Table 7 Summary of strategies used to facilitate student engagement during the Covid-19
From: Student engagement during emergency remote teaching: A scoping review
Category | Strategies (example) | No. of the studies (percent) |
|---|---|---|
Psychological & motivational factors | Positive psychology (i.e., growth mindset) (Chu, 2020); self-efficacy (Yang et al., 2020); adaptability (Zhang et al., 2020); achievement goals (Daumiller et al., 2021); Social presence (Orlowski et al., 2021); perceived psychological needs (Chiu., 2021) | 17 (36%) |
Flexible pedagogy | Online peer-peer mentoring programme (Krause & Moore, 2021); Synchronous and asynchronous learning (Petillion & McNeil, 2020; Ranga, 2020); student & instructor chrematistics, course design/content., learning environment (Deka, 2021); student-content interaction (screen sharing, summaries, and class recordings) (Abou-Khalil et al., 2021) | 11 (25%) |
Teacher’s facilitation | Teachers’ presence & quality of content (Khlaif et al., 2021); teacher's ability (to support hands-on competency dev.) (Code et al., 2020); teacher facilitation (Using wechat tool) (Xu et al., 2020); global digital social learning as teaching stragety (Davidson, 2021) | 8 (18%) |
Technologies & digital tools | Use of digital tools such as Zoom and Slack (Nickerson et al., 2020); VR technology(Alpert et al., 2021), iPad Apps (Al-Bogami & Elyas, 2020) | 6 (16%) |
Others (i.e., infrastructure) | Access to high-speed Internet and Internet-enabled or electricity-enabled devices (Domina et al., 2021; Tigaa & Sonawane, 2020) | 2 (5%) |
Total | Â | 44* |