Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: A systematic review.
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Abstract The COVID‐19 pandemic has forced higher education institutions to implement online learning activities based on virtual platforms, allowing little time to prepare and train faculty members to familiarize students with digital technologies. While previous studies have looked at how students engaged with digital technologies in their learning activities, the characteristics of the student engagement in online learning remain underexplored. Therefore, a systematic review of the literature on student engagement in online learning in higher education is much needed. This article synthesizes the findings on student engagement in Latin American higher education institutions during the COVID‐19 pandemic. After reviewing the studies on online learning activities, this review examines student engagement from behavioural, cognitive and affective dimensions and identifies the main characteristics of student engagement from these tripartite dimensions. The implications of the findings for online learning in Latin American higher education are as follows: (a) to transform higher education, (b) to provide adequate professional training, (c) to improve Internet connectivity, (d) to ensure quality online learning in higher education and (e) to provide emotional support. These findings will provide valuable guidance for teachers, educational authorities and policy makers and help them make informed decisions to use effective strategies to support online learning in higher education institutions. Practitioner notes What is already known about this topic The COVID‐19 pandemic has disrupted the normal operation of higher education institutions across Latin America, impelling a shift from face‐to‐face instruction to online teaching and learning. Research on online learning in Latin American higher education has been conducted, but the findings and their implications are yet to be widely disseminated among researchers, practitioners and decision‐makers. What this paper adds Providing a systematic review of research on student engagement in online learning in Latin American higher education institutions. Analyzing the construct of student engagement in online learning from tripartite dimensions—behavioral, cognitive and affective—in the Latin American higher education context. Identifying the characteristics associated to each dimension of student engagement in online learning. Implications for practice and/or policy The need to transform the higher education system in Latin America and beyond, at two levels: to improve Internet connectivity at the technological level and to ensure the quality of online education at the pedagogical level. The urgency to offer an adequate professional training regarding the use of new technologies in online learning environments. The significance for higher education institutions to provide emotional support for students during the COVID‐10 pandemic.
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Challenges associated with online learning are a substantial hindrance to students' academic adaptation to online learning environments.
“These challenges associated with online learning are a substantial hindrance to students’ academic adaption to online learning environments (Okan, 2020; Tüzün and Yörük Toraman, 2021; Salas-Pilco et al., 2022).”
From The relationship between tolerance for uncertainty and academic adjustment: the mediating role of students’ psychological flexibility during COVID-19 (2023) · cites this paper as Salas-Pilco et al., 2022
Los estudios precedentes sobre IA en educación se centran en la gestión y administración de la enseñanza, no en la percepción de los estudiantes.
“los estudios precedentes aún no recogen la percepción de los estudiantes, sino que se centran en los campos de la gestión y administración de la enseñanza (Salas-Pilco, 2022).”
From Percepciones de estudiantes latinoamericanos sobre el uso de la inteligencia artificial en la educación superior (2024) · cites this paper as Salas-Pilco, 2022
The paper’s ‘Positive attitude toward online learning’ section reports studies of students’ attitudes toward online learning, but the claim concerns prior studies of AI in education. Neither that section nor the retrieved passages on student engagement address whether AI studies focused on teaching management and administration rather than student perceptions (searched: artificial intelligence, management, administration, student perceptions). (LLM, conf=0.76)
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- Authors
- Salas‐Pilco, S. Z., Yang, Y., & Zhang, Z.
- Affiliations
- Central China Normal University (CN)
- Hang Seng University of Hong Kong (HK)
- Corresponding author
- Yang, Yuqin
- Venue
- British Journal of Educational Technology
- Publisher
- Wiley
- Published
- 2022-02-15
- Volume
- 53
- Issue
- 3
- Pages
- 593-619
- ISSN
- 0007-1013 (ISSN-L)
- 1467-8535
- PMC
- PMC9111674
- OpenAlex
- W4213050051
- Cited by
- 411
- References
- 74
- Citations by year
- 2026: 50 · 2025: 86 · 2024: 112 · 2023: 121 · 2022: 42
- FWCI
- 21.57
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- Locations
- British Journal of Educational Technology (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Natural Science Foundation of China (62107020)
- Division of Undergraduate Education (ZNXBJY202108)
- Central China Normal University (1100/30106200286)
- Ministry of Education of the People's Republic of China (21YJA880078)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Technology
- Keywords
- student engagement, online learning, COVID-19 pandemic, Latin American higher education, behavioral engagement, cognitive engagement, emotional engagement, internet access, online education quality, emotional support for students, digital technologies in higher education
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