The influence of remote learning environment and use of technology on university students' behavioural engagement in contingency online learning

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

The influence of remote learning environment and use of technology on university students' behavioural engagement in contingency online learning

Popis výsledku v původním jazyce

The shift of instruction imposed on higher education institutions by the pandemic-related restrictions bolstered the interest in students&apos; online class participation. This study investigates university students&apos; 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&apos; 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&apos; engagement. The study was conducted with students enrolled in regular, in-person Bachelor&apos;s or Master&apos;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.

Název v anglickém jazyce

The influence of remote learning environment and use of technology on university students' behavioural engagement in contingency online learning

Popis výsledku anglicky

The shift of instruction imposed on higher education institutions by the pandemic-related restrictions bolstered the interest in students&apos; online class participation. This study investigates university students&apos; 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&apos; 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&apos; engagement. The study was conducted with students enrolled in regular, in-person Bachelor&apos;s or Master&apos;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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Tuning Journal for Higher Education

ISSN

2340-8170

e-ISSN

2386-3137

Svazek periodika

10

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

ES - Španělské království

Počet stran výsledku

31

Strana od-do

271-300

Kód UT WoS článku

000996100600011

EID výsledku v databázi Scopus

2-s2.0-85165284364