Strategies for Effective Classroom Management in Online Teaching
A Post-Pandemic Review of Empirical Studies
Dados Bibliográficos
| ID | 16916294 |
|---|---|
| Autores | Serpil Tekir (0000-0002-8160-2104, Middle East Technical University, autor correspondente) |
| Ano | 2025 |
| Volume | 15 |
| Fascículo | 3 |
| Data de publicação | 2025-07-01 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | SAGE Open (JOURNAL) |
| Identificadores do periódico | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Editora | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251377321 |
| OpenAlex | W4414299882 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 37 |
The rapid shift to online teaching during the COVID-19 pandemic introduced both challenges and opportunities for effective classroom management. This review explores 20 empirical studies published between 2021 and 2025, examining how educators have adapted to the virtual learning environment. The findings highlight key strategies that contribute to successful classroom management, including maintaining student engagement, fostering clear and timely communication, and leveraging technological tools effectively. A blend of traditional pedagogical approaches and innovative digital practices appears essential in creating structured yet flexible online learning spaces. Strategies such as interactive elements, personalized feedback, and well-defined expectations help sustain student attention and participation. Despite these advancements, gaps remain in understanding the long-term effectiveness and adaptability of these methods across diverse educational settings. By synthesizing recent research, this study offers valuable insights into best practices for managing online classrooms in the post-pandemic era, providing educators with practical strategies to enhance engagement and learning outcomes
Adaptability · Best practice · Blended Learning · Educational technology · Empirical evidence · Empirical research · Flipped Classroom · Online learning · Early Childhood Education and Development · Educational and Psychological Assessments · Online and Blended Learning
Personal Learning Environments, social media, and self-regulated learning
U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the Covid-19 Pandemic
Situational interest, computer self‐efficacy and self‐regulation
Advancing the Science and Practice of Social and Emotional Learning
Engagement Matters
Student barriers to online learning
Facilitating Student Engagement Through Educational Technology
Social and Emotional Learning in Schools
Literature review as a research methodology
School Engagement
Impact of Gamification on Students’ Learning Outcomes and Academic Performance
What pre-service teacher technology integration conceals and reveals
Investigating the mediating role of online learning motivation in the Covid‐19 pandemic situation in Bangladesh
A meta‐analysis on the effects of technology's functions and roles on students' mathematics achievement in K‐12 classrooms
Faculty readiness for online crisis teaching
The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement
The Analysis of Classroom Management Challenges Faced by Teachers in Online Classrooms
Framing student engagement in higher education
| Citações por ano | 1 |
|---|---|
| Intervalo de citações | 2026 - 2026 (1) |
| Altamente citado | Não |