The Influence of Collaboration, Participation, and Experience on Undergraduate Learner Engagement in the Online Teaching-Learning Environment
This study aimed to investigate the factors that influenced undergraduate learners’ engagement in the online environment in higher education institutions in the UAE. This quantitative study used an online survey that was distributed to undergraduate students at three universities in the UAE. Altoget...
Ausführliche Beschreibung
Autor*in: |
Nour Al Okla [verfasserIn] Eman Ahmed Rababa [verfasserIn] Shashidhar Belbase [verfasserIn] Ghadah Al Murshidi [verfasserIn] |
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E-Artikel |
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Sprache: |
Englisch |
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2023 |
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In: Online Learning - Online Learning Consortium, 2019, 27(2023), 3 |
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Übergeordnetes Werk: |
volume:27 ; year:2023 ; number:3 |
Links: |
Link aufrufen |
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DOI / URN: |
10.24059/olj.v27i3.3505 |
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10.24059/olj.v27i3.3505 doi (DE-627)DOAJ095012826 (DE-599)DOAJ819590456f484092891953288df4cea4 DE-627 ger DE-627 rakwb eng LB5-3640 Nour Al Okla verfasserin aut The Influence of Collaboration, Participation, and Experience on Undergraduate Learner Engagement in the Online Teaching-Learning Environment 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study aimed to investigate the factors that influenced undergraduate learners’ engagement in the online environment in higher education institutions in the UAE. This quantitative study used an online survey that was distributed to undergraduate students at three universities in the UAE. Altogether, 126 responses were received, coded, and prepared for analysis. The findings indicated that the participants’ engagement levels in the online environment were influenced by their collaboration, learning opportunities, utilization of educational technology, and the learners’ relationships with their instructors and colleagues. The results also showed that there was no statistically significant relationship between the learners’ participation in online activities and their engagement levels. These findings have pedagogical implications in dealing with the complex and dynamic nature of the construct called learner engagement in the online environment and suggest providing undergraduate learners with real-life learning opportunities to enhance their collaboration, use of technology, and effective communication. Online learning undergraduate learners learners’ perceptions learner engagement. Theory and practice of education Eman Ahmed Rababa verfasserin aut Shashidhar Belbase verfasserin aut Ghadah Al Murshidi verfasserin aut In Online Learning Online Learning Consortium, 2019 27(2023), 3 (DE-627)1760630659 (DE-600)3071358-4 24725730 nnns volume:27 year:2023 number:3 https://doi.org/10.24059/olj.v27i3.3505 kostenfrei https://doaj.org/article/819590456f484092891953288df4cea4 kostenfrei https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3505 kostenfrei https://doaj.org/toc/2472-5749 Journal toc kostenfrei https://doaj.org/toc/2472-5730 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 27 2023 3 |
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The Influence of Collaboration, Participation, and Experience on Undergraduate Learner Engagement in the Online Teaching-Learning Environment |
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This study aimed to investigate the factors that influenced undergraduate learners’ engagement in the online environment in higher education institutions in the UAE. This quantitative study used an online survey that was distributed to undergraduate students at three universities in the UAE. Altogether, 126 responses were received, coded, and prepared for analysis. The findings indicated that the participants’ engagement levels in the online environment were influenced by their collaboration, learning opportunities, utilization of educational technology, and the learners’ relationships with their instructors and colleagues. The results also showed that there was no statistically significant relationship between the learners’ participation in online activities and their engagement levels. These findings have pedagogical implications in dealing with the complex and dynamic nature of the construct called learner engagement in the online environment and suggest providing undergraduate learners with real-life learning opportunities to enhance their collaboration, use of technology, and effective communication. |
abstractGer |
This study aimed to investigate the factors that influenced undergraduate learners’ engagement in the online environment in higher education institutions in the UAE. This quantitative study used an online survey that was distributed to undergraduate students at three universities in the UAE. Altogether, 126 responses were received, coded, and prepared for analysis. The findings indicated that the participants’ engagement levels in the online environment were influenced by their collaboration, learning opportunities, utilization of educational technology, and the learners’ relationships with their instructors and colleagues. The results also showed that there was no statistically significant relationship between the learners’ participation in online activities and their engagement levels. These findings have pedagogical implications in dealing with the complex and dynamic nature of the construct called learner engagement in the online environment and suggest providing undergraduate learners with real-life learning opportunities to enhance their collaboration, use of technology, and effective communication. |
abstract_unstemmed |
This study aimed to investigate the factors that influenced undergraduate learners’ engagement in the online environment in higher education institutions in the UAE. This quantitative study used an online survey that was distributed to undergraduate students at three universities in the UAE. Altogether, 126 responses were received, coded, and prepared for analysis. The findings indicated that the participants’ engagement levels in the online environment were influenced by their collaboration, learning opportunities, utilization of educational technology, and the learners’ relationships with their instructors and colleagues. The results also showed that there was no statistically significant relationship between the learners’ participation in online activities and their engagement levels. These findings have pedagogical implications in dealing with the complex and dynamic nature of the construct called learner engagement in the online environment and suggest providing undergraduate learners with real-life learning opportunities to enhance their collaboration, use of technology, and effective communication. |
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author2Str |
Eman Ahmed Rababa Shashidhar Belbase Ghadah Al Murshidi |
ppnlink |
1760630659 |
callnumber-subject |
LB - Theory and Practice of Education |
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doi_str |
10.24059/olj.v27i3.3505 |
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LB5-3640 |
up_date |
2024-07-04T01:27:52.488Z |
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