During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained...

Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic

Using qualitative methods to develop a survey measure of math and science engagement

This paper presents a narrative review of the literature related to the landscape of learning and teaching in Massive Open Online Courses (MOOCs). Past reviews of the MOOC literature have primarily focused on identifying trends and categorising MOOC studies. Syntheses of recent empirical contributions on learning and teaching in MOOCs are scarce. This review evaluated 102 academic studies published between 2014 and 2016 on the learning and teaching aspects of MOOCs. These studies were analysed using Biggs’ 3P Model of Teaching and Learning as an organising framework. The analysis examines four key learning and teaching factors: learner factors, teaching context, learner engagement, and learning outcomes. Five important findings emerged from this analysis: (1) evidence-based research on non-mainstream consumers of MOOCs is scarce; (2) the role of learner factors is oversimplified in evidence-based MOOC research; (3) there is no attempt to reconcile different approaches to measuring learner engagement with MOOCs; (4) measures of learning outcomes lack sophistication and are often based on single variables; and (5) the relationships between many of the key learning and teaching factors have not been clarified. It is argued that continuing to study learning and teaching factors in isolation without considering how they interact with each other does not move the research field forward.

Progress and new directions for teaching and learning in MOOCs

Digital support for student engagement in blended learning based on self-determination theory

The increased availability and development of immersive technologies have given students growing opportunities to engage in different educational subjects. However, there is a lack of empirical research exploring the educational influence of using Immersive Virtual Reality (IVR) in science classrooms. To address this gap, this study developed a series of IVR-based science lessons for middle-school students and further examined these lessons? effects on learning performance. Our quasi-experimental approach employed a pretest and posttest to measure academic achievement and questionnaires to measure engagement and technology acceptance. A total of 90 sixth-grade students from two classes were randomly assigned to the experimental and control groups. The experimental group engaged with the science lessons using Head-Mounted Displays, whereas the control group learned the same material through traditional teaching methods. The results revealed that the experimental group obtained significantly higher academic achievement and engagement scores (cognitive, behavioral, emotional and social) than the control group. Moreover, the experimental group had a high level of technology acceptance for IVR usage in classrooms. Our study provides empirical evidence for IVR?s use in science education. Furthermore, it also sheds light on how to develop and implement an IVR-based classroom for formal educational purposes.

Effects of an Immersive Virtual Reality-Based Classroom on Students' Learning Performance in Science Lessons.

The Math and Science Engagement Scales: Scale development, validation, and psychometric properties

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The Math and Science Engagement Scales: Scale development, validation, and psychometric properties