Exploring Cross-Cultural Teacher Perspectives on Student Engagement in Virtual Learning Environments During The COVID-19 Pandemic

Authors

  • Ishaq Al-Naabi University of Technology and Applied Sciences, Oman
  • Javier Cifuentes-Faura University of Murcia, Spain
  • Louert To Dewey International University, Cambodia
  • Deborah Odu Obor Bowen University, Nigeria

DOI:

https://doi.org/10.53761/1.20.7.06

Keywords:

emergency remote teaching, case study, higher education, learning engagement, self-determination theory, qualitative

Abstract

The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers' strategies for supporting students' learning and engagement in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of offering guidelines to assist teachers in fostering student learning and engagement in these virtual settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain, Oman, Nigeria and Cambodia revealed some challenges faced by teachers in engaging their students in virtual environments and some teaching and support strategies that teachers adopted to enhance students’ engagement in virtual classrooms. The study synthesised a set of strategies for teachers in higher education to support students’ engagement and learning in online environments. Teachers’ autonomy, structure and involvement support strategies had a behavioural, emotional, cognitive, and agentic engagement on students’ learning process. The paper discussed limitations and future research endeavours in online teaching and learning and students’ engagement.

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Published

2024-07-15

Issue

Section

Educational Technology

How to Cite

Exploring Cross-Cultural Teacher Perspectives on Student Engagement in Virtual Learning Environments During The COVID-19 Pandemic. (2024). Journal of University Teaching and Learning Practice, 20(7). https://doi.org/10.53761/1.20.7.06