Yang Dong, Wang Huanhuan, Metwally Ahmed Hosny Saleh, Huang Ronghuai
Smart Learning Institute, Beijing Normal University, Beijing, China.
National Engineering Research Center of Cyberlearning and Intelligent Technology (China), Faculty of Education, Beijing Normal University, Beijing, China.
Smart Learn Environ. 2023;10(1):24. doi: 10.1186/s40561-023-00240-2. Epub 2023 Mar 14.
Research on student engagement has recently gained popularity as it can address problems such as early dropout and poor achievement. The growing interest in investigating student engagement during the Covid-19 pandemic is reflected in increased publications addressing this topic. However, no review provided research evidence and an overview of existing literature on student engagement during emergency remote teaching (ERT). We reviewed how student engagement studies were undertaken during ERT from three perspectives: (1) the landscape of studies, (2) methodologies issues, and (3) the strategies used to facilitate student engagement. 42 articles were analysed from an initial pool of 436 search results. The findings illustrate that current studies were predominately undertaken in the United States (36%) and China (22%) with focusing on STEM subjects as a dominant discipline. The literature was largely inconsistent in defining and measuring student engagement. In addition, the majority of studies (57%) investigated students' engagement from the perspective of students, unlike other stakeholders. The most prominent finding is that ERT promoted several important engagement strategies, including motivational factors, teachers' facilitation, a hybrid learning model, and using learning technologies to boost students' engagement.
近年来，对学生参与度的研究越来越受到关注，因为它可以解决诸如辍学率高和成绩不佳等问题。在新冠疫情期间，对学生参与度的研究兴趣日益浓厚，这反映在相关主题的出版物数量不断增加。然而，目前尚无综述提供有关紧急远程教学（ERT）期间学生参与度的研究证据和现有文献概述。我们从三个角度回顾了ERT期间学生参与度研究是如何进行的：（1）研究概况，（2）方法学问题，以及（3）促进学生参与度的策略。从436个搜索结果的初始库中分析了42篇文章。研究结果表明，目前的研究主要在美国（36%）和中国（22%）进行，且主要集中在STEM学科作为主导学科。在学生参与度的定义和测量方面，文献在很大程度上并不一致。此外，与其他利益相关者不同，大多数研究（57%）从学生的角度调查学生的参与度。最突出的发现是，ERT促进了几种重要的参与策略，包括激励因素、教师的引导、混合学习模式以及使用学习技术来提高学生的参与度。
