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Student Engagement in Online Learning in Latin American Higher Education during the COVID-19 Pandemic: A Systematic Review

British Journal of Educational Technology, 2022-05, Vol.53 (3), p.593 [Peer Reviewed Journal]

2022. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://novel-coronavirus.onlinelibrary.wiley.com ;ISSN: 0007-1013 ;EISSN: 1467-8535 ;DOI: 10.1111/bjet.13190

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  • Title:
    Student Engagement in Online Learning in Latin American Higher Education during the COVID-19 Pandemic: A Systematic Review
  • Author: Salas-Pilco, Sdenka Zobeida ; Yang, Yuqin ; Zhang, Zhe
  • Subjects: College Students ; COVID-19 ; Educational Technology ; Foreign Countries ; Higher Education ; Learner Engagement ; Online Courses ; Pandemics ; School Closing ; Student Behavior ; Technology Uses in Education
  • Is Part Of: British Journal of Educational Technology, 2022-05, Vol.53 (3), p.593
  • Description: The COVID-19 pandemic has forced higher education institutions to implement online learning activities based on virtual platforms, allowing little time to prepare and train faculty members to familiarize students with digital technologies. While previous studies have looked at how students engaged with digital technologies in their learning activities, the characteristics of the student engagement in online learning remain underexplored. Therefore, a systematic review of the literature on student engagement in online learning in higher education is much needed. This article synthesizes the findings on student engagement in Latin American higher education institutions during the COVID-19 pandemic. After reviewing the studies on online learning activities, this review examines student engagement from behavioural, cognitive and affective dimensions and identifies the main characteristics of student engagement from these tripartite dimensions. The implications of the findings for online learning in Latin American higher education are as follows: (a) to transform higher education, (b) to provide adequate professional training, (c) to improve Internet connectivity, (d) to ensure quality online learning in higher education and (e) to provide emotional support. These findings will provide valuable guidance for teachers, educational authorities and policy makers and help them make informed decisions to use effective strategies to support online learning in higher education institutions.
  • Publisher: Hoboken: Wiley
  • Language: English
  • Identifier: ISSN: 0007-1013
    EISSN: 1467-8535
    DOI: 10.1111/bjet.13190
  • Source: Coronavirus Research Database
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