Abstract
The ability to interact or engage with the instructor, other students, and the content i.e., to experience online student engagement, is one main difference between traditional and digital media employed in teaching and learning processes. As literature on this topic in the Turkish context has proliferated, to date, virtually no systematic reviews of this research have been carried out in order to identify potential gaps in the literature. To address this issue, this study investigated previously conducted research in chronological order on student engagement at the post-secondary level in the Turkish context using a PRISMA-based systematic review screening process. The results show that online engagement research and practices have clearly increased and diversified over time. Specifically, online engagement research in the Turkish context has tended to focus on computer science students studying in online-only, LMS-supported environments where their behavioral engagement has been investigated quantitatively. Considering these findings, this systematic review suggests that future studies in the Turkish context should examine other fields besides computer science education, focus more on collaborative tools and the social dimension of engagement, use more qualitative methods, and investigate blended environments as well as online-only.
References
- Anderson, T. (2003). Getting the mix right again: an updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2). URL: https://doi. org/10.19173/irrodl.v4i2.149
- Anderson, T. (2009). The theory and practice of online learning (2nd. Ed.). AU Press, Edmonton, AB, CAN. https://read.aupress.ca/projects/the-theory-and-practice-of-online- learning
- Antonietti, A., Colombo, B., & Nuzzo, C. Di. (2015). Metacognition in self-regulated multimedia learning: Integrating behavioural, psychophysiological and introspective measures. Learning, Media and Technology, 40(2), 187–209. http://dx.doi.org/10.1080/17439884.2014.933112
- Basu, D., Heckman, S., & Maher, M. L. (2021, March). Online vs face-to-face web-development course: course strategies, learning, and engagement. Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, (pp. 1191-1197).
- Bates, A.W. (2015). Teaching in a digital age: guidelines for designing teaching and learning. Vancouver BC: Tony Bates Associates Ltd. ISBN: 978-0-9952692-0-0
Abstract
References
- Anderson, T. (2003). Getting the mix right again: an updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2). URL: https://doi. org/10.19173/irrodl.v4i2.149
- Anderson, T. (2009). The theory and practice of online learning (2nd. Ed.). AU Press, Edmonton, AB, CAN. https://read.aupress.ca/projects/the-theory-and-practice-of-online- learning
- Antonietti, A., Colombo, B., & Nuzzo, C. Di. (2015). Metacognition in self-regulated multimedia learning: Integrating behavioural, psychophysiological and introspective measures. Learning, Media and Technology, 40(2), 187–209. http://dx.doi.org/10.1080/17439884.2014.933112
- Basu, D., Heckman, S., & Maher, M. L. (2021, March). Online vs face-to-face web-development course: course strategies, learning, and engagement. Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, (pp. 1191-1197).
- Bates, A.W. (2015). Teaching in a digital age: guidelines for designing teaching and learning. Vancouver BC: Tony Bates Associates Ltd. ISBN: 978-0-9952692-0-0
Details
| Primary Language | English |
|---|---|
| Subjects | Lifelong learning |
| Journal Section | Articles |
| Authors | |
| Publication Date | July 1, 2024 |
| Submission Date | May 15, 2023 |
| Published in Issue | Year 2024 Volume: 25 Issue: 3 |