An exploration of institutional and personal barriers to online academic engagement at a Brazilian university
Bibliographic Data
| ID | 21661382 |
|---|---|
| Authors | Cinthia Bittencourt Spricigo (0000-0002-9086-7032, Pontifícia Universidade Católica do Paraná), Bárbara Maria Camilotti (0000-0002-6342-5327, Pontifícia Universidade Católica do Paraná), Charles R Graham (0000-0001-8598-2602, Brigham Young University), Ruth Baptista (0009-0007-4477-308X, Brigham Young University) |
| Year | 2023 |
| Volume | 26 |
| Issue | 2 |
| Pages | 17-50 |
| Publication date | 2023-06-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educación XX1 (JOURNAL) |
| Journal identifiers | ISSN: 1139-613X • E-ISSN: 2174-5374 |
| Publisher | UNED - Universidad Nacional de Educacion a Distancia (PUBLISHER) |
| DOI | 10.5944/educxx1.36095 |
| OpenAlex | W4383372212 |
| Language | EN |
| Citations received | 1 |
The recent global pandemic has raised institutional awareness around the world concerning the importance of having high quality online learning options for students. Learner engagement is often correlated with quality outcomes such as student academic success and student satisfaction. Learner engagement is commonly thought of as having three important dimensions: affective engagement, behavioral engagement, and cognitive engagement (ACE framework). Engagement is also enabled or limited by facilitators/barriers. Three important categories of facilitators/barriers are learner characteristics, personal environment, and course environment. Elements in each of these three areas enable or are barriers to students fully engaging in a course. This research explored what the barriers are to students fully engaging in their online courses at a Brazilian university to determine which areas will be most productive for the university program administrators and designers to focus on increase student academic engagement. A survey was applied to students from the Brazilian university under graduation online programs. It included items related to engagement facilitators barriers in the three areas described in the ACE framework and received 429 valid responses. The affective and behavioral dimensions were perceived by students as the lower engagement indicators in the ACE framework. Among facilitators or barriers for engagement, the ones under the course environment category were predominantly perceived as barriers, while learner characteristics and student environment were perceived as facilitators. However, all three categories were more barrier than facilitator for over 40% of the students. Although course environment is the barrier most under control of the institutions, understanding students ́ personal environment and characteristics of learning can help them to provide support and facilitate full engagement in online courses
Facilitator · Higher education · Learning environment · Medical education · Pedagogy · Political science · Student engagement · COVID-19 and Mental Health · Engineering · Medicine · Online and Blended Learning · Online Learning and Analytics · Psychology · Social Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |