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- Title
Practical activities to engage students in face-to-face and synchronous online teaching environments.
- Authors
Xue Bai; Yingjin Cui; Ikem, Fidelis
- Abstract
The primary objective of this research is to integrate student engagement activities into teaching practices in order to improve the effectiveness of instruction by fostering student involvement in the learning process. Active student engagement and interest are crucial factors for successful learning. Engagement, which is closely linked to learning motivation, plays a significant role in students' determination to overcome challenges. However, students often experience discouragement when attending lectures and tutorials, whether in online or face-to-face settings. The lack of student engagement and absence in the learning process can lead to poor academic performance. Regardless of the delivery mode, it is common to observe students' disinterest or lack of motivation in the classroom. This behavior is not only difficult to correct, but it also hampers the overall learning experience. Due to the impact of Covid-19, an increasing number of classes have transitioned to synchronous online mode. Consequently, higher education institutions are actively addressing the challenges and exploring strategies to effectively engage students in their online learning experience with the ultimate goal of ensuring their successful completion of a college degree. Therefore, maintaining student motivation and engagement in the learning process, particularly in synchronous online environment, presents a significant challenge. This paper explores various practical activities to engage students in both face-to-face and synchronous teaching, with the aim of transforming the learning process into an interactive and effective environment that promotes academic excellence.
- Subjects
LEARNING; STUDENT engagement; ONLINE education; STUDENT activities; ACTIVE learning; VIRTUAL communities
- Publication
Issues in Information Systems, 2023, Vol 24, Issue 3, p105
- ISSN
1529-7314
- Publication type
Article
- DOI
10.48009/3_iis_2023_110