The DOI matches its Crossref record; 70 of the 74 references it cites were found in a registry or an index, and 2 are not checked yet.
Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: A systematic review.
Open accessAbstract
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.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source says what the claim attributes to it.
In the citing paper
“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
The check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“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
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
PRISMA-P Group, Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., & Stewart, L. A. (2015) · Systematic Reviews · doi:10.1186/2046-4053-4-1 · Cited by 26,223 · cited 1×
“We follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, which were developed to improve the reporting of systematic reviews (Moher et al., 2015); see Figure 1.”
MethodInterrater reliability: The kappa statistic
McHugh, M. L. (2012) · Biochemia Medica · doi:10.11613/bm.2012.031 · Cited by 19,877 · cited 1×
“Next, the two authors coded 20 percent of the selected articles (5 out of 23 articles), and Cohen's kappa coefficient (1960) was used to measure intercoder reliability: moderate agreement = 0.60– 0.79, substantial agreement = 0.80– 0.90 and almost perfect agreement = 0.91– 1.00 (McHugh, 2012).”
MethodInfluential(2017) · Cited by 16,036
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · cited 2×
“Based on the engagement dimensions proposed by Fredricks et al. (2004), student engagement in online learning can be explained as follows: a. Behavioural engagement : when online students actively participate in online learning activities. b. Cognitive engagement : when online students show…”
BackgroundFereday, J., & Muir-Cochrane, E. (2006) · International Journal of Qualitative Methods · doi:10.1177/160940690600500107 · Cited by 11,829
WHO Declares COVID-19 a Pandemic.
Cucinotta, D., & Vanelli, M. (2020) · Acta bio-medica dell'Ateneo parmense/Acta biomedica · doi:10.23750/abm.v91i1.9397 · Cited by 8,022 · cited 1×
“…institutions to provide emotional support for students during the COVID-10 pandemic. stage in 2020 during the global public health emergency caused by the COVID-19 pandemic (Cucinotta & Vanelli, 2020) as higher education institutions (HEIs) worldwide were compelled to switch to online instruction.”
BackgroundGuidance on Conducting a Systematic Literature Review
Xiao, Y., & Watson, M. (2019) · Journal of Planning Education and Research · doi:10.1177/0739456x17723971 · Cited by 3,467 · cited 2×
“The research questions (RQs) are as follows: RQ1: What are the main characteristics of student engagement— on the behavioural, cognitive and affective dimensions— in online learning in Latin American higher education during the COVID-19 pandemic?”
MethodCovid-19 pandemic and online learning: the challenges and opportunities
Adedoyın, O. B., & Soykan, E. (2020) · Interactive Learning Environments · doi:10.1080/10494820.2020.1813180 · Cited by 3,364 · cited 1×
“…to face- to-face instruction on parameters such as learning gains, satisfaction, learning styles and study habits (Farrell & Brunton, 2020; Paulsen & McCormick, 2020), in spite of challenges in the delivery of online instruction and provision of adequate infrastructure (Adedoyin & Soykan, 2020).”
BackgroundKuh, G. D. (2003) · Change The Magazine of Higher Learning · doi:10.1080/00091380309604090 · Cited by 1,710 · cited 1×
“Student engagement is defined as the time and energy that students purposefully dedicate to learning activities (Kuh, 2003).”
BackgroundMartin, F., & Bolliger, D. U. (2018) · Online Learning · doi:10.24059/olj.v22i1.1092 · Cited by 1,435 · cited 2×
“There is substantial evidence that student engagement is associated with positive learning outcomes, such as good academic performance, self-regulated learning and well-being (Lin et al., 2019; Martin & Bolliger, 2018; Zhang, 2017).”
Background
Research works printed but not linked: 16
- Cabero J., 2018, Percepciones de profesores y estudiantes de la formación virtual y de las herramientas en ellas utilizadas [Teachers 'and students' perceptions of virtual training and the tools used in it], Diálogo Educativo, 18, 149
- Cárdenas Zea M. P., 2021, La educación virtual en tiempos del COVID‐19: Una experiencia en la maestría de Educación [Virtual education in times of COVID‐19: An experience in the Master of Education], Revista Universidad y Sociedad, 13, 243
- Charbonneau‐Gowdy P, 2016, Proceedings of the11th International Conference on e‐Learning, 37
- Domínguez‐Torres L. C., 2021, Aula invertida a distancia vs. aula invertida convencional: Un estudio comparativo [Remote flipped classroom vs. conventional flipped classroom: A comparative study], Iatreia, 34, 260, 10.17533/udea.iatreia.104 · DOI
- Ferreira D., 2018, Andragogy in the 21st century: Applying the assumptions of adult learning online, Language Research Bulletin, 32, 10
- Huang R. H., 2020, Guidance on flexible learning during campus closures: Ensuring course quality of higher education in COVID‐19 outbreak
- Knopf T., 2021, Proceedings of the 8th European Conference on Social Media
- Molina Gutiérrez T. D. J., 2021, Crisis estudiantil en pandemia. ¿Cómo valoran los estudiantes universitarios la educación virtual? [Student crisis in the pandemic. How do university students value virtual education?], Revista Conrado, 17, 283
- Rodríguez Fernández R. M., 2021, Experiencias en Cuba sobre la utilización de métodos colaborativos de aprendizaje en asignaturas de la carrera Ciencias de la Información [Experiences in Cuba on the use of collaborative learning methods in Information Sciences subjects], Revista Cubana de Información en Ciencias de la Salud, 32
- 10.4185/RLCS‐2020‐1479 · DOI
- The World Bank, 2021, Latin America and the Caribbean: Tertiary education. Context
- Tyler R., 1969, Educational evaluation: New roles, new methods: The sixty‐eighth yearbook of the National Society for the Study of Education, Part II
- United Nations, 2015, Draft outcome document of the United Nations summit for the adoption of the post‐2015 development agenda A/69/L.85
- Willms J. D., 2009, What did you do in school today? Transforming through social, academic and intellectual engagement: First National Report
- Yuzhaninova E. R., 2018, 5th International Scientific Conference on Purposes, Tasks and Values of Education in Modern Conditions, 20
- Zúñiga Rodríguez M., 2021, El sentido escolar frente al COVID‐19. La percepción de estudiantes de universidades públicas en Hidalgo [The school sense in the face of COVID‐19. The perception of students from public universities in Hidalgo], Revista Conrado, 17, 46
Cited by
Sorted by citations
Wang, C., Chen, X., Yu, T., Liu, Y., & Jing, Y. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-02717-y · Cited by 458
Wang, X., Gao, Y., Wang, Q., & Zhang, P. (2024) · European Journal of Education · doi:10.1111/ejed.12874 · Cited by 172
Johar, N. A., Kew, S. N., Tasir, Z., & Koh, E. (2023) · Sustainability · doi:10.3390/su15107849 · Cited by 108
Younas, M. S., Noor, U., Zhou, X., Menhas, R., & Qingyu, X. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.948061 · Cited by 107
“The features of students’ involvement in online learning remain understudied, and the factors impacting students’ satisfaction and achievement in online courses during the COVID-19 pandemic era and the link between these variables have to be identified and established (Gopal et al., 2021; Salas-Pilco et al., 2022).”
BackgroundAkram, H., & Li, S. (2024) · Perceptual and Motor Skills · doi:10.1177/00315125241248709 · Cited by 142
Live, play, and learn: Language learner engagement in the immersive VR environment
Lee, S., Yang, Z., & Wu, J. G. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12215-4 · Cited by 95
Sum, M., & Oancea, A. (2022) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-022-00364-4 · Cited by 68
New Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics
Nilimaa, J. (2023) · Trends in Higher Education · doi:10.3390/higheredu2030028 · Cited by 134
“The students who participated in the course high satisfaction score, as students who are engaged in their learning are more likely to be satisfied with their efforts [51–54].”
BackgroundMeng, W., Yu, L., Liu, C., Pan, N., Pang, X., & Zhu, Y. (2024) · Frontiers in Education · doi:10.3389/feduc.2023.1334153 · Cited by 64
Teacher support, academic engagement and learning anxiety in online foreign language learning
Li, X., Zhang, F., Duan, P., & Yu, Z. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13430 · Cited by 83
Virtually the same?: Online higher education in the post Covid‐19 era
O’Dea, X., & Stern, J. (2022) · British Journal of Educational Technology · doi:10.1111/bjet.13211 · Cited by 62
Nuryana, Z., Xu, W., Kurniawan, L., Sutanti, N., Makruf, S. A., & Nurcahyati, I. (2023) · Comprehensive Psychoneuroendocrinology · doi:10.1016/j.cpnec.2023.100184 · Cited by 74
“The inclusion of diverse perspectives and experiences in the curriculum can help to create a more inclusive and equitable education system [49].”
Ronglan, W. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1266009 · Cited by 77
Liu, K., Yao, J., Tao, D., & Yang, T. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11833-2 · Cited by 62
“Compared with traditional face-to-face instruction, the engagement of students in online learning is more challenging (Gillett-Swan, 2017; Salas-Pilco et al., 2022; Yu, 2021).”
BackgroundAlonso‐Tapia, J., Merino-Tejedor, E., & Martínez, J. A. H. (2022) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00621-0 · Cited by 102
Meletiou-Mavrotheris, Μ., Eteokleous, N., & Stylianou-Georgiou, A. (2022) · Education Sciences · doi:10.3390/educsci12070477 · Cited by 54
“Forming of online peer support groups: One of the issues affecting emergency remote learning witnessed in our study and the literature is the stress and isolation due to the lack of face-to-face contact [99].”
BackgroundResultGunness, A., Matanda, M. J., & Rajaguru, R. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104884 · Cited by 50
Aftermath on COVID-19 technological and socioeconomic changes: A meta-analytic review
Yao, X., Xu, Z., Škare, M., & Wang, X. (2024) · Technological Forecasting and Social Change · doi:10.1016/j.techfore.2024.123322 · Cited by 51
Exploring Human Interaction in Online Self-Regulated Learning Through Danmaku Comments
Zhu, Y., Lin, X. Y., Kim, J., Al‐Adwan, A. S., & Li, N. (2025) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2025.2480826 · Cited by 49
The Impact of Online Learning and Soft Skills on College Student Satisfaction and Course Feedback
Gernal, L., Tantry, A., Gilani, S. A. M., & Peel, R. (2024) · Studies in systems, decision and control · doi:10.1007/978-3-031-51997-0_44 · Cited by 43
Kara, A., Ergüleç, F., & Eren, E. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12755-3 · Cited by 52
Vermeulen, E. J., & Volman, M. L. L. (2024) · Technology, Knowledge and Learning · doi:10.1007/s10758-023-09704-3 · Cited by 44
Shehata, B., Tlili, A., Huang, R., Adarkwah, M. A., Liu, M., & Chang, T. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12112-w · Cited by 54
Huang, F., Peng, D., & Teo, T. P. (2025) · European Journal of Education · doi:10.1111/ejed.70041 · Cited by 45
Gameil, A. A., & Al-Abdullatif, A. M. (2023) · Education Sciences · doi:10.3390/educsci13040334 · Cited by 38
“…when completing activities, as well as learners’ responses to challenges by determining the extent to which they insist on persevering and employing problem-solving skills, or whether they practice withdrawal behaviours in the case of failure, and thus withhold their emotional participation [53].”
BackgroundRíos Hernández, I. N., Mateus, J. C., Rivera Rogel, D., & Ávila Meléndez, L. R. (2024) · Austral Comunicación · doi:10.26422/aucom.2024.1301.rio · Cited by 36
Liu, Q., & Zhou, W. (2024) · Acta Psychologica · doi:10.1016/j.actpsy.2024.104504 · Cited by 56
Albornoz, J. I. M., Berríos-Riquelme, J., Infante-Villagrán, V. A., & Lobos, K. (2022) · Sustainability · doi:10.3390/su15010597 · Cited by 33
“The behavioral dimension includes all the behaviors that are observed in students that are interested in learning [11], such as participation, collaboration, performance, and interest [12].”
BackgroundAteş, H., & Köroğlu, M. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12931 · Cited by 48
Verma, N., Getenet, S. T., Dann, C. E., & Shaik, T. (2023) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2023.100187 · Cited by 43
Inequality in remote learning quality during COVID-19: student perspectives and mitigating factors
Kennedy, A. I., Mejía‐Rodríguez, A. M., & Strello, A. (2022) · Large-scale Assessments in Education · doi:10.1186/s40536-022-00143-7 · Cited by 51
“contributing to class discussion) (Fredricks et al., 2004; Fredricks et al., 2012; Salas-Pilco et al., 2022).”
Ge, D. (2025) · BMC Psychology · doi:10.1186/s40359-025-02631-1 · Cited by 28
“Emotional engagement is considered as the learner’s emotional response and emotional state towards learning tasks [2].”
Sustainable Education and Digitalization through the Prism of the COVID-19 Pandemic
Gorina, L. N., Gordova, M., Khristoforova, I. V., Sundeeva, L. A., & Striełkowski, W. (2023) · Sustainability · doi:10.3390/su15086846 · Cited by 28
Systemic vision of the technological educational context in Latin America
Jiménez-Pitre, I., Molina-Bolívar, G., & Pitre, R. G. (2023) · Región Científica · doi:10.58763/rc202358 · Cited by 28
Effectiveness of LMS Digital Tools Used by the Academics to Foster Students’ Engagement
Simelane-Mnisi, S. (2023) · Education Sciences · doi:10.3390/educsci13100980 · Cited by 27
Flipped Learning and E-Learning as Training Models Focused on the Metaverse
López-Belmonte, J., Sánchez, S. P., Carmona-Serrano, N., & Moreno-Guerrero, A.-J. (2022) · Emerging Science Journal · doi:10.28991/esj-2022-sied-013 · Cited by 34
“Likewise, the Covid-19 pandemic has forcibly virtualized many life actions, including educational ones [51].”
BackgroundAzila-Gbettor, E. M., Abiemo, M. K., & Glate, S. N. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e12832 · Cited by 33
Impact of the covid-19 pandemic on the use of ICT tools in science and technology education
Antón‐Sancho, Á., Fernández‐Arias, P., & Vergara, D. (2023) · Journal of Technology and Science Education · doi:10.3926/jotse.1860 · Cited by 27
Perera, C. H., Nguyen, L. T. V., & Nayak, R. (2023) · International Journal of Educational Management · doi:10.1108/ijem-05-2023-0260 · Cited by 36
Preservice teachers' learning by design through space construction in the metaverse
Lee, S., & Kim, S. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13493 · Cited by 37
Quan, Q., Gao, Y., & Wang, Q. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105766 · Cited by 32
Useche, A. C., Galvis, Á. H., Arceo, F. D. B., Rivera, A. P., & Muñoz-Reyes, C. (2022) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-022-00365-3 · Cited by 52
Limniou, M., Sedghi, N., Kumari, D. P., & Drousiotis, E. (2022) · Education Sciences · doi:10.3390/educsci12100671 · Cited by 27
“Salas-Pilco, Yang and Zhang (2022) [51] identified the main characteristics of student engagement from these tripartite dimensions in online learning were related to digital skills development, technological issues, emotional support, student self-regulation, perceived self-digital literacy and…”
Mondragon‐Estrada, E., Kirschning, I., Nolazco‐Flores, J. A., & Camacho-Zúñiga, C. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1250461 · Cited by 23
Gupta, P., & Prashar, A. (2024) · Behaviour and Information Technology · doi:10.1080/0144929x.2024.2383777 · Cited by 31
Zheng, Q., Yuan, Z., & Pan, X. (2024) · Asia Pacific Journal of Education · doi:10.1080/02188791.2024.2404669 · Cited by 37
Deep, P. D., Chen, Y., Ghosh, N., & Rahaman, M. S. (2024) · Education Sciences · doi:10.3390/educsci15010033 · Cited by 56
Li, L., & Zeng, D. (2025) · BMC Psychology · doi:10.1186/s40359-025-02685-1 · Cited by 38
“To effectively enhance student engagement, it is essential to have online learning environments that are flexible and conducive to learning [55].”
A mixed blessing: student engagement in emergency online learning during COVID-19 in China
Yin, H. (2022) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2072469 · Cited by 22
Didactic Use of Virtual Reality in Colombian Universities: Professors’ Perspective
Antón‐Sancho, Á., Vergara, D., Fernández‐Arias, P., & Echeverri, E. A. A. (2022) · Multimodal Technologies and Interaction · doi:10.3390/mti6050038 · Cited by 27
Knowledge ontology enhanced model for explainable knowledge tracing
Wang, Y., Huo, Y., Yang, C., Huang, X., Xia, D., & Feng, F. (2024) · Journal of King Saud University - Computer and Information Sciences · doi:10.1016/j.jksuci.2024.102065 · Cited by 23
Bravo, J., Maquen-Niño, G. L. E., Germán, N., Valdivia, C., Alarcón, R., Aquino, J., & Serquén, O. (2025) · Frontiers in Computer Science · doi:10.3389/fcomp.2025.1549262 · Cited by 21
Student Engagement in the HyFlex and Online Classrooms: Lessons from the COVID-19 Pandemic
Bozan, K., Gaskin, J. E., & Stoner, C. (2023) · Technology Knowledge and Learning · doi:10.1007/s10758-023-09661-x · Cited by 24
Wut, T. M., Ng, P. M. L., & Low, M. P. (2023) · Journal of Computers in Education · doi:10.1007/s40692-023-00278-8 · Cited by 25
Artificial Intelligence and Augmented Reality in Higher Education: a systematic review
Rodriguez, W. J. M., Andrade-Girón, D., Zúñiga-Rojas, M. G., Ramírez, E. T. S., Rivera, I. P. C., Sánchez, J., & Soto, F. G. C. (2023) · Data & Metadata · doi:10.56294/dm2023121 · Cited by 27
Alsayer, A. A. (2023) · SAGE Open · doi:10.1177/21582440231208524 · Cited by 24
Al-Kahtani, N. K. (2022) · Heliyon · doi:10.1016/j.heliyon.2022.e10632 · Cited by 26
“In online learning, it can be analyzed based on the dimensions such as behavioral engagement dealing with the student's participation and interaction, affective engagement describing the students' attitude toward faculty members and peers, and cognitive engagement relating to students' motivation and effort to learn (…”
Tennakoon, H., Hansen, J. M., Saridakis, G., Samaratunga, M., & Hansen, J. W. (2023) · Sustainability · doi:10.3390/su15108319 · Cited by 18
Fang, F., Meng, Y., Tang, L., & Cui, Y. H. (2025) · Behavioral Sciences · doi:10.3390/bs15070851 · Cited by 17
Zhu, X., Gong, Q., Wang, Q., He, Y., Sun, Z., & Liu, F. (2023) · Sustainability · doi:10.3390/su15054544 · Cited by 23
Tondeur, J., Howard, S. K., Scherer, R., & Siddiq, F. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104866 · Cited by 24
Guzzo, T., Boffo, S., Ferri, F., Gagliardi, F., & Grifoni, P. (2022) · Sustainability · doi:10.3390/su14148438 · Cited by 19
Daşcı, E., Salihoğlu, K., & Daşcı, E. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1272205 · Cited by 21
Designing online teaching curriculum to optimise learning for all students in higher education
Sheridan, L., & Gigliotti, A. (2023) · The Curriculum Journal · doi:10.1002/curj.208 · Cited by 16
Kaya, E., Karatana, Ö., & Yıldırım, T. Ö. (2023) · Nurse Education in Practice · doi:10.1016/j.nepr.2023.103801 · Cited by 21
Chen, J. I.-H., & Zhao, Z. (2024) · PLoS ONE · doi:10.1371/journal.pone.0303275 · Cited by 33
Zheng, Y., & Zheng, S. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00388-4 · Cited by 15
The influence of social media literacy on student engagement in online learning
Tran‐Duong, Q. H., & Vo‐Thi, N. (2023) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12849 · Cited by 15
Borja‐Gil, J., Castellanos‐Verdugo, M., & Oviedo‐García, M. Á. (2024) · European Journal of Education · doi:10.1111/ejed.12642 · Cited by 19
Alkaabi, K. (2022) · Education Sciences · doi:10.3390/educsci13010013 · Cited by 15
Huang, C., Zhang, L., He, T., Wu, X., Pan, Y., Han, Z., & Zhao, W. (2023) · Educational Psychology · doi:10.1080/01443410.2023.2254524 · Cited by 16
Navigating the online learning journey by self-regulation: Teachers as learners
Feldman-Maggor, Y., Tuvi‐Arad, I., & Blonder, R. (2024) · Computers & Education · doi:10.1016/j.compedu.2024.105074 · Cited by 18
Spitzer, M., Ruiz-García, M., & Moeller, K. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13517 · Cited by 27
Dubovi, I., & Adler, I. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2100427 · Cited by 17
Ramli, M., Cahyadi, A., Mizani, H., Hendryadi, H., & Mais, R. G. (2023) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2024.19002 · Cited by 23
Yang, R., Wibowo, S., Mubarak, S., & Rahamathulla, M. (2023) · Journal of Marketing for HIGHER EDUCATION · doi:10.1080/08841241.2023.2204466 · Cited by 14
Nursing Student's Satisfaction With Virtual Learning During COVID-19 Pandemic in India
Kanagaraj, P., Sakthivel, R., Christhumary, P. C., Arulappan, J., Matua, G. A., Subramanian, U., Kanagaraj, A., Jacob, J., & Muniyandi, H. (2022) · SAGE Open Nursing · doi:10.1177/23779608221144933 · Cited by 13
Doo, M. Y., Zhu, M., & Bonk, C. J. (2023) · Online Learning · doi:10.24059/olj.v27i1.3405 · Cited by 19
Determinants of Learners’ Self-Directed Learning and Online Learning Attitudes in Online Learning
Li, J., & Wu, C.-H. (2023) · Sustainability · doi:10.3390/su15129381 · Cited by 25
Samara, M., Algdah, A., Nassar, Y. H., Zahra, S. A., Halim, M., & Barsom, R. M. M. (2023) · Journal of Technology and Science Education · doi:10.3926/jotse.2057 · Cited by 15
Sigahi, T. F. A. C., Sznelwar, L. I., Rampasso, I. S., de Moraes, G. H. S. M., Júnior, G. G., Pinto, A., & Anholon, R. (2022) · Ergonomics · doi:10.1080/00140139.2022.2126895 · Cited by 18
Huang, C., Wang, T., & Li, Y. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12301-7 · Cited by 12
SIG-Net: GNN based dropout prediction in MOOCs using Student Interaction Graph
Roh, D., Han, D., Kim, D., Han, K., & Yi, M. Y. (2024) · ACM Symposium on Applied Computing · doi:10.1145/3605098.3636002 · Cited by 12
Gamifying online learning: An evaluation of Kahoot’s effectiveness in promoting student engagement
Tandiono, R. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12800-1 · Cited by 26
Overcoming Silos: A Sustainable and Innovative Approach to Curriculum Development
Kirwan, M., Bhatti, A. J., Pacey, V., Gray, K., & Dean, C. M. (2022) · Education Sciences · doi:10.3390/educsci12060375 · Cited by 12
ICTs Influence on Knowledge Sharing in Higher Education: A Pre‐ AI Systematic Literature Review
Kumar, N., Cook, E. J., Kınık, F. Ş. F., & Maisuradze, L. (2024) · European Journal of Education · doi:10.1111/ejed.12803 · Cited by 11
Ali, M. A. S., Sobaih, A. E. E., & Elshaer, I. A. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph192316164 · Cited by 11
Guo, B. (2022) · American Journal of Health Behavior · doi:10.5993/ajhb.46.6.11 · Cited by 11
Azila-Gbettor, E. M. (2023) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-01-2023-0008 · Cited by 11
de Salvioni, V. V. R. D. (2023) · Región Científica · doi:10.58763/rc202338 · Cited by 10
Brotons, R. P., Izquierdo, A., Perez-Soto, N., Pozo-Rico, T., Costa, J. L. C., & Corbí, R. G. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1377176 · Cited by 18
Evolving attitudes toward online education in Peruvian university students: A quantitative approach
Contreras, R. D. A., Ruiz-Aquino, M., Álvarez-Risco, A., Apaza, M. C., Flores, A. C., Árias, E. F., de la Cruz, M. R., Del-Aguila-Arcentales, S., Davies, N. M., de Aguí, M. L. O., et al. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e30566 · Cited by 10
E-learning platforms at ODeL institutions of higher education: creating a real-world learning
Mpungose, C. B. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13447-2 · Cited by 17
Díaz, P., Hrastinski, S., & Norström, P. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12665-4 · Cited by 14
Giusti, G., Farrapo, A. C., Sigahi, T. F. A. C., Saltorato, P., Vieira, J. G. V., & Silva, D. A. L. (2023) · The International Journal of Life Cycle Assessment · doi:10.1007/s11367-023-02225-2 · Cited by 9
Al-Tamimi, A.-K., Moore, R., Javed, Y., Babu, S., & Freeman, E. (2024) · Advances in higher education and professional development book series · doi:10.4018/979-8-3693-5483-4.ch006 · Cited by 9
Delprato, M., & Antequera, G. (2024) · International Journal of Educational Research · doi:10.1016/j.ijer.2024.102493 · Cited by 9
Ko, H. (2026) · Journal of Intelligence · doi:10.3390/jintelligence14020031 · Cited by 9
“As digital learning ecosystems grow more complex, the results of this study offer timely guidance for policymakers and educators seeking to design inclusive, effective, and personalized digital learning interventions (Benita et al., 2021; Sari et al., 2022; Z. Yang, 2022).”
Ma, Y., Zuo, M., Yan, Y., Wang, K., & Luo, H. (2022) · Sustainability · doi:10.3390/su142315691 · Cited by 9
“However, based on this literature review, we found the following gaps: (1) Although student engagement has been accepted as one of the important factors that affects student learning outcomes in an online learning environment [15], there are still limited studies in the literature on student engagement in online learn…”
BackgroundInfluentialRemesal, A., & Villarroel, V. (2023) · Sustainability · doi:10.3390/su151914199 · Cited by 8
Metadata
- 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
- Social Sciences › Education › 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
