Assessing the Learner’s Engagement Through Virtual Classroom and Teaching Pedagogy: The Mediating Role of Technology Usage

Peiqiong Zhang; Peng Zhao; Jongmoo Kim

doi:10.58262/V32I78.2

Authors

Peiqiong Zhang School of Journalism and Communication, Pingdingshan University, Pingdingshan 467000, Henan, China. Department of Media and Communication, Dankook University, Gyeonggi-do, 16890, South Korea. (South Korea)
Peng Zhao School of Journalism and Communication, Pingdingshan University, Pingdingshan 467000, Henan, China.
Jongmoo Kim Department of Media and Communication, Dankook University, Gyeonggi-do 16890, South Korea

DOI:

https://doi.org/10.58262/V32I78.2

Keywords:

Learners’ Engagement, Virtual Classroom, Teaching Pedagogy, Use of Technology

Abstract

In virtual classrooms, the engagement of learners has become a critical challenge. This research aims to answer the question: What is the impact of virtual classroom and teaching pedagogy on learner engagement in film and visual art education? This research addresses a gap to close a loop in literature and knowledge. A sample of 380 students pursuing films and visual arts education was taken to test the hypotheses. The findings of this study are based on empirical data, and a partial least square–structural equation model (PLS-SEM) employed for data analysis. The study reported that virtual classrooms and teaching pedagogy are significant antecedents of learners’ engagement. The study asserted that learners’ engagement is influenced by teaching pedagogy with the mediating role of the use of technology. This research is significant for its reliable theoretical contribution to the domain. Furthermore, the study has developed practical recommendations to improve learners’ engagement with teaching pedagogy and visual classroom. Future directions are also highlighted to conduct further studies on this area of knowledge.

Author Biography

Jongmoo Kim, Department of Media and Communication, Dankook University, Gyeonggi-do 16890, South Korea

https://orcid.org /0009-0007-0746-152X

References

Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M. A., Majumdar, R., & Ogata, H. (2021). Emergency online learning in low-resource settings: Effective student engagement strategies. Education Sciences, 11(1), 24. https://doi.org/10.3390/educsci11010024

Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Del Río Villanueva, C. A., Avolio Alecchi, B., & Avci, D. (2021). Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, 26(6), 6823-6845. https://doi.org/10.1007/s10639-021-10473-8

Ahmed, V., & Opoku, A. (2022). Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic. Education and Information Technologies, 27(1), 365-405. https://doi.org/10.1007/s10639-021-10706-w

Ahshan, R. (2021). A framework of implementing strategies for active student engagement in remote/online teaching and learning during the COVID-19 pandemic. Education Sciences, 11(9), 483. https://doi.org/10.3390/educsci11090483

Al-Nofaie, H. (2020). Saudi University Students’ perceptions towards virtual education During Covid-19 PANDEMIC: A case study of language learning via Blackboard. Arab World English Journal (AWEJ), 11(3), 4-20. https://doi.org/10.24093/awej/vol11no3.1

Alarcón, D., Sánchez, J. A., & De Olavide, U. (2015). Assessing convergent and discriminant validity in the ADHD-R IV rating scale: User-written commands for Average Variance Extracted (AVE), Composite Reliability (CR), and Heterotrait-Monotrait ratio of correlations (HTMT). In Spanish STATA meeting (pp. 1-39). STATA. https://go.revistacomunicar.com/JkAl7P

Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321-7338. https://doi.org/10.1007/ s10639-021-10589-x

Bradley, V. M. (2021). Learning Management System (LMS) use with online instruction. International Journal of Technology in Education, 4(1), 68-92. https://doi.org/10.46328/ijte.36

Cevikbas, M., & Kaiser, G. (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. Zdm, 52(7), 1291- 1305. https://doi.org/10.1007/s11858-020-01191-5

Chen, E., Kaczmarek, K., & Ohyama, H. (2021). Student perceptions of distance learning strategies during COVID?19. Journal of Dental Education, 85(Suppl 1), 1190-1191. https://doi.org/10.1002/jdd.12339

de Oliveira Dias, M., Lopes, R., & Teles, A. C. (2020). Will virtual replace classroom teaching? Lessons from virtual classes via zoom in the times of COVID-19. Journal of Advances in Education and Philosophy, 4(05), 208-213. https://doi.org/10.36348/jaep.2020.v04i05.004

Dolighan, T., & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95. https://doi.org/10.26522/brocked.v30i1.851

Gold, A. H., Malhotra, A., & Segars, A. H. (2001). Knowledge management: An organizational capabilities perspective. Journal of Management Information Systems, 18(1), 185-214. https://doi.org/10.1080/07421222.2001.11045669

Hakim, B. (2020). Technology integrated online classrooms and the challenges faced by the EFL teachers in Saudi Arabia during the COVID-19 pandemic. International Journal of Applied Linguistics and English Literature, 9(5), 33-39. https://doi.org/10.7575/ aiac.ijalel.v.9n.5p.33

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004

Harris, B. N., McCarthy, P. C., Wright, A. M., Schutz, H., Boersma, K. S., Shepherd, S. L., Manning, L. A., Malisch, J. L., & Ellington, R. M. (2020). From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond. Ecology and Evolution, 10(22), 12581-12612. https://doi.org/10.1002/ece3.6915

Jain, S., Lall, M., & Singh, A. (2021). Teachers’ voices on the impact of COVID-19 on school education: Are ed-tech companies really the panacea? Contemporary Education Dialogue, 18(1), 58-89. https://doi.org/10.1177/0973184920976433

Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in Psychology, 12, 637547. https://doi.org/10.3389/fpsyg.2021.637547

Joshi, A., Vinay, M., & Bhaskar, P. (2021). Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education, 18(2), 205-226. https://doi.org/10.1108/ ITSE-06-2020-0087

Junus, K., Santoso, H. B., Putra, P. O. H., Gandhi, A., & Siswantining, T. (2021). Lecturer Readiness for Online Classes during the Pandemic: A Survey Research. Education Sciences, 11(3), 139. https://doi.org/10.3390/educsci11030139

Kaup, S., Jain, R., Shivalli, S., Pandey, S., & Kaup, S. (2020). Sustaining academics during COVID-19 pandemic: the role of online teaching-learning. Indian Journal of Ophthalmology, 68(6), 1220-1221. https://doi.org/10.4103/ijo.IJO_1241_20

Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers’ challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 89-104. https:// doi.org/10.37134/ajelp.vol8.2.7.2020

Lestiyanawati, R. (2020). The strategies and problems faced by Indonesian teachers in conducting e-learning during COVID-19 outbreak. CLLiENT (Culture, Literature, Linguistics, and English Teaching), 2(1), 71-82. https://doi.org/10.32699/cllient.v2i1.1271

Li, Q., Li, Z., & Han, J. (2021). A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education. Education and Information Technologies, 26(6), 7635-7655. https://doi.org/10.1007/s10639-021-10612-1

Mahmood, S. (2021). Instructional strategies for online teaching in COVID?19 pandemic. Human Behavior and Emerging Technologies, 3(1), 199-203. https://doi.org/10.1002/hbe2.218

Martin, J. (2019). Building relationships and increasing engagement in the virtual classroom: Practical tools for the online instructor. Journal of Educators Online, 16(1), 1-8. https://go.revistacomunicar.com/juO3Eq

Miller, A. N., Sellnow, D. D., & Strawser, M. G. (2021). Pandemic pedagogy challenges and opportunities: Instruction communication in remote, HyFlex, and BlendFlex courses. Communication Education, 70(2), 202-204. https://doi.org/10.1080/03634523.2020.1857418

Murphy, L., Eduljee, N. B., & Croteau, K. (2020). College student transition to synchronous virtual classes during the COVID-19 pandemic in Northeastern United States. Pedagogical Research, 5(4), em0078. https://doi.org/10.29333/pr/8485

Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2), 783-793. https://doi.org/10.25215/0802.094

Nimavat, N., Singh, S., Fichadiya, N., Sharma, P., Patel, N., Kumar, M., Chauhan, G., & Pandit, N. (2021). Online Medical Education in India – Different Challenges and Probable Solutions in the Age of COVID-19. Advances in Medical Education and Practice, 12, 237-243. https://doi.org/10.2147/AMEP.S295728

Petillion, R. J., & McNeil, W. S. (2020). Student experiences of emergency remote teaching: Impacts of instructor practice on student learning, engagement, and well-being. Journal of Chemical Education, 97(9), 2486-2493. https://doi.org/10.1021/acs.jchemed.0c00733

Phillips, C., & O’Flaherty, J. (2019). Evaluating nursing students’ engagement in an online course using flipped virtual classrooms. Student Success, 10(1), 59-71. https://doi.org/10.5204/ssj.v10i1.1098

Potts, J. A. (2019). Profoundly Gifted Students’ Perceptions of Virtual Classrooms. Gifted Child Quarterly, 63(1), 58-80. https:// doi.org/10.1177/0016986218801075

Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers & Education, 143, 103682. https://doi.org/10.1016/j.compedu.2019.103682

Ramayah, T., Cheah, J., Chuah, F., Ting, H., & Memon, M. A. (2018). Partial least squares structural equation modeling (PLS-SEM) using smartPLS 3.0. Kuala Lumpur: Pearson. https://go.revistacomunicar.com/bGb92e

Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period. Journal of Ethnic and Cultural Studies, 7(2), 90-109. https://doi.org/10.29333/ejecs/388

Royston, P. (1992). Which measures of skewness and kurtosis are best? Statistics in Medicine, 11(3), 333-343. https://doi.org/10.1002/ sim.4780110306

Saiyad, S., Virk, A., Mahajan, R., & Singh, T. (2020). Online teaching in medical training: Establishing good online teaching practices from cumulative experience. International Journal of Applied and Basic Medical Research, 10(3), 149-155. https:// doi.org/10.4103/ijabmr.ijabmr_358_20

Salas?Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID?19 pandemic: A systematic review. British Journal of Educational Technology, 53(3), 593-619. https:// doi.org/10.1111/bjet.13190

Scagnoli, N. I., Choo, J., & Tian, J. (2019). Students’ insights on the use of video lectures in online classes. British Journal of Educational Technology, 50(1), 399-414. https://doi.org/10.1111/bjet.12572

Shenoy, V., Mahendra, S., & Vijay, N. (2020). COVID 19 – Lockdown: Technology Adaption, Teaching, Learning, Students Engagement and Faculty Experience. Mukt Shabd Journal, 9(4), 698-702. https://go.revistacomunicar.com/bTs1lF

Shevlin, M., & Miles, J. N. V. (1998). Effects of sample size, model specification and factor loadings on the GFI in confirmatory factor analysis. Personality and Individual Differences, 25(1), 85-90. https://doi.org/10.1016/S0191-8869(98)00055-5

Tamah, S. M., Triwidayati, K. R., & Utami, T. S. D. (2020). Secondary school language teachers’ online learning engagement during the COVID-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832. https:// doi.org/10.28945/4626

Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59-73. https://doi.org/10.1080/1475939X.2020.1854337

Yu, J., & Jee, Y. (2020). Analysis of online classes in physical education during the COVID-19 pandemic. Education Sciences, 11(1), 3. https://doi.org/10.3390/educsci11010003

Assessing the Learner’s Engagement Through Virtual Classroom and Teaching Pedagogy: The Mediating Role of Technology Usage

Authors

DOI:

Keywords:

Abstract

Author Biography

Jongmoo Kim, Department of Media and Communication, Dankook University, Gyeonggi-do 16890, South Korea

References

Downloads

Published

How to Cite

Issue

Section

License