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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.
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“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
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“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
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“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
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“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).”
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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…”
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“…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
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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?”
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×
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“Student engagement is defined as the time and energy that students purposefully dedicate to learning activities (Kuh, 2003).”
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“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
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Cited by
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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
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“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).”
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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
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