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Online Engagement during COVID-19: Role of Agency on Collaborative Learning Orientation and Learning Expectations

Journal of Computer Assisted Learning, 2021-10, Vol.37 (5), p.1285 [Peer Reviewed Journal]

2021. 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: 0266-4909 ;EISSN: 1365-2729 ;DOI: 10.1111/jcal.12569

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  • Title:
    Online Engagement during COVID-19: Role of Agency on Collaborative Learning Orientation and Learning Expectations
  • Author: Almusharraf, Norah Mansour ; Bailey, Daniel
  • Subjects: College Students ; Cooperative Learning ; COVID-19 ; Electronic Learning ; English (Second Language) ; Foreign Countries ; Interaction ; Interpersonal Relationship ; Learner Engagement ; Pandemics ; Predictor Variables ; Second Language Instruction ; Technology Uses in Education ; Videoconferencing
  • Is Part Of: Journal of Computer Assisted Learning, 2021-10, Vol.37 (5), p.1285
  • Description: During the COVID-19 outbreak, students had to cope with succeeding in video-conferencing classes susceptible to technical problems like choppy audio, frozen screens and poor Internet connection, leading to interrupted delivery of facial expressions and eye-contact. For these reasons, agentic engagement during video-conferencing became critical for successful learning outcomes. This study explores the mediating effect agentic engagement has on collaborative language learning orientations (CLLO) within an EFL video-conferencing course to understand better how interactions influence academic learning expectations. A total of 329 (Male = 132, Female = 197) students were recruited from four South Korean universities to participate in this questionnaire study. Data analysis was carried out using the statistical software packages SPSS, and a series of data screening procedures were carried out. Findings revealed that collaborative language learning orientations were a statistically significant predictor of academic learning expectations, but this relationship was fully mediated when agentic engagement was added to the model. Students with a propensity for social language learning strategies believe they will succeed; however, this relationship is explained by their propensity to interact with the instructor when video-conferencing. An assortment of learning activities should be provided to support both collaborative and individual learning orientations for academic success. Students with collaborative learning tendencies and a propensity to actively engage the instructor during video conference classes are active participants in the eLearning context, possibly leading to positive course expectations.
  • Publisher: Hoboken: Wiley
  • Language: English
  • Identifier: ISSN: 0266-4909
    EISSN: 1365-2729
    DOI: 10.1111/jcal.12569
  • Source: Coronavirus Research Database
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