Overcoming the Hurdles of Transition: Middle School Students’ Engagement in Distance Instruction During the COVID-19 Pandemic in South Korea

키워드

참고문헌 (52)

1. Anindito Aditomo, "Students’ Response to Academic Setback: 'Growth Mindset' as a Buffer Against Demotivation", International Journal of Educational Psychology, 4(2), pp.198~222 (2015), Hipatia Press[DOI]
2. Yunjo An, "Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic", Educational Technology Research and Development, 69(5), pp.2589~2613 (2021), Springer Science and Business Media LLC[DOI]
3. Bao, W., "COVID-19 and online teaching in higher education : A case study of Peking University", Human Behavior and Emerging Technologies, 2020(2), pp.113~115 (2020)[DOI]
4. Helen C. Barrett, "Online personal learning environments: structuring electronic portfolios for lifelong and life‐wide learning", On the Horizon, 17(2), pp.142~152 (2009), Emerald[DOI]
5. Nina Bergdahl, "Engagement, disengagement and performance when learning with technologies in upper secondary school", Computers & Education, 149, pp.103783~ (2020), Elsevier BV[DOI]
6. Jered Borup, "Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning", Educational Technology Research and Development, 68(2), pp.807~832 (2020), Springer Science and Business Media LLC[DOI]
7. Bozkurt, A., "Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic", Asian Journal of Distance Education, 15(1), pp.1~6 (2020)[DOI]
8. Britt, M., "How to better engage online students with online strategies", College Student Journal, 49(3), pp.399~404 (2015)
9. Chen, P. S. D., "Learning at a distance : Engaged or not?", Innovate : Journal of Online Education, 4(3), pp.1~7 (2008)
10. Thomas K. F. Chiu, "Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic", Journal of Research on Technology in Education, 54(sup1), pp.S14~S30 (2021), Informa UK Limited[DOI]
11. Moon-Heum Cho, "Instructor scaffolding for interaction and students' academic engagement in online learning: Mediating role of perceived online class goal structures", The Internet and Higher Education, 21, pp.25~30 (2014), Elsevier BV[DOI]
12. Betul C. Czerkawski, "An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments", TechTrends, 60(6), pp.532~539 (2016), Springer Science and Business Media LLC[DOI]
13. Davis, F. D., "Perceived usefulness, perceived ease of use, and user acceptance of information technology", MIS quarterly, 13(3), pp.319~340 (1989)[DOI]
14. Shivangi Dhawan, "Online Learning: A Panacea in the Time of COVID-19 Crisis", Journal of Educational Technology Systems, 49(1), pp.5~22 (2020), SAGE Publications[DOI]
15. Dixson, M. D., "Creating effective student engagement in online courses : What do students find engaging?", Journal of the Scholarship of Teaching and Learning, 10(2), pp.1~13 (2010)
16. Min Young Doo, "Structural relationships among self-regulation, transactional distance, and learning engagement in a large university class using flipped learning", Asia Pacific Journal of Education, 41(3), pp.609~625 (2020), Informa UK Limited[DOI]
17. Fredricks, J. A., "What do children need to flourish? : School engagement" (2005), Springer
18. Jennifer A Fredricks, "School Engagement: Potential of the Concept, State of the Evidence", Review of Educational Research, 74(1), pp.59~109 (2004), American Educational Research Association (AERA)[DOI]
19. Herzberg, F., "Organizational behavior 1: Essential theories of motivation and leadership" (2005), Routledge
20. Khe Foon Hew, "Promoting engagement in online courses: What strategies can we learn from three highly rated <scp>MOOCS<", scp>, 2014, pp.47(2), 320~341[DOI]
21. Hodges, C., "The difference between emergency remote teaching and online learning", Educause Review, 27(1), pp.1~9 (2020)
22. Hutchinson, S. A., "Education and grounded theory", Journal of Thought, 21(3), pp.50~68 (1986)
23. Ella R. Kahu, "The engagement of mature distance students", Higher Education Research &amp; Development, 32(5), pp.791~804 (2013), Informa UK Limited[DOI]
24. J. Kok, "Reflective journal writing: How it promotes reflective thinking in clinical nursing education: A students’ perspective", Curationis, 25(3) (2002), AOSIS[DOI]
25. "Establishing online learning environment for all students" (2020)[URL]
26. "Analysis of primary and secondary school distance education experiences and perceptions according to COVID-19" (2020)[URL]
27. 이옥화, "코로나19 위기 대응에 따른 온라인 원격수업 경험 후 교사들의 인식 변화", 교육공학연구, 37(2), pp.429~458 (2021), 한국교육공학회[DOI]
28. Lietaert, S., "The gender gap in student engagement : The role of teachers’ autonomy support, structure, and involvement", British Journal of Educational Psychology, 85(4), pp.498~518 (2015)
29. Jing Ma, "Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor", The Internet and Higher Education, 24, pp.26~34 (2015), Elsevier BV[DOI]
30. Martin, F., "Engagement matters : Student perceptions on the importance of engagement strategies in the online learning environment", Online Learning, 22(1), pp.205~222 (2018)
31. Katrina A. Meyer, "Student Engagement in Online Learning: What Works and Why", ASHE Higher Education Report, 40(6), pp.1~114 (2014), Wiley[DOI]
32. Jia Miao, "Students’ online interaction, self-regulation, and learning engagement in higher education: The importance of social presence to online learning", Frontiers in Psychology, 13 (2022), Frontiers Media SA[DOI]
33. Tracey Muir, "Chronicling engagement: students’ experience of online learning over time", Distance Education, 40(2), pp.262~277 (2019), Informa UK Limited[DOI]
34. Sarah O’ Shea, "“I ‘feel’ like I am at university even though I am online.” Exploring how students narrate their engagement with higher education institutions in an online learning environment", Distance Education, 36(1), pp.41~58 (2015), Informa UK Limited[DOI]
35. Nikolaos Pellas, "The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life", Computers in Human Behavior, 35, pp.157~170 (2014), Elsevier BV[DOI]
36. Paul R. Pintrich, "A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students", Educational Psychology Review, 16(4), pp.385~407 (2004), Springer Science and Business Media LLC[DOI]
37. B.K. Pursel, "Understanding MOOC students: motivations and behaviours indicative of MOOC completion", Journal of Computer Assisted Learning, 32(3), pp.202~217 (2016), Wiley[DOI]
38. Chris Quintana, "A Scaffolding Design Framework for Software to Support Science Inquiry", Journal of the Learning Sciences, 13(3), pp.337~386 (2004), Informa UK Limited[DOI]
39. Angela T. Ragusa, "Sense of connection, identity and academic success in distance education: sociologically exploring online learning environments", Rural Society, 27(2), pp.125~142 (2018), Informa UK Limited[DOI]
40. Rakes, G. C., "The impact of online graduate students'motivation and self-regulation on academic procrastination", Journal of interactive online learning, 9(1) (2010)
41. Johnmarshall Reeve, "Agency as a fourth aspect of students’ engagement during learning activities", Contemporary Educational Psychology, 36(4), pp.257~267 (2011), Elsevier BV[DOI]
42. Robinson, C. C., "New benchmarks in higher education : Student engagement in online learning", Journal of Education for Business, 84(2), pp.101~109 (2008)[DOI]
43. Spalding, E., "Demystifying reflection : A study of pedagogical strategies that encourage reflective journal writing", Teachers college record, 104(7), pp.1393~1421 (2002)
44. Stern, P. N., "The nurse as grounded theorist : History, process, and uses", Review Journal of philosophy and social science, 7(142), pp.200~215 (1982)
45. Strauss, A., "Basics of qualitative research techniques" (1998), Sage publications
46. Street, H., "Factors influencing a learner’s decision to drop-out or persist in higher education distance learning", Online Journal of Distance Learning Administration, 13(4), pp.1~5 (2010)
47. Jerry Chih‐Yuan Sun, "Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education", British Journal of Educational Technology, 43(2), pp.191~204 (2011), Wiley[DOI]
48. Bruce W. Tuckman, "The effect of motivational scaffolding on procrastinators’ distance learning outcomes", Computers &amp; Education, 49(2), pp.414~422 (2007), Elsevier BV[DOI]
49. "COVID-19 Educational Disruption and Response" (2020)[URL]
50. Feng Hsu Wang, "An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system", Computers &amp; Education, 114, pp.79~91 (2017), Elsevier BV[DOI]
51. Whittle, C., "Emergency remote teaching environment : A conceptual framework for responsive online teaching in crises", Information and Learning Sciences, 118(25), pp.311~319 (2020)
52. Hui Zhao, "Growth Mindset and College Students’ Learning Engagement During the COVID-19 Pandemic: A Serial Mediation Model", Frontiers in Psychology, 12, pp.224~ (2021), Frontiers Media SA[DOI]

관련 논문AI추천