header--dropdown-row-icon svg-inline--fa fa-question-circle fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M504 256c0 136.997-111.043 248-248 248S8 392.997 8 256C8 119.083 119.043 8 256 8s248 111.083 248 248zM262.655 90c-54.497 0-89.255 22.957-116.549 63.758-3.536 5.286-2.353 12.415 2.715 16.258l34.699 26.31c5.205 3.947 12.621 3.008 16.665-2.122 17.864-22.658 30.113-35.797 57.303-35.797 20.429 0 45.698 13.148 45.698 32.958 0 14.976-12.363 22.667-32.534 33.976C247.128 238.528 216 254.941 216 296v4c0 6.627 5.373 12 12 12h56c6.627 0 12-5.373 12-12v-1.333c0-28.462 83.186-29.647 83.186-106.667 0-58.002-60.165-102-116.531-102zM256 338c-25.365 0-46 20.635-46 46 0 25.364 20.635 46 46 46s46-20.636 46-46c0-25.365-20.635-46-46-46z"></path></svg>Help Center</a></li><li class="header--dropdown-row js-header-dropdown-collapse-button"><button class="header--dropdown-button">less<svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="caret-up" class="header--dropdown-button-icon svg-inline--fa fa-caret-up fa-w-10" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 320 512"><path fill="currentColor" d="M288.662 352H31.338c-17.818 0-26.741-21.543-14.142-34.142l128.662-128.662c7.81-7.81 20.474-7.81 28.284 0l128.662 128.662c12.6 12.599 3.676 34.142-14.142 34.142z"></path></svg></button></li></ul></li></ul></div> <script src="//a.academia-assets.com/assets/webpack_bundles/fast_loswp-bundle-e5ca05062a7092a8f6f5af11f70589210af26f6a0030f102b0b21b22451b9d41.js" defer="defer"></script><script>window.loswp = {}; window.loswp.author = 118102559; window.loswp.bulkDownloadFilterCounts = {}; window.loswp.hasDownloadableAttachment = true; window.loswp.hasViewableAttachments = true; // TODO: just use routes for this window.loswp.loginUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F99333029%2FAddressing_the_Challenges_of_Online_Student_Engagement_during_the_Covid19_Pandemic%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F99333029%2FAddressing_the_Challenges_of_Online_Student_Engagement_during_the_Covid19_Pandemic%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":100451288,"identifier":"Attachment_100451288","shouldShowBulkDownload":false},{"id":107677536,"identifier":"Attachment_107677536","shouldShowBulkDownload":false},{"id":107679533,"identifier":"Attachment_107679533","shouldShowBulkDownload":false},{"id":108215997,"identifier":"Attachment_108215997","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":99333029,"created_at":"2023-03-30T07:20:16.332-07:00","from_world_paper_id":null,"updated_at":"2025-02-11T00:01:02.578-08:00","_data":{"abstract":"Problem Statement\r\n\r\nThe COVID-19 pandemic caused most of the universities to make a shift from campus-based in-person teaching to online teaching. This urgent and unprecedented change has revealed the importance of student engagement in online courses. Krause (2005) defines student engagement as “energy and resources students devote to activities designed to enhance learning at university” (p.3). Engagement is linked to several important issues in higher education such as participation in educational activities, learning outcomes, and student achievement. Engagement is a multifaceted concept and examined under different dimensions in the literature. Redmond, Abawi, Brown, Henderson, and Heffernan (2018) define the concept of online engagement with behavioral, collaborative, emotional, social and cognitive dimensions. Since engagement and motivation are interrelated issues (Reeve, 2012), students are more likely to engage in educational activities when they are motivated. Student motivation can be significantly influenced by the design and delivery of online courses. A well-structured course attracts students and leads to active participation. Besides, instructor presence in the group and interaction, such as feedback, contribute to student motivation and active participation in online courses (Gedera, Williams, \u0026 Wright, 2015). In this respect, Bryson and Hand (2007) concluded that students are engaged when the instructors are enthusiastic and engaged during the lessons. The instructional design including pedagogical elements is greatly emphasized for providing an effective and qualified online course (Soffer, Kahan, \u0026 Livne, 2017). Instructional strategies supporting the constructivist roles of the instructors and students can promote success in online learning environments. Therefore, instructors should involve the students in learning process active and assist in building a learner community (Conrad \u0026 Donaldson, 2004). Furthermore, there is an emphasis on implementing educational technology in online courses to enrich learning experiences in online environments to increase engagement and retention (Salazar, 2010). This study aims to explore the experiences of instructors and undergraduate students regarding student engagement during online courses in the times of Covid-19 Pandemic. Identifying and describing online student engagement can provide several recommendations about online teaching and learning process.\r\n\r\nMethod\r\n\r\nQualitative phenomenological method, adopted to identify the common senses of individuals’ experiences around a concept, was employed to explain online student engagement from the perspectives of instructors and students (Creswell \u0026 Poth, 2018). The participants of this study consist of 6 instructors and 6 undergraduate students from various public and private universities in Turkey. Instructor participants, who met the criteria of teaching online during the COVID-19 pandemic in different departments at various universities, were determined through snowball sampling. Student participants were the voluntary participants who follow the online courses of the corresponding instructors. In-depth interviews were carried out for data collection. All the participants were informed about the study, interview process and their rights before conducting the interviews. Open-ended questions, with expert opinion and pilot implementation, were asked during the interviews. Interviews were conducted and recorded via zoom meetings. The records were transcribed and shared with the participants to review their own statements. The transcripts were then analyzed and coded through content analysis method.\r\n\r\nFindings\r\n\r\nBased on the data obtained, it can be concluded that students face various difficulties concerning online engagement. Inactivity due to sitting in front of the computer screen for long hours and the sense of being isolated are the main physical and psychological factors that cause a loss in concentration, motivation and engagement during online lessons. For students studying applied sciences, the lack of hands-on training in laboratory courses is a major challenge to be engaged. Other significant factors that adversely affect student engagement are the high number of students in online classes, technical problems, a low degree of effort and enthusiasm of instructors, and a teacher-centered approach to teaching. The teacher-centered approach to teaching minimizes the interaction between the instructors and students. Due to the lack of interaction, students do not feel connected, motivated, concentrated and engaged during online lessons. Some of the instructors stated that they employed additional technological and instructional methods in order to make students more motivated and engaged during online courses. It is important to underline that these instructors were equipped with the necessary knowledge about online teaching. However, for the large number of students in online classes the technical problems are crucial issues that the instructors have to deal with. Despite all the disadvantages experienced, the participant students emphasized that they were more engaged if the instructor provided timely feedback and demonstrated effort, motivation and engagement during the lessons. This study is an ongoing research and the current study results are limited to 6 instructors and 6 undergraduate students. Keywords: COVID-19 pandemic, engagement, higher education, undergraduate student","ai_title_tag":"Online Student Engagement Challenges During COVID-19","publication_date":"2021,,","publication_name":" 8th INTERNATIONAL CONGRESS ONCURRICULUM AND INSTRUCTION CURRICULUM STUDIES IN LIFE LONGLEARNING"},"document_type":"conference_presentation","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Addressing the Challenges of Online Student Engagement during the Covid19 Pandemic","broadcastable":false,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [118102559]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":100451288,"attachmentType":"pdf"}"><img alt="First page of “Addressing the Challenges of Online Student Engagement during the Covid19 Pandemic”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/100451288/mini_magick20230330-1-43pvie.png?1680186027" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Addressing the Challenges of Online Student Engagement during the Covid19 Pandemic</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="118102559" href="https://marmaraedu.academia.edu/HaticeUsluKocabas"><img alt="Profile image of Hatice Uslu Kocabaş" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/118102559/28978624/104636942/s65_hatice.uslu_kocabas.jpg" />Hatice Uslu Kocabaş</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2021, 8th INTERNATIONAL CONGRESS ONCURRICULUM AND INSTRUCTION CURRICULUM STUDIES IN LIFE LONGLEARNING</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">2 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">4 files</p></div></div><script>(async () => { const workId = 99333029; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=99333029"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Problem Statement The COVID-19 pandemic caused most of the universities to make a shift from campus-based in-person teaching to online teaching. This urgent and unprecedented change has revealed the importance of student engagement in online courses. Krause (2005) defines student engagement as “energy and resources students devote to activities designed to enhance learning at university” (p.3). Engagement is linked to several important issues in higher education such as participation in educational activities, learning outcomes, and student achievement. Engagement is a multifaceted concept and examined under different dimensions in the literature. Redmond, Abawi, Brown, Henderson, and Heffernan (2018) define the concept of online engagement with behavioral, collaborative, emotional, social and cognitive dimensions. Since engagement and motivation are interrelated issues (Reeve, 2012), students are more likely to engage in educational activities when they are motivated. Student motivation can be significantly influenced by the design and delivery of online courses. A well-structured course attracts students and leads to active participation. Besides, instructor presence in the group and interaction, such as feedback, contribute to student motivation and active participation in online courses (Gedera, Williams, & Wright, 2015). In this respect, Bryson and Hand (2007) concluded that students are engaged when the instructors are enthusiastic and engaged during the lessons. The instructional design including pedagogical elements is greatly emphasized for providing an effective and qualified online course (Soffer, Kahan, & Livne, 2017). Instructional strategies supporting the constructivist roles of the instructors and students can promote success in online learning environments. Therefore, instructors should involve the students in learning process active and assist in building a learner community (Conrad & Donaldson, 2004). Furthermore, there is an emphasis on implementing educational technology in online courses to enrich learning experiences in online environments to increase engagement and retention (Salazar, 2010). This study aims to explore the experiences of instructors and undergraduate students regarding student engagement during online courses in the times of Covid-19 Pandemic. Identifying and describing online student engagement can provide several recommendations about online teaching and learning process. Method Qualitative phenomenological method, adopted to identify the common senses of individuals’ experiences around a concept, was employed to explain online student engagement from the perspectives of instructors and students (Creswell & Poth, 2018). The participants of this study consist of 6 instructors and 6 undergraduate students from various public and private universities in Turkey. Instructor participants, who met the criteria of teaching online during the COVID-19 pandemic in different departments at various universities, were determined through snowball sampling. Student participants were the voluntary participants who follow the online courses of the corresponding instructors. In-depth interviews were carried out for data collection. All the participants were informed about the study, interview process and their rights before conducting the interviews. Open-ended questions, with expert opinion and pilot implementation, were asked during the interviews. Interviews were conducted and recorded via zoom meetings. The records were transcribed and shared with the participants to review their own statements. The transcripts were then analyzed and coded through content analysis method. Findings Based on the data obtained, it can be concluded that students face various difficulties concerning online engagement. Inactivity due to sitting in front of the computer screen for long hours and the sense of being isolated are the main physical and psychological factors that cause a loss in concentration, motivation and engagement during online lessons. For students studying applied sciences, the lack of hands-on training in laboratory courses is a major challenge to be engaged. Other significant factors that adversely affect student engagement are the high number of students in online classes, technical problems, a low degree of effort and enthusiasm of instructors, and a teacher-centered approach to teaching. The teacher-centered approach to teaching minimizes the interaction between the instructors and students. Due to the lack of interaction, students do not feel connected, motivated, concentrated and engaged during online lessons. Some of the instructors stated that they employed additional technological and instructional methods in order to make students more motivated and engaged during online courses. It is important to underline that these instructors were equipped with the necessary knowledge about online teaching. However, for the large number of students in online classes the technical problems are crucial issues that the instructors have to deal with. Despite all the disadvantages experienced, the participant students emphasized that they were more engaged if the instructor provided timely feedback and demonstrated effort, motivation and engagement during the lessons. This study is an ongoing research and the current study results are limited to 6 instructors and 6 undergraduate students. Keywords: COVID-19 pandemic, engagement, higher education, undergraduate student</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":100451288,"attachmentType":"pdf","workUrl":"https://www.academia.edu/99333029/Addressing_the_Challenges_of_Online_Student_Engagement_during_the_Covid19_Pandemic"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":100451288,"attachmentType":"pdf","workUrl":"https://www.academia.edu/99333029/Addressing_the_Challenges_of_Online_Student_Engagement_during_the_Covid19_Pandemic"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. If the signup banner trigger (a 242px-high* invisible div underneath the 'See Full PDF' / 'Download PDF' buttons) // is already fully scrolled above the viewport, show the banner by default // 2. If the signup banner trigger is fully visible, show the banner // 3. If the signup banner trigger has even a few pixels scrolled below the viewport, hide the banner // // * 242px is the empirically determined height of the signup banner. It's better to be a bit taller than // necessary than too short, so it's fine that the mobile (small breakpoint) banner is shorter. // First check session storage for the signup banner's visibility state const signupBannerHidden = sessionStorage.getItem('ds-signup-banner-hidden'); if (signupBannerHidden === 'true') { return; } const signupBanner = document.querySelector('.ds-signup-banner'); const signupBannerTrigger = document.querySelector('.ds-signup-banner-trigger'); if (!signupBannerTrigger) { window.Sentry.captureMessage("Signup banner trigger not found"); return; } let footerShown = false; window.addEventListener('load', () => { const rect = signupBannerTrigger.getBoundingClientRect(); // If page loaded up already scrolled below the trigger (via scroll restoration), show the banner by default if (rect.bottom < 0) { footerShown = true; signupBanner.classList.add('ds-signup-banner-visible'); } }); // Wait for trigger to fully enter viewport before showing banner (ensures PDF CTAs are never covered by banner) const observer = new IntersectionObserver((entries) => { entries.forEach(entry => { if (entry.isIntersecting && !footerShown) { footerShown = true; signupBanner.classList.add('ds-signup-banner-visible'); } else if (!entry.isIntersecting && footerShown) { if (signupBannerTrigger.getBoundingClientRect().bottom > 0) { footerShown = false; signupBanner.classList.remove('ds-signup-banner-visible'); } } }); }); observer.observe(signupBannerTrigger); // Set up signup banner close button event handler: const signupBannerCloseButton = document.querySelector('#ds-signup-banner-close-button'); signupBannerCloseButton.addEventListener('click', () => { signupBanner.classList.remove('ds-signup-banner-visible'); observer.unobserve(signupBannerTrigger); // Store the signup banner's visibility state in session storage sessionStorage.setItem('ds-signup-banner-hidden', 'true'); }); })();</script></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="100451288" data-landing_url="https://www.academia.edu/99333029/Addressing_the_Challenges_of_Online_Student_Engagement_during_the_Covid19_Pandemic" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="108936267" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/108936267/Student_engagement_in_online_and_face_to_face_classes_in_times_of_pandemic">Student engagement in online and face-to-face classes in times of pandemic</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="10308934" href="https://independent.academia.edu/NatalijaIgnjatovic">Natalija Ignjatovic</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Nastava i Vaspitanje, 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">Since the outbreak of the COVID-19 pandemic several studies on students' access to remote education and their perceptions of remote education have been conducted, but mixed-method studies on student engagement in an online setting are lacking. The aim of this study was to determine and compare the levels of school engagement in synchronous online classes and in face-to-face classes. Secondary school students (N = 132, 81.8% female, M age = 16.3) filled out an online questionnaire comprising the School Engagement Measure Questionnaire (addressing online and face-to-face settings) and one open-ended question on the perception of differences between online and face-to-face classes. Statistical analyses showed that students were more engaged in face-to-face classes than in online classes (F (1, 131) = 106.316, p = .000, η 2 = .448), with the best achievers having the highest decrease of engagement in online classes. A thematic analysis of answers yielded four themes, named: active learning (f = 42), learning strategies and resources (15), time organization (15) and assessment (6). Evaluative analysis showed that different students described the same themes in different ways-while in some cases active 1 This study is a result of research activities conducted as part of the project supported by the Ministry of Education, Science and Technological Development of the Republic of Serbia (451-03-68/2022-14/200163) and the Erasmus+ project "Illumine-A community for exploring and sharing uses of evidence-based teaching strategies", which has been partially funded by the European Union under project grant Nº 2020-1-ES01-KA201-082504.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Student engagement in online and face-to-face classes in times of pandemic","attachmentId":107196765,"attachmentType":"pdf","work_url":"https://www.academia.edu/108936267/Student_engagement_in_online_and_face_to_face_classes_in_times_of_pandemic","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/108936267/Student_engagement_in_online_and_face_to_face_classes_in_times_of_pandemic"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="66468169" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/66468169/The_Importance_of_Building_Students_Engagement_During_Online_Learning">The Importance of Building Students’ Engagement During Online Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="88374396" href="https://independent.academia.edu/TPujiani">Tri Pujiani</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Students’ engagement can be defined as how much time, commitment, and effort is devoted to the learning process. Students’ engagement is an important element in learning because it is a factor that affects academic success. During the emergency online learning due to covid-19 pandemic, some problems emerged because of the lack of learning engagement. This descriptive study was aimed to find out the problems faced by the students and the lecturers during the online learning as well as the tips to build learning engagement. The study was carried out in July 2020 to the students and the lecturers of Harapan Bangsa University. The data obtained from questionnaire and semi structured interview showed that although the implementation of online learning has been good, there were still some problems to be solved. Moreover, learning engagement was absolutely required during the online learning. It is expected that the result of this study may be useful for lecturers in designing the effectiv...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Importance of Building Students’ Engagement During Online Learning","attachmentId":77647453,"attachmentType":"pdf","work_url":"https://www.academia.edu/66468169/The_Importance_of_Building_Students_Engagement_During_Online_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/66468169/The_Importance_of_Building_Students_Engagement_During_Online_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="97195418" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/97195418/The_Role_of_the_Teacher_Student_Relationship_in_Promoting_English_Language_Learners_Engagement_for_Online_Learning_during_the_Covid_19_Pandemic">The Role of the Teacher-Student Relationship in Promoting English Language Learners’ Engagement for Online Learning during the Covid-19 Pandemic</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="238578635" href="https://independent.academia.edu/LewinnaAguskin">Lewinna Aguskin</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Proceedings of the 67th TEFLIN International Virtual Conference &amp; the 9th ICOELT 2021 (TEFLIN ICOELT 2021), 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">In one classroom, students bring various motivations to learn English. However, not all motivations directly connect to their engagement in class. Since students' engagement affects their learning and long-term success, it plays a significant role in Second Language Acquisition. Since March 2020, due to COVID-19 Indonesian students and schools have had to go through massive learning changes without being much prepared. This research aims to inquire what factors are influencing the university students' engagement during online learning and study to what extent Teacher-Student Relationship (TSR) influence the engagement of university students during online learning using a qualitative case study method to stress how positive TSR is essential to get through this challenging time. To collect data, the researchers surveyed using the Student Instructor-Relationship Scale (SIRS). They also used open-ended questions, video recordings containing the reflections from 35 students, and interviews from students and teachers. Students' assessments were evaluated to analyze the relationship between TSR and their engagement and performance in class. Results showed that Indonesian students were facing various challenges. It turned out that 13 students who had personal check-ins with the teacher had a positive perception toward the teacher; their engagement was slightly better. Their instructor anxiety was lower than the whole class average. A variety of pedagogical implications are suggested to support students in overcoming the challenges they face, especially during and after the COVID-19 pandemic.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Role of the Teacher-Student Relationship in Promoting English Language Learners’ Engagement for Online Learning during the Covid-19 Pandemic","attachmentId":98884331,"attachmentType":"pdf","work_url":"https://www.academia.edu/97195418/The_Role_of_the_Teacher_Student_Relationship_in_Promoting_English_Language_Learners_Engagement_for_Online_Learning_during_the_Covid_19_Pandemic","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/97195418/The_Role_of_the_Teacher_Student_Relationship_in_Promoting_English_Language_Learners_Engagement_for_Online_Learning_during_the_Covid_19_Pandemic"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="98895346" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/98895346/Increasing_Student_Engagement_through_Course_Attributes_Community_and_Classroom_Technology_Lessons_from_the_Pandemic">Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="237625216" href="https://independent.academia.edu/PohanCathy">Cathy Pohan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Microbiology &amp; Biology Education, 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">While many STEM (science, technology, engineering, and mathematics) instructors returned to in-person instruction in fall 2021, others found themselves continuing to teach via online, hybrid, or hybrid flexible (i.e., hyflex) formats. Regardless of one’s instructional modality, the findings from our own and other studies provided insight into effective strategies for increasing student engagement and decreasing cognitive overload. As part of this perspective, we included data from undergraduate students, many of whom are first generation and low income and from marginalized backgrounds, to identify instructional practices that helped them thrive and succeed during the recent COVID-19 pandemic.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Increasing Student Engagement through Course Attributes, Community, and Classroom Technology: Lessons from the Pandemic","attachmentId":100124739,"attachmentType":"pdf","work_url":"https://www.academia.edu/98895346/Increasing_Student_Engagement_through_Course_Attributes_Community_and_Classroom_Technology_Lessons_from_the_Pandemic","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/98895346/Increasing_Student_Engagement_through_Course_Attributes_Community_and_Classroom_Technology_Lessons_from_the_Pandemic"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="121241443" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/121241443/Assessing_Online_Students_Engagement_in_Higher_Education_Use_Theory_to_Guide_Instructions_and_Foster_Online_Learners_Interactions">Assessing Online Students' Engagement in Higher Education: Use Theory to Guide Instructions and Foster Online Learners' Interactions</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="63267190" href="https://kean.academia.edu/HanyZaky">Hany Zaky</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Assessing Online Students' Engagement in Higher Education: Use Theory to Guide Instructions and Foster Online Learners' Interactions, 2024</p><p class="ds-related-work--abstract ds2-5-body-sm">Post-Covid-19, exploring opportunities and challenges in online learning has become a crucial area of research. The dynamics of online student interactions are now the focal point of teaching and learning studies. However, higher education institutions are grappling with various obstacles that hinder students' active participation in this new online learning and teaching landscape. Both students and teachers face significant hurdles, including low motivation, engagement, and selfregulation. The online environment presents a variety of challenges that can potentially impede learners' self-regulatory learning, motivation, and engagement. Research highlights the potential of online learning, showing that the correlation between students' learning engagement and professors' scaffolding tactics can unfold the impact of self-regulatory learning on students' online interactions. Therefore, students' social, cognitive, behavioral, collaborative, and emotional engagement is framed to sustain those students' online engagement. This integrative literature review addresses the significant positive impact of educators' scaffolding strategies, learning management, and the use of technological applications on students' online engagement. The article presents the Self-System Model of Motivational Development (SSMMD) to report a comprehensive strategy for assertive communication in online classrooms and the Online Engagement Framework for Higher Education to increase educators' awareness of social, cognitive, behavioral, collaborative, and emotional factors. It also reports the tools to gauge learners' engagement in the online environment, students' Self-regulated learning, and instructor's scaffolding strategies. The pedagogical implications are presented.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessing Online Students' Engagement in Higher Education: Use Theory to Guide Instructions and Foster Online Learners' Interactions","attachmentId":116172643,"attachmentType":"pdf","work_url":"https://www.academia.edu/121241443/Assessing_Online_Students_Engagement_in_Higher_Education_Use_Theory_to_Guide_Instructions_and_Foster_Online_Learners_Interactions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/121241443/Assessing_Online_Students_Engagement_in_Higher_Education_Use_Theory_to_Guide_Instructions_and_Foster_Online_Learners_Interactions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="111337292" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/111337292/Students_Engagement_and_Active_Participation_During_the_Pandemic">Students’ Engagement and Active Participation During the Pandemic</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="137107007" href="https://independent.academia.edu/CPribeanu">Costin Pribeanu</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Informatica Economica</p><p class="ds-related-work--abstract ds2-5-body-sm">The mobility constraints due to the coronavirus COVID19 disease forced the universities to go online. Although online learning is familiar to students, online teaching and learning during the pandemic is something else. First of all, is like distance education when online teaching and learning is the only option. Extant research shows many disadvantages of exclusive online learning, such as lack of attention, decreased motivation, boredom, mental stress, and fatigue. Nevertheless, after two years of teaching and learning from home, teachers and students had time to adapt. This research is exploring the perceptions of students as regards online school with a focus on engagement and learning autonomy. A research model has been developed, analyzing the main factors that influence the students, engagement, and active participation. The model has been tested on a sample of 326 university students in autumn 2021. The results show that the best way to keep students engaged is to stimulate communication with the teacher and other students and to adapt online courses to be interactive, attractive, and motivating.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Students’ Engagement and Active Participation During the Pandemic","attachmentId":108906181,"attachmentType":"pdf","work_url":"https://www.academia.edu/111337292/Students_Engagement_and_Active_Participation_During_the_Pandemic","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/111337292/Students_Engagement_and_Active_Participation_During_the_Pandemic"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="103829711" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/103829711/Students_Engagement_Model_in_Online_Learning_Guided_by_School_Counselor_during_Covid_19_Pandemic">Students' Engagement Model in Online Learning Guided by School Counselor during Covid-19 Pandemic</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="260967478" href="https://independent.academia.edu/IisSolihahiissolihah2019">Iis Solihah iissolihah.2019</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Jurnal Kajian Bimbingan dan Konseling</p><p class="ds-related-work--abstract ds2-5-body-sm">The transformation into online learning during Covid 19 pandemic induces culture shock for students, teachers, and parents. Consequently, students present less participation in online learning. One of the stakeholders capable of improving students' learning engagement is the school counselor. This study aims to examine secondary school students' learning involved in the guidance and counseling online program. In this study, we employed a descriptive-quantitative research method, then collected data using a survey method and questionnaire. As many as 293 secondary school students from Java, Indonesia, participated in this study. Further, the obtained data were analyzed using SmartPLS 3. Our analysis results suggested the presence of positive and significant effects of (1) family support on students' learning engagement; (2) information self-efficacy and communication technology on students' learning engagement; (3) ICT self-efficacy to students' interaction with the learning material; (4) school support to students learning engagement; (5) students learning motivation to their learning engagement; (6) students interaction with learning material to their learning engagement; and (7) teachers' performance to students interaction with the learning material. Meanwhile, teachers' performance during online learning was observed to have no significant and positive impact on students' learning engagement.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Students' Engagement Model in Online Learning Guided by School Counselor during Covid-19 Pandemic","attachmentId":103727294,"attachmentType":"pdf","work_url":"https://www.academia.edu/103829711/Students_Engagement_Model_in_Online_Learning_Guided_by_School_Counselor_during_Covid_19_Pandemic","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/103829711/Students_Engagement_Model_in_Online_Learning_Guided_by_School_Counselor_during_Covid_19_Pandemic"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="82633864" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/82633864/Undergraduate_Students_Experiences_on_Online_Learning_Due_to_COVID_19_Pandemic_The_Influence_of_Engagement_and_Pedagogical_Characteristic_in_Efl_Context">Undergraduate Students� Experiences on Online Learning Due to COVID-19 Pandemic: The Influence of Engagement and Pedagogical Characteristic in Efl Context</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4794704" href="https://independent.academia.edu/KardiNurhadi">Kardi Nurhadi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Academic Journal Perspective : Education, Language, and Literature</p><p class="ds-related-work--abstract ds2-5-body-sm">This study is aimed to report undergraduate students experiences on online learning due to the Covid-19 pandemic. While online learning is not new, this was a novel and sudden experience for students who normally attend school, relatively little empirical evidence explore how undergraduate students experience during online learning due to the Covid-19 pandemic in terms of their engagement and pedagogical aspects. To fill this gap, this present study focused on investigating undergraduate students&#39; experience of online learning in engagement included students active involvement category and pedagogical characteristics such as personalization, authenticity, and collaboration. Grounded in qualitative approach with phenomenological case study design. Out of thirty-one undergraduate students of 2nd semester major in English education in one of universities in West Java, three undergraduate students were recruited as the participants voluntarily in this study. The data were collected ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Undergraduate Students� Experiences on Online Learning Due to COVID-19 Pandemic: The Influence of Engagement and Pedagogical Characteristic in Efl Context","attachmentId":88276356,"attachmentType":"pdf","work_url":"https://www.academia.edu/82633864/Undergraduate_Students_Experiences_on_Online_Learning_Due_to_COVID_19_Pandemic_The_Influence_of_Engagement_and_Pedagogical_Characteristic_in_Efl_Context","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/82633864/Undergraduate_Students_Experiences_on_Online_Learning_Due_to_COVID_19_Pandemic_The_Influence_of_Engagement_and_Pedagogical_Characteristic_in_Efl_Context"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="84672942" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/84672942/Using_Interactive_Online_Pedagogical_Approaches_to_Promote_Student_Engagement">Using Interactive Online Pedagogical Approaches to Promote Student Engagement</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3447990" href="https://utas.academia.edu/CaseyMainsbridge">Casey Mainsbridge</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Education Sciences</p><p class="ds-related-work--abstract ds2-5-body-sm">The COVID-19 outbreak in late 2019 required a complete shift to online learning across all educational institutions, including universities. The rapid transition to online learning globally meant that many educators were suddenly tasked with adapting their classroom-based pedagogy to the online space. While this was undoubtedly challenging for teachers and students, it also opened up possibilities for reimagining the delivery of content, along with creating increased access for students who had barriers for studying remotely before the impact of COVID-19. The study discussed in this paper examines the experiences of students studying at a regional Australian university that already offered online courses, and whose instructors were already using a diverse range of online delivery tools. Specifically, the study sought to investigate how instructors used interactive strategies to promote student engagement, and how the interaction between learner and content influences student engagem...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Using Interactive Online Pedagogical Approaches to Promote Student Engagement","attachmentId":89613491,"attachmentType":"pdf","work_url":"https://www.academia.edu/84672942/Using_Interactive_Online_Pedagogical_Approaches_to_Promote_Student_Engagement","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/84672942/Using_Interactive_Online_Pedagogical_Approaches_to_Promote_Student_Engagement"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="88803055" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/88803055/Student_engagement_during_pandemic_COVID_19_and_its_implications_for_guidance_and_counseling">Student engagement during pandemic COVID-19 and its implications for guidance and counseling</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="29350091" href="https://eepis-its.academia.edu/EnyKusumawati">Dr. Eny Kusumawati</a></div><p class="ds-related-work--metadata ds2-5-body-xs">KONSELI : Jurnal Bimbingan dan Konseling (E-Journal), 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Student engagement is a condition of the extent to which students play an active role in the learning process by focusing on time, energy, mind, effort, feelings and making it happen in action to complete their academic tasks completely. This study aims to explore and find out the level of student engagement in the Covid-19 pandemic period seen from gender differences and the school level. Quantitative descriptive research with this survey design involves 469 students, 245 students of the junior high school, and 224 senior high school students chosen using a stratified random sampling proportionate cluster. The results showed that secondary school students in the Covid-19 pandemic period had an average level of student engagement in the medium category. This study found, there was no different level of student engagement based on gender (t (467) = -1.86). But specifically, the participation has a significant difference, while the skill, emotion, and performance do not have a signifi...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Student engagement during pandemic COVID-19 and its implications for guidance and counseling","attachmentId":92709213,"attachmentType":"pdf","work_url":"https://www.academia.edu/88803055/Student_engagement_during_pandemic_COVID_19_and_its_implications_for_guidance_and_counseling","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/88803055/Student_engagement_during_pandemic_COVID_19_and_its_implications_for_guidance_and_counseling"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":100451288,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":100451288,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_100451288" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div><div class="attachment_preview" data-attachment="Attachment_107677536" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div><div class="attachment_preview" data-attachment="Attachment_107679533" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div><div class="attachment_preview" data-attachment="Attachment_108215997" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="104627474" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/104627474/Student_Anxiety_and_Engagement_with_Online_Instruction_across_Two_Semesters_of_COVID_19_Disruptions">Student Anxiety and Engagement with Online Instruction across Two Semesters of COVID-19 Disruptions</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="152384936" href="https://csus.academia.edu/EricPennino">Eric Pennino</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Microbiology &amp; Biology Education, 2022</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Student Anxiety and Engagement with Online Instruction across Two Semesters of COVID-19 Disruptions","attachmentId":104305945,"attachmentType":"pdf","work_url":"https://www.academia.edu/104627474/Student_Anxiety_and_Engagement_with_Online_Instruction_across_Two_Semesters_of_COVID_19_Disruptions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/104627474/Student_Anxiety_and_Engagement_with_Online_Instruction_across_Two_Semesters_of_COVID_19_Disruptions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="1" data-entity-id="70649071" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/70649071/Student_learning_engagement_in_the_online_class">Student learning engagement in the online class</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="53491082" href="https://jualkaligrafi.academia.edu/rosianjarwati">rosi anjarwati</a></div><p class="ds-related-work--metadata ds2-5-body-xs">EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Student learning engagement in the online class","attachmentId":80312530,"attachmentType":"pdf","work_url":"https://www.academia.edu/70649071/Student_learning_engagement_in_the_online_class","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/70649071/Student_learning_engagement_in_the_online_class"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="2" data-entity-id="49943355" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/49943355/ONLINE_LEARNING_DURING_THE_PANDEMIC_ASSESSING_DISPARITIES_IN_STUDENT_ENGAGEMENT_IN_HIGHER_EDUCATION">ONLINE LEARNING DURING THE PANDEMIC: ASSESSING DISPARITIES IN STUDENT ENGAGEMENT IN HIGHER EDUCATION</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="157852443" href="https://ulbsibiu.academia.edu/CRISTINAMITREA">Elena Cristina Mitrea</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Online Learning During the Pandemic: Assessing Disparities in Student Engagement in Higher Education, 2021</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ONLINE LEARNING DURING THE PANDEMIC: ASSESSING DISPARITIES IN STUDENT ENGAGEMENT IN HIGHER EDUCATION","attachmentId":68112605,"attachmentType":"pdf","work_url":"https://www.academia.edu/49943355/ONLINE_LEARNING_DURING_THE_PANDEMIC_ASSESSING_DISPARITIES_IN_STUDENT_ENGAGEMENT_IN_HIGHER_EDUCATION","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/49943355/ONLINE_LEARNING_DURING_THE_PANDEMIC_ASSESSING_DISPARITIES_IN_STUDENT_ENGAGEMENT_IN_HIGHER_EDUCATION"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="3" data-entity-id="86864154" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/86864154/Prioritising_lifeload_over_learning_load_Understanding_post_pandemic_student_engagement">Prioritising lifeload over learning load: Understanding post-pandemic student engagement</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="130598091" href="https://independent.academia.edu/NayZoe">Zoe Nay</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of University Teaching and Learning Practice</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Prioritising lifeload over learning load: Understanding post-pandemic student engagement","attachmentId":91223342,"attachmentType":"pdf","work_url":"https://www.academia.edu/86864154/Prioritising_lifeload_over_learning_load_Understanding_post_pandemic_student_engagement","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/86864154/Prioritising_lifeload_over_learning_load_Understanding_post_pandemic_student_engagement"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="4" data-entity-id="62041670" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/62041670/A_Framework_of_Implementing_Strategies_for_Active_Student_Engagement_in_Remote_Online_Teaching_and_Learning_during_the_COVID_19_Pandemic">A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="170500726" href="https://independent.academia.edu/RazzaqulAhshan">Razzaqul Ahshan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Education Sciences</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic","attachmentId":74910465,"attachmentType":"pdf","work_url":"https://www.academia.edu/62041670/A_Framework_of_Implementing_Strategies_for_Active_Student_Engagement_in_Remote_Online_Teaching_and_Learning_during_the_COVID_19_Pandemic","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/62041670/A_Framework_of_Implementing_Strategies_for_Active_Student_Engagement_in_Remote_Online_Teaching_and_Learning_during_the_COVID_19_Pandemic"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="5" data-entity-id="70713060" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/70713060/Student_Perceptions_of_Engagement_in_Online_Courses_An_Exploratory_Study">Student Perceptions of Engagement in Online Courses: An Exploratory Study</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="53521427" href="https://alabama.academia.edu/ClaireMajor">Claire Major</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Online Journal of Distance Learning Administration, 2019</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Student Perceptions of Engagement in Online Courses: An Exploratory Study","attachmentId":80347509,"attachmentType":"pdf","work_url":"https://www.academia.edu/70713060/Student_Perceptions_of_Engagement_in_Online_Courses_An_Exploratory_Study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/70713060/Student_Perceptions_of_Engagement_in_Online_Courses_An_Exploratory_Study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="6" data-entity-id="102036132" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/102036132/What_Needs_to_be_Considered_in_an_Online_Class_Thematic_Analysis_of_Students_Engagement_and_Satisfaction_in_Online_Learning">What Needs to be Considered in an Online Class: Thematic Analysis of Students' Engagement and Satisfaction in Online Learning</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="50736876" href="https://152.academia.edu/JunwerloNg">Junwerlo Ng</a></div><p class="ds-related-work--metadata ds2-5-body-xs">9th International Scholars Conference, 2023</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"What Needs to be Considered in an Online Class: Thematic Analysis of Students' Engagement and Satisfaction in Online Learning","attachmentId":102409248,"attachmentType":"pdf","work_url":"https://www.academia.edu/102036132/What_Needs_to_be_Considered_in_an_Online_Class_Thematic_Analysis_of_Students_Engagement_and_Satisfaction_in_Online_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/102036132/What_Needs_to_be_Considered_in_an_Online_Class_Thematic_Analysis_of_Students_Engagement_and_Satisfaction_in_Online_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="7" data-entity-id="70172656" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/70172656/A_Systematic_Review_of_Online_Learning_during_COVID_19_Students_Motivation_Task_Engagement_and_Acceptance">A Systematic Review of Online Learning during COVID 19: Students' Motivation, Task Engagement and Acceptance</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="24124734" href="https://independent.academia.edu/ArabWorldEnglishJournalAWEJ">Arab World English Journal (AWEJ)</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Arab World English Journal, 2022</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Systematic Review of Online Learning during COVID 19: Students' Motivation, Task Engagement and Acceptance","attachmentId":80022280,"attachmentType":"pdf","work_url":"https://www.academia.edu/70172656/A_Systematic_Review_of_Online_Learning_during_COVID_19_Students_Motivation_Task_Engagement_and_Acceptance","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/70172656/A_Systematic_Review_of_Online_Learning_during_COVID_19_Students_Motivation_Task_Engagement_and_Acceptance"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="8" data-entity-id="70599152" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/70599152/The_Perceived_Effectiveness_of_Student_Engagement_Strategies_in_Open_and_Distance_Learning">The Perceived Effectiveness of Student Engagement Strategies in Open and Distance Learning</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="190049884" href="https://independent.academia.edu/DRFAIZAHMOHAMAD">DR. FAIZAH MOHAMAD</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Asian Social Science</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Perceived Effectiveness of Student Engagement Strategies in Open and Distance Learning","attachmentId":80283855,"attachmentType":"pdf","work_url":"https://www.academia.edu/70599152/The_Perceived_Effectiveness_of_Student_Engagement_Strategies_in_Open_and_Distance_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/70599152/The_Perceived_Effectiveness_of_Student_Engagement_Strategies_in_Open_and_Distance_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="9" data-entity-id="122559268" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/122559268/Student_Engagement_in_an_Online_Class">Student Engagement in an Online Class</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="147830635" href="https://independent.academia.edu/NorbertoAves">Norberto Aves</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International journal on open and distance e-learning, 2024</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Student Engagement in an Online Class","attachmentId":117200919,"attachmentType":"pdf","work_url":"https://www.academia.edu/122559268/Student_Engagement_in_an_Online_Class","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/122559268/Student_Engagement_in_an_Online_Class"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="10" data-entity-id="98020342" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/98020342/Student_Engagement_Challenges_and_Coping_Mechanisms_in_High_School_Online_Distance_Learning_During_COVID_19_Pandemic">Student Engagement, Challenges and Coping Mechanisms in High School Online Distance Learning During COVID-19 Pandemic</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="14113879" href="https://silliman.academia.edu/DEMarcial">Dave E Marcial</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Information Technologies and Learning Tools</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Student Engagement, Challenges and Coping Mechanisms in High School Online Distance Learning During COVID-19 Pandemic","attachmentId":99485941,"attachmentType":"pdf","work_url":"https://www.academia.edu/98020342/Student_Engagement_Challenges_and_Coping_Mechanisms_in_High_School_Online_Distance_Learning_During_COVID_19_Pandemic","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/98020342/Student_Engagement_Challenges_and_Coping_Mechanisms_in_High_School_Online_Distance_Learning_During_COVID_19_Pandemic"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="11" data-entity-id="66748857" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/66748857/SELF_EFFICACY_AND_STUDENT_ENGAGEMENT_IN_ONLINE_LEARNING_DURING_PANDEMIC">SELF-EFFICACY AND STUDENT ENGAGEMENT IN ONLINE LEARNING DURING PANDEMIC</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="61371227" href="https://unisza.academia.edu/wahyusaefudin">wahyu saefudin</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Germane Journal, 2021</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"SELF-EFFICACY AND STUDENT ENGAGEMENT IN ONLINE LEARNING DURING PANDEMIC","attachmentId":77820569,"attachmentType":"pdf","work_url":"https://www.academia.edu/66748857/SELF_EFFICACY_AND_STUDENT_ENGAGEMENT_IN_ONLINE_LEARNING_DURING_PANDEMIC","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/66748857/SELF_EFFICACY_AND_STUDENT_ENGAGEMENT_IN_ONLINE_LEARNING_DURING_PANDEMIC"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="12" data-entity-id="105434677" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/105434677/Keep_Learning_Student_Engagement_in_an_Online_Environment">Keep Learning: Student Engagement in an Online Environment</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6223318" href="https://wwu.academia.edu/AkankshaBedi">Akanksha Bedi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Online Learning</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Keep Learning: Student Engagement in an Online Environment","attachmentId":104890558,"attachmentType":"pdf","work_url":"https://www.academia.edu/105434677/Keep_Learning_Student_Engagement_in_an_Online_Environment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/105434677/Keep_Learning_Student_Engagement_in_an_Online_Environment"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="13" data-entity-id="1807420" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1807420/Three_ways_to_improve_student_engagement_in_the_online_classroom">Three ways to improve student engagement in the online classroom</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2180642" href="https://gcu.academia.edu/JeanMandernach">Jean Mandernach</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Online Classroom: Ideas for Effective Online Instruction, 2009</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Three ways to improve student engagement in the online classroom","attachmentId":24927789,"attachmentType":"pdf","work_url":"https://www.academia.edu/1807420/Three_ways_to_improve_student_engagement_in_the_online_classroom","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/1807420/Three_ways_to_improve_student_engagement_in_the_online_classroom"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="14" data-entity-id="123670565" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/123670565/Factors_Affecting_Students_Motivation_and_Engagement_in_EFL_Online_Classes_during_the_COVID_19_Pandemic">Factors Affecting Students’ Motivation and Engagement in EFL Online Classes during the COVID-19 Pandemic</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="52630734" href="https://udecuenca.academia.edu/MONICAPATRICIAABADCELLERI">MONICA P ABAD</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2023</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Factors Affecting Students’ Motivation and Engagement in EFL Online Classes during the COVID-19 Pandemic","attachmentId":118047688,"attachmentType":"pdf","work_url":"https://www.academia.edu/123670565/Factors_Affecting_Students_Motivation_and_Engagement_in_EFL_Online_Classes_during_the_COVID_19_Pandemic","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/123670565/Factors_Affecting_Students_Motivation_and_Engagement_in_EFL_Online_Classes_during_the_COVID_19_Pandemic"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="15" data-entity-id="74840800" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/74840800/Predictive_Factors_of_Students_Engagement_Online_Learning_for_First_Semester_Faculty_of_Medicine_UNISSULA_Preclinical_Students">Predictive Factors of Students Engagement Online Learning for First Semester Faculty of Medicine UNISSULA Preclinical Students</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="39423944" href="https://independent.academia.edu/AyuningtyasPutriR">Putri R Ayuningtyas</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Proceedings of the International Conference on Medical Education (ICME 2021)</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Predictive Factors of Students Engagement Online Learning for First Semester Faculty of Medicine UNISSULA Preclinical Students","attachmentId":82848976,"attachmentType":"pdf","work_url":"https://www.academia.edu/74840800/Predictive_Factors_of_Students_Engagement_Online_Learning_for_First_Semester_Faculty_of_Medicine_UNISSULA_Preclinical_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/74840800/Predictive_Factors_of_Students_Engagement_Online_Learning_for_First_Semester_Faculty_of_Medicine_UNISSULA_Preclinical_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="16" data-entity-id="76672298" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/76672298/Online_learning_during_the_Covid_19_pandemic_period_Studies_on_the_social_presence_and_affective_and_cognitive_engagement_of_students">Online learning during the Covid-19 pandemic period: Studies on the social presence and affective and cognitive engagement of students</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="19135207" href="https://umsb.academia.edu/AhmadLahmi">Ahmad Lahmi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Pegem Journal of Education and Instruction, 2022</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Online learning during the Covid-19 pandemic period: Studies on the social presence and affective and cognitive engagement of students","attachmentId":84302493,"attachmentType":"pdf","work_url":"https://www.academia.edu/76672298/Online_learning_during_the_Covid_19_pandemic_period_Studies_on_the_social_presence_and_affective_and_cognitive_engagement_of_students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/76672298/Online_learning_during_the_Covid_19_pandemic_period_Studies_on_the_social_presence_and_affective_and_cognitive_engagement_of_students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="17" data-entity-id="89001062" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/89001062/Online_and_Hybrid_Teaching_and_Learning_Enhance_Effective_Student_Engagement_and_Experience">Online and Hybrid Teaching and Learning: Enhance Effective Student Engagement and Experience</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="133828326" href="https://independent.academia.edu/ShyamaDehideniya">Shyama Dehideniya</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Education Sciences</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Online and Hybrid Teaching and Learning: Enhance Effective Student Engagement and Experience","attachmentId":92878002,"attachmentType":"pdf","work_url":"https://www.academia.edu/89001062/Online_and_Hybrid_Teaching_and_Learning_Enhance_Effective_Student_Engagement_and_Experience","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/89001062/Online_and_Hybrid_Teaching_and_Learning_Enhance_Effective_Student_Engagement_and_Experience"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related topics</h2><div class="ds-research-interests--pills-container"><a class="js-related-research-interest ds-research-interests--pill" data-entity-id="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><a class="js-related-research-interest ds-research-interests--pill" data-entity-id="3668" rel="nofollow" href="https://www.academia.edu/Documents/in/Student_Motivation_And_Engagement">Student Motivation And Engagement</a><a class="js-related-research-interest ds-research-interests--pill" data-entity-id="7110" rel="nofollow" href="https://www.academia.edu/Documents/in/Student_Engagement">Student Engagement</a><a class="js-related-research-interest ds-research-interests--pill" data-entity-id="175427" rel="nofollow" href="https://www.academia.edu/Documents/in/Undergraduate_Education">Undergraduate Education</a><a class="js-related-research-interest ds-research-interests--pill" data-entity-id="341277" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_engagement">Online engagement</a><a class="js-related-research-interest ds-research-interests--pill" data-entity-id="655596" rel="nofollow" href="https://www.academia.edu/Documents/in/Student_engagement_online_learning">Student engagement online learning</a></div></div></div></div></div><div class="footer--content"><ul class="footer--main-links hide-on-mobile"><li><a href="https://www.academia.edu/about">About</a></li><li><a href="https://www.academia.edu/press">Press</a></li><li><a href="https://www.academia.edu/documents">Papers</a></li><li><a href="https://www.academia.edu/topics">Topics</a></li><li><a href="https://www.academia.edu/hiring"><svg style="width: 13px; height: 13px; position: relative; bottom: -1px;" aria-hidden="true" focusable="false" data-prefix="fas" data-icon="briefcase" class="svg-inline--fa fa-briefcase fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M320 336c0 8.84-7.16 16-16 16h-96c-8.84 0-16-7.16-16-16v-48H0v144c0 25.6 22.4 48 48 48h416c25.6 0 48-22.4 48-48V288H320v48zm144-208h-80V80c0-25.6-22.4-48-48-48H176c-25.6 0-48 22.4-48 48v48H48c-25.6 0-48 22.4-48 48v80h512v-80c0-25.6-22.4-48-48-48zm-144 0H192V96h128v32z"></path></svg> <strong>We're Hiring!</strong></a></li><li><a href="https://support.academia.edu/hc/en-us"><svg style="width: 12px; height: 12px; position: relative; bottom: -1px;" aria-hidden="true" focusable="false" data-prefix="fas" data-icon="question-circle" class="svg-inline--fa fa-question-circle fa-w-16" role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M504 256c0 136.997-111.043 248-248 248S8 392.997 8 256C8 119.083 119.043 8 256 8s248 111.083 248 248zM262.655 90c-54.497 0-89.255 22.957-116.549 63.758-3.536 5.286-2.353 12.415 2.715 16.258l34.699 26.31c5.205 3.947 12.621 3.008 16.665-2.122 17.864-22.658 30.113-35.797 57.303-35.797 20.429 0 45.698 13.148 45.698 32.958 0 14.976-12.363 22.667-32.534 33.976C247.128 238.528 216 254.941 216 296v4c0 6.627 5.373 12 12 12h56c6.627 0 12-5.373 12-12v-1.333c0-28.462 83.186-29.647 83.186-106.667 0-58.002-60.165-102-116.531-102zM256 338c-25.365 0-46 20.635-46 46 0 25.364 20.635 46 46 46s46-20.636 46-46c0-25.365-20.635-46-46-46z"></path></svg> <strong>Help Center</strong></a></li></ul><ul class="footer--research-interests"><li>Find new research papers in:</li><li><a href="https://www.academia.edu/Documents/in/Physics">Physics</a></li><li><a href="https://www.academia.edu/Documents/in/Chemistry">Chemistry</a></li><li><a href="https://www.academia.edu/Documents/in/Biology">Biology</a></li><li><a href="https://www.academia.edu/Documents/in/Health_Sciences">Health Sciences</a></li><li><a href="https://www.academia.edu/Documents/in/Ecology">Ecology</a></li><li><a href="https://www.academia.edu/Documents/in/Earth_Sciences">Earth Sciences</a></li><li><a href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a></li><li><a href="https://www.academia.edu/Documents/in/Mathematics">Mathematics</a></li><li><a href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a></li></ul><ul class="footer--legal-links hide-on-mobile"><li><a href="https://www.academia.edu/terms">Terms</a></li><li><a href="https://www.academia.edu/privacy">Privacy</a></li><li><a href="https://www.academia.edu/copyright">Copyright</a></li><li>Academia ©2025</li></ul></div> </body> </html>