Cited by 411Education during COVID-19 pandemicOnline and Blended LearningEducational Innovations and Technology

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Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: A systematic review.

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Salas‐Pilco, Sdenka Zobeida, Yang, Yuqin, Zhang, Zhe·2022·British Journal of Educational Technology

DOI 10.1111/bjet.13190PMC PMC9111674

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Abstract

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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Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement
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“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?”
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“Salas-Pilco et al. [11] reviewed the literature on Latin American university student engagement and suggested reforms for the restructuring of higher education, upgrading internet access, ensuring quality e-learning, and emotional support.”
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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
ORCID: Salas‐Pilco, Sdenka Zobeida
Yang, Yuqin
Zhang, Zhe
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
DOI: 10.1111/bjet.13190
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: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
doi.wiley.com/10.1002/tdm_license_1.1 (tdm)
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

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Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: A systematic review.

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