Middle School Students' In‐Moment Engagement in Synchronous Online Learning: An Activity–Community of Inquiry Approach.
Background: Amidst the increasing application of online education in the post‐COVID era, new challenges in student engagement have emerged. However, most studies on online engagement have adopted macro‐level approaches and relied on self‐report measures of retrospective engagement. Few have examined...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 20 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918277&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918277 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918277 186918277 186918277 10.1111/jcal.70081 186918277 ppf: 1 ppct: 19 formats: tig: atl: Middle School Students' In‐Moment Engagement in Synchronous Online Learning: An Activity–Community of Inquiry Approach. aug: au: Cui, Zhihao Ng, Oi‐Lam Jong, Morris Siu‐yung Weng, Xiaojing affil: Department of Curriculum and Instruction, The Chinese University of Hong Kong, New Territories, Hong Kong sug: subj: Students, Middle School Psychosocial Factors Learning Methods Online Education Student Attitudes Communities Psychosocial Factors Computer-Assisted Instruction Human Funding Source Male Female Child Adolescence Hong Kong Correlational Studies Videorecording Qualitative Studies Thematic Analysis Conceptual Framework Descriptive Statistics Child: 6-12 years Adolescent: 13-18 years Male Female ab: Background: Amidst the increasing application of online education in the post‐COVID era, new challenges in student engagement have emerged. However, most studies on online engagement have adopted macro‐level approaches and relied on self‐report measures of retrospective engagement. Few have examined micro‐level engagement in terms of real‐time and in‐the‐moment engagement in synchronous online learning environments underpinned by robust theoretical frameworks. Objectives: This study presents a qualitative examination of the relationship between various technology‐supported online teaching and learning (T&L) activities and middle school students' in‐moment engagement by constructing a framework based on Community of Inquiry and Activity Theory. Methods: Sixty‐two middle school students participated in this synchronous online course. We collected data from multiple sources, including video and screen recordings of the lessons, students' performances, the digital artefacts students created, log data from Zoom's chat room and students' interactions over an online platform, Desmos. A thematic analysis was employed after identifying the mediated actions as units of analysis and indicators based on three dimensions (behaviour, cognitive and emotional) of engagement. Results: The results indicated that students' in‐moment engagement in online T&L activities was most prevalent during activities that stimulated cognitive presence, followed by those engendering social presence. We also highlight the influence of different tools and technologies through the lens of the Activity–Community of Inquiry framework. Implications: The study contributes theoretical and methodological insights into understanding students' engagement in synchronous online environments, and into future research and instructional design in technology‐supported teaching and learning in an online context. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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