The influence of remote learning environment and use of technology on university students' behavioural engagement in contingency online learning
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F23%3A43906430" target="_blank" >RIV/60076658:12410/23:43906430 - isvavai.cz</a>
Result on the web
<a href="https://tuningjournal.org/article/view/2327" target="_blank" >https://tuningjournal.org/article/view/2327</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.18543/tjhe.2327" target="_blank" >10.18543/tjhe.2327</a>
Alternative languages
Result language
angličtina
Original language name
The influence of remote learning environment and use of technology on university students' behavioural engagement in contingency online learning
Original language description
The shift of instruction imposed on higher education institutions by the pandemic-related restrictions bolstered the interest in students' online class participation. This study investigates university students' engagement in remote foreign language classes during the COVID-19 lockdown. While engagement is a multi-faceted construct, we only aim to explore its behavioural dimension. The authors felt compelled to acknowledge and comprehend their students' behaviour in contingency online learning (COL). Through a qualitatively oriented exploratory case study, we sought to answer two research questions related to the extent the use of technical equipment and remote physical environment influenced students' engagement. The study was conducted with students enrolled in regular, in-person Bachelor's or Master's degree courses to qualify as teachers of English at primary or lower-secondary schools. The results indicate that the use of technology did not prove to be a significant obstacle to online learning engagement. Concerning the remote physical environment, the learning process was compromised most significantly by the intimate character of the home-working space. We believe that our findings will help educators to rationalise their expectations and formulate best practice recommendations.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Tuning Journal for Higher Education
ISSN
2340-8170
e-ISSN
2386-3137
Volume of the periodical
10
Issue of the periodical within the volume
2
Country of publishing house
ES - SPAIN
Number of pages
31
Pages from-to
271-300
UT code for WoS article
000996100600011
EID of the result in the Scopus database
2-s2.0-85165284364