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<!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="DU1kUNk5EnUKEyOd3yCyCSQuEncsWzYLYzIwXZaLZKCJ7Sqh8Nra77mMWuGg4c+FtFD2nyZGXjl9dEFcKeiQMA==" /> <meta name="citation_title" content="Student engagement in online and face-to-face classes in times of pandemic" /> <meta name="citation_publication_date" content="2022/01/01" /> <meta name="citation_journal_title" content="Nastava i Vaspitanje" /> <meta name="citation_author" content="Natalija Ignjatovic" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/108936267/Student_engagement_in_online_and_face_to_face_classes_in_times_of_pandemic" /> <meta name="twitter:title" content="Student engagement in online and face-to-face classes in times of pandemic" /> <meta name="twitter:description" content="Academia.edu is a platform for academics to share research papers." /> <meta name="twitter:image" content="http://a.academia-assets.com/images/twitter-card.jpeg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/108936267/Student_engagement_in_online_and_face_to_face_classes_in_times_of_pandemic" /> <meta property="og:title" content="Student engagement in online and face-to-face classes in times of pandemic" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Student engagement in online and face-to-face classes in times of pandemic" /> <meta property="article:author" content="https://independent.academia.edu/NatalijaIgnjatovic" /> <meta name="description" content="Student engagement in online and face-to-face classes in times of pandemic" /> <title>(PDF) Student engagement in online and face-to-face classes in times of pandemic | Natalija Ignjatovic - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/108936267/Student_engagement_in_online_and_face_to_face_classes_in_times_of_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 = '49879c2402910372f4abc62630a427bbe033d190'; 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(1732402584000); window.Aedu.timeDifference = new Date().getTime() - 1732402584000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Since the outbreak of the COVID-19 pandemic several studies on students\u0026amp;#39; 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, Mage = 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, e2 = .448), with the best achievers having the highest decrease of engagement in online classes. A thematic analysis of answers yielded four themes, named: active lea...","author":[{"@context":"https://schema.org","@type":"Person","name":"Natalija Ignjatovic"}],"contributor":[],"dateCreated":"2023-11-06","dateModified":"2024-04-28","datePublished":"2022-01-01","headline":"Student engagement in online and face-to-face classes in times of pandemic","inLanguage":"en","keywords":["Psychology","Perception","Student Engagement","Online Learning","Thematic Analysis","Face to Face"],"locationCreated":null,"publication":"Nastava i Vaspitanje","publisher":{"@context":"https://schema.org","@type":"Organization","name":"Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu"},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/108936267/Student_engagement_in_online_and_face_to_face_classes_in_times_of_pandemic","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":null}]}</script><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/single_work_page/loswp-352e32ba4e89304dc0b4fa5b3952eef2198174c54cdb79066bc62e91c68a1a91.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-8d679e925718b5e8e4b18e9a4fab37f7eaa99e43386459376559080ac8f2856a.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/button-3cea6e0ad4715ed965c49bfb15dedfc632787b32ff6d8c3a474182b231146ab7.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/text_button-73590134e40cdb49f9abdc8e796cc00dc362693f3f0f6137d6cf9bb78c318ce7.css" /><link crossorigin="" href="https://fonts.gstatic.com/" 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data-doc_id="107196765" data-landing_url="https://www.academia.edu/108936267/Student_engagement_in_online_and_face_to_face_classes_in_times_of_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="45155385" 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/45155385/Strategies_for_student_engagement_in_remote_online_learning_A_case_study_of_Northern_Cyprus_RUNAS_Journal_of_tEducation_and_Culture_Revista_de_Educaci%C3%B3n_y_Cultura_Revista_de_Educa%C3%A7%C3%A3o_e_Cultura">Strategies for student engagement in remote online learning. A case study of Northern Cyprus RUNAS Journal of tEducation and Culture Revista de Educación y Cultura Revista de Educação e Cultura</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="30452721" href="https://rdu-tr.academia.edu/ChinazaIronsi">Chinaza S O L O M O N Ironsi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Runas, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Estrategias para la participación de los estudiantes en el aprendizaje en línea de manera remota. Un estudio de caso de Chipre del Norte ABSTRACT In unprecedented times like this when societies are experiencing lockdowns, social, and physical distancing, remote online learning becomes the only option for most educational institutions. There is a need for English Language Teaching practitioners to devise strategic means either through technology or without to meaningfully engage the students. This study examines learners' engagement strategies used during remote online learning at Northern Cyprus. To achieve this, a mixed research design was used to elicit information from 63 ELT teachers who were purposively chosen for this research. A 3-credit English language course was used for the study. The course was taught and teachers deployed the use of engagement tools, skills, and resources during the remote online learning teaching period, which lasted for 8 weeks and 2 days. A structured questionnaire consisting of two sections; A and B were used to elicit information on the resources used for student engagements and its effectiveness as well while a semi-structured interview question was used to interview randomly chosen participants. These instruments were faced and the construct validated while the questionnaire was piloted, a Cronbach alpha reliability index of 0.77 was obtained. Descriptive analysis was used to analyze the questionnaire to determine the mean responses of the participants with regards to resources used for student engagement and their effectiveness. Findings obtained were used to conclusions that online resources like Padlets, Mentimeter, nearpod, Flipgrid, Zoom breakout room are effective and efficient tool for student engagement during remote online learning. Project based learning and collaborative based teaching are strategies that could be adopted to enhance student engagement while teaching. RESUMEN En tiempos sin precedentes como éste, en los que las sociedades están experimentando bloqueos, distanciamientos sociales y físicos, el aprendizaje remoto en línea se convierte en la única opción para la mayoría de las instituciones educativas. Es necesario que los profesionales de la enseñanza del inglés conciban medios estratégicos, ya sea a través de la tecnología o sin ella, para involucrar de forma significativa a los estudiantes. Este estudio examina las estrategias de compromiso de los estudiantes utilizadas durante el aprendizaje remoto en línea en el norte de Chipre. Para lograrlo, se utilizó un diseño de investigación mixto para obtener información de 63 profesores ELT que fueron elegidos a propósito para esta investigación. Se utilizó un curso de inglés de 3 créditos para el estudio. El curso se impartió y los profesores desplegaron el uso de herramientas de compromiso, habilidades y recursos durante el período de enseñanza del aprendizaje remoto en línea, que duró 8 semanas y 2 días. Se utilizó un cuestionario estructurado que constaba de dos secciones; A y B se utilizaron para obtener información sobre los recursos utilizados para la participación de los estudiantes y su eficacia, mientras que una pregunta de entrevista semiestructurada se utilizó para entrevistar a participantes elegidos al azar. Se enfrentaron estos instrumentos y se validó el constructo mientras se probaba el cuestionario, se obtuvo un índice de fiabilidad alfa de Cronbach de 0,77. Se utilizó un análisis descriptivo para analizar el cuestionario a fin de determinar las respuestas medias de los participantes con respecto a los recursos utilizados para la participación de los estudiantes y su eficacia. Los resultados obtenidos se utilizaron para llegar a la conclusión de que los recursos en línea como Padlets, Mentimeter, nearpod, Flipgrid, Zoom breakout room son una herramienta eficaz y eficiente para la participación de los estudiantes durante el aprendizaje en línea a distancia. El aprendizaje basado en proyectos y la enseñanza basada en la colaboración son estrategias que podrían adoptarse para mejorar la participación de los estudiantes mientras enseñan. Palabras clave: Compromiso de los estudiantes; Aprendizaje a distancia; Aprendizaje en línea; COVID-19; Chipre del Norte Ironsi, C. S. (2020). Strategies for student engagement in remote online learning. A case study of Northern Cyprus.</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":"Strategies for student engagement in remote online learning. A case study of Northern Cyprus RUNAS Journal of tEducation and Culture Revista de Educación y Cultura Revista de Educação e Cultura","attachmentId":65731572,"attachmentType":"pdf","work_url":"https://www.academia.edu/45155385/Strategies_for_student_engagement_in_remote_online_learning_A_case_study_of_Northern_Cyprus_RUNAS_Journal_of_tEducation_and_Culture_Revista_de_Educaci%C3%B3n_y_Cultura_Revista_de_Educa%C3%A7%C3%A3o_e_Cultura","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/45155385/Strategies_for_student_engagement_in_remote_online_learning_A_case_study_of_Northern_Cyprus_RUNAS_Journal_of_tEducation_and_Culture_Revista_de_Educaci%C3%B3n_y_Cultura_Revista_de_Educa%C3%A7%C3%A3o_e_Cultura"><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="50477441" 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/50477441/Strategies_for_student_engagement_in_remote_online_learning_A_case_study_of_Northern_Cyprus_Estrategias_para_la_participaci%C3%B3n_de_los_estudiantes_en_el_aprendizaje_en_l%C3%ADnea_de_manera_remota_Un_estudio_de_caso_de_Chipre_del_Norte_">Strategies for student engagement in remote online learning. A case study of Northern Cyprus [Estrategias para la participación de los estudiantes en el aprendizaje en línea de manera remota. Un estudio de caso de Chipre del Norte]</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="180253294" href="https://religacion.academia.edu/RUNASJournalofEducationCulture">RUNAS Journal of Education & Culture</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="173373936" href="https://independent.academia.edu/ChinazaSolomon">Solomon Chinaza</a></div><p class="ds-related-work--metadata ds2-5-body-xs">RUNAS. Journal of Education and Culture, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">In unprecedented times like this when societies are experiencing lockdowns, social, and physical distancing, remote online learning becomes the only option for most educational institutions. There is a need for English Language Teaching practitioners to devise strategic means either through technology or without to meaningfully engage the students. This study examines learners' engagement strategies used during remote online learning at Northern Cyprus. To achieve this, a mixed research design was used to elicit information from 63 ELT teachers who were purposively chosen for this research. A 3-credit English language course was used for the study. The course was taught and teachers deployed the use of engagement tools, skills, and resources during the remote online learning teaching period, which lasted for 8 weeks and 2 days. A structured questionnaire consisting of two sections; A and B were used to elicit information on the resources used for student engagements and its effectiveness as well while a semi-structured interview question was used to interview randomly chosen participants. These instruments were faced and the construct validated while the questionnaire was piloted, a Cronbach alpha reliability index of 0.77 was obtained. Descriptive analysis was used to analyze the questionnaire to determine the mean responses of the participants with regards to resources used for student engagement and their effectiveness. Findings obtained were used to conclusions that online resources like Padlets, Mentimeter, nearpod, Flipgrid, Zoom breakout room are effective and efficient tool for student engagement during remote online learning. Project based learning and collaborative based teaching are strategies that could be adopted to enhance student engagement while teaching.</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":"Strategies for student engagement in remote online learning. A case study of Northern Cyprus [Estrategias para la participación de los estudiantes en el aprendizaje en línea de manera remota. Un estudio de caso de Chipre del Norte]","attachmentId":68449253,"attachmentType":"pdf","work_url":"https://www.academia.edu/50477441/Strategies_for_student_engagement_in_remote_online_learning_A_case_study_of_Northern_Cyprus_Estrategias_para_la_participaci%C3%B3n_de_los_estudiantes_en_el_aprendizaje_en_l%C3%ADnea_de_manera_remota_Un_estudio_de_caso_de_Chipre_del_Norte_","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/50477441/Strategies_for_student_engagement_in_remote_online_learning_A_case_study_of_Northern_Cyprus_Estrategias_para_la_participaci%C3%B3n_de_los_estudiantes_en_el_aprendizaje_en_l%C3%ADnea_de_manera_remota_Un_estudio_de_caso_de_Chipre_del_Norte_"><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="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><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="3" data-entity-id="99333029" 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/99333029/ADDRESSING_THE_CHALLENGES_OF_ONLINE_STUDENT_ENGAGEMENT_DURING_THE_COVID_19_PANDEMIC">ADDRESSING THE CHALLENGES OF ONLINE STUDENT ENGAGEMENT 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="118102559" href="https://marmaraedu.academia.edu/HaticeUsluKocabas">Hatice Uslu Kocabaş</a></div><p class="ds-related-work--metadata ds2-5-body-xs"> 8th INTERNATIONAL CONGRESS ONCURRICULUM AND INSTRUCTION CURRICULUM STUDIES IN LIFE LONGLEARNING, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Aim of the study: 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). 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-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":"ADDRESSING THE CHALLENGES OF ONLINE STUDENT ENGAGEMENT DURING THE COVID-19 PANDEMIC","attachmentId":108215997,"attachmentType":"pdf","work_url":"https://www.academia.edu/99333029/ADDRESSING_THE_CHALLENGES_OF_ONLINE_STUDENT_ENGAGEMENT_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/99333029/ADDRESSING_THE_CHALLENGES_OF_ONLINE_STUDENT_ENGAGEMENT_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="4" data-entity-id="102036132" 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/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-wsj-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><p class="ds-related-work--abstract ds2-5-body-sm">Schools resorted to online learning modalities during the COVID-19 pandemic, altering the teaching-learning process and how students take part in online courses. Many works and published papers corroborate the interplay between students' engagement and satisfaction. This study focused on six recent publications from 2019 to 2022 and underwent a thematic analysis approach. Topic relevance, which the research question matches with empirical investigations and publication time frame, are among the criteria for choosing eligible articles. Five themes emerged from the six papers that are all factors contributing to students' engagement and satisfaction and were presented in a spider web illustration. These are (1) student factors, (2) support, (3) varied interactions, (4) technological factors, and (5) pedagogies. This article concludes several factors can help students be engaged and satisfied in varied online courses, and they are all interrelated. This study is critical for students, teachers, educational administrators, and stakeholders to pursue online classes or select different efficient modalities that can augment student engagement, satisfaction, or operational move. The teaching-learning process must complement students' and teachers' needs in postulating quality education, even in the middle of the 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":"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-wsj-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-wsj-grid-card" data-collection-position="5" data-entity-id="98020342" 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/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-wsj-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><p class="ds-related-work--abstract ds2-5-body-sm">Most educational institutions made sure that instruction was uninterrupted at the start of the COVID-19 pandemic. As a flexible learning method, most schools chose online distance learning (ODL). Consequently, the Internet is among the many tools that ensures continuity in teaching and learning. Many schools have adopted ODL using their learning management system (LMS). However, schools are challenged in attaining the expected engagement among students. Students must cope with the new learning environment wherein they are physically separated from teachers and peers. This research aims to assess the engagement of senior high school in the ODL environment. Specifically, it describes the respondent’s engagement profile, preferred learning resources and activities, and challenges faced in ODL. Student logs from the university LMS during the second semester of 2020 – 2021 were utilized for engagement profiling. On the other hand, an online survey was conducted among 424 students to gath...</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-wsj-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-wsj-grid-card" data-collection-position="6" data-entity-id="95794397" 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/95794397/Students_Experiences_of_the_Effectiveness_of_the_Teaching_Process_during_the_Shortened_Live_School_Classes_Following_the_Online_Teaching_Phase_of_the_COVID_19_Pandemic">Students' Experiences of the Effectiveness of the Teaching Process during the Shortened Live School Classes Following the Online Teaching Phase of 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="118552489" href="https://banjaluka.academia.edu/TatjanaMaric">Tatjana Maric</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Empirical studies in psychology, 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">During the 1st wave of the COVID-19 pandemic schools across the world were closed and classes went online. Experiences from the subsequent pandemic stages are less understood, partially due to countries adopting different strategies of transitioning back from online classes. In the Republic of Srpska (RS) specifically, in the second semester of 2020/21, students returned to schools for face-to-face lessons with a shortened duration of 20-30 instead of the standard 45 minutes. It is unknown how students perceived the education process during this period. Thus, to better understand the students' experiences and fears, in February 2021 we conducted an online survey of 673 RS high school students (65.8% girls) of all four grades. We focused on the students' fears about being able to get good grades & their satisfaction with the knowledge received during the shortened classes, and their perceived chances of being competitive in job markets or universities with that knowledge. Results show that RS high school students were only mildly dissatisfied with the shortened classes that took place in the transitional period following the online teaching phase of the pandemic. No specific worry emerged to any notable extend, with the overall dissatisfaction rate of 39%.</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' Experiences of the Effectiveness of the Teaching Process during the Shortened Live School Classes Following the Online Teaching Phase of the COVID-19 Pandemic","attachmentId":97877060,"attachmentType":"pdf","work_url":"https://www.academia.edu/95794397/Students_Experiences_of_the_Effectiveness_of_the_Teaching_Process_during_the_Shortened_Live_School_Classes_Following_the_Online_Teaching_Phase_of_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/95794397/Students_Experiences_of_the_Effectiveness_of_the_Teaching_Process_during_the_Shortened_Live_School_Classes_Following_the_Online_Teaching_Phase_of_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="7" data-entity-id="49943355" 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/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-wsj-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><p class="ds-related-work--abstract ds2-5-body-sm">Student engagement is consequential for learning outcomes and is a key factor in student achievement. While its impact on educational outcomes in a face-to-face setting has made the focus of extensive research, less is known about its effects in the context of online learning, especially in Eastern Europe. The Covid-19 pandemic has forced all higher education institutions in Romania to switch to emergency online learning, with little or no previous experience in this form of instruction. This makes it a highly relevant and interesting case for the study of online learning effects on student outcomes. This article therefore investigates disparities in student engagement in the context of emergency online learning in a sample of undergraduate Romanian students. The article focuses on active learning as a key element of student educational engagement, exploring differences in student background characteristics, such as socioeconomic status, employment status and time spent caring for dependents, as well as studying conditions. Results indicate that the sudden change to emergency online learning has created new disparities in perceived levels of student engagement based on the lack of private, interruption-free spaces and a reliable internet connection, as well as time spent doing housework.</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-wsj-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-wsj-grid-card" data-collection-position="8" 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><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="9" data-entity-id="50086551" 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/50086551/THE_IMPACT_OF_VIRTUAL_LEARNING_ON_GRADE_2_STUDENTS_ENGAGEMENT_IN_LIGHT_OF_THE_COVID_19_PANDEMIC">THE IMPACT OF VIRTUAL LEARNING ON GRADE 2 STUDENTS’ ENGAGEMENT IN LIGHT OF 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="137208543" href="https://independent.academia.edu/HinkleyAnna">Anna Hinkley</a></div><p class="ds-related-work--metadata ds2-5-body-xs">THE IMPACT OF VIRTUAL LEARNING ON GRADE 2 STUDENTS’ ENGAGEMENT IN LIGHT OF THE COVID-19 PANDEMIC, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of this study was to find the best practices on how to engage grade 2 students in the learning process during the COVID-19 and similar pandemics that require students to engage in distance learning. Furthermore, the author wanted to find strategies for effectively incorporating Inquiry-Based Learning (IBL) and increase student agency while working through a virtual environment, Home-Based Learning (HBL). Keeping students engaged in the learning process was and continued to be a major theme of discussion between many educators during professional developments throughout this pandemic and an imperative conversation to have since many schools have been closed to students for long durations of time. Effective teachers must use the knowledge and application of the research to become better educators. They should always search for answers to various problems they observe with their students or learning environment. Stanovich and Stanovich (2003) pointed out that reflective teachers must “inquire into their own practice” and investigate the learning environment to look for answers, what works best for them and their students”(para. 16) to actively participate in the learning process. Teachers must develop HBL strategies such as designing engaging learning experiences that are empathetic in nature to prioritize student wellbeing over academic progress.</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 IMPACT OF VIRTUAL LEARNING ON GRADE 2 STUDENTS’ ENGAGEMENT IN LIGHT OF THE COVID-19 PANDEMIC","attachmentId":68203252,"attachmentType":"pdf","work_url":"https://www.academia.edu/50086551/THE_IMPACT_OF_VIRTUAL_LEARNING_ON_GRADE_2_STUDENTS_ENGAGEMENT_IN_LIGHT_OF_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/50086551/THE_IMPACT_OF_VIRTUAL_LEARNING_ON_GRADE_2_STUDENTS_ENGAGEMENT_IN_LIGHT_OF_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></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":107196765,"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":107196765,"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_107196765" 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="73383442" 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/73383442/Teacher_strategies_in_online_learning_to_increase_students_interest_in_learning_during_COVID_19_pandemic">Teacher strategies in online learning to increase students’ interest in 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="71668592" href="https://staincurup.academia.edu/IrwanFathurrochman">Irwan Fathurrochman</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Jurnal Konseling dan Pendidikan</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":"Teacher strategies in online learning to increase students’ interest in learning during COVID-19 pandemic","attachmentId":81924930,"attachmentType":"pdf","work_url":"https://www.academia.edu/73383442/Teacher_strategies_in_online_learning_to_increase_students_interest_in_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/73383442/Teacher_strategies_in_online_learning_to_increase_students_interest_in_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="1" 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":74910464,"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" 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