Investigating university student engagement in online learning
A case study in EFL classroom
Bibliographic Data
| ID | 21240127 |
|---|---|
| Authors | Ignasia Yuyun (0000-0001-7797-3028, Indonesia University of Education, corresponding author) |
| Year | 2023 |
| Volume | 12 |
| Issue | 3 |
| Pages | 648-667 |
| Publication date | 2023-01-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Indonesian Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2301-9468 • E-ISSN: 2502-6747 |
| Publisher | Universitas Pendidikan Indonesia (UPI) (PUBLISHER) |
| DOI | 10.17509/ijal.v12i3.46035 |
| OpenAlex | W4324374132 |
| Language | EN |
| Citations received | 1 |
| References cited | 13 |
The COVID-19 pandemic outbreak inevitably impacts the shift in teaching and learning activities worldwide. Online learning has been commonly applied in education, particularly in higher education. Notably, student engagement plays a pivotal role in the online classroom as it identifies critical elements of the learning process that can increase learning and outcomes. However, the question has been raised about whether student engagement between synchronous and asynchronous online classrooms is indistinguishable. Thus, this study investigates student engagement in a synchronous and asynchronous online classroom, particularly in an Indonesian English as a Foreign Language (EFL) context. A Likert-scale questionnaire and classroom observation (synchronous and asynchronous) were used to gather the data from 26 university students in a sample of EFL teaching in an Indonesian context. The study encompasses five elements of online engagement: social engagement, cognitive engagement, behavior engagement, collaborative engagement, and emotional engagement. The prominent finding has successfully revealed that university student engagement in online learning has different significance levels. Most students are more involved in synchronous online activities as they can interact with their professors and peers in real time. Synchronous and asynchronous learning provide substantial and comparable results. This study implies that synchronous and asynchronous activities should be incorporated into online learning to get more engaging interaction among students. This study has contributed to the growing literature on the student-teacher dynamic in online education. Further research could explore student engagement in online learning from other perspectives, such as the teacher's perspective and the use of learning media
Asynchronous communication · Cooperative learning · Educational technology · Indonesian · Likert scale · Mathematics education · Pedagogy · Social media · Student engagement · Synchronous learning · Teaching method · World Wide Web · Computer Science · Psychology · Technology-Enhanced Education Studies
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Emotional presence, learning, and the online learning environment
Measuring Cognitive Engagement With Self-Report Scales
Engagement Matters
Triangulation in research, with examples
Facilitating Student Engagement Through Educational Technology
School Engagement
Engagement in Online Learning
A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the Covid-19 Pandemic
Emergency Online Learning in Low-Resource Settings
A conceptual framework to enhance student online learning and engagement in higher education
Online University Teaching During and After the Covid-19 Crisis
The Challenges of Defining and Measuring Student Engagement in Science
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |