How to Create, Maintain, and Reinforce Students’ Motivation and Engagement in Online Education: A Discussion

Authors

  • Mai Phuong Thi Dinh Eastern International University, Binh Duong, Viet Nam
  • Phuoc Tan Le Eastern International University, Binh Duong, Viet Nam
  • Anh Tuan Pham Tran Eastern International University, Binh Duong, Viet Nam

DOI:

https://doi.org/10.52296/vje.2022.133

How to Cite

Dinh, M. P. T., Le, P. T., & Tran, A. T. P. (2022). How to Create, Maintain, and Reinforce Students’ Motivation and Engagement in Online Education: A Discussion. Vietnam Journal of Education, 6(1), 53–61. https://doi.org/10.52296/vje.2022.133

Abstract

Online (virtual) education is a teaching and learning method selected by many institutions, including Eastern International University (EIU), to overcome the lockdown and curfew periods during the Covid-19 pandemic. In this knowledge transferring mode, maintaining students’ engagement and motivation is the concern of lectures and school administrators. This study discusses the origin, advantages, and disadvantages of online teaching, compared with on-campus face-to-face education. Also, using the results of a student survey conducted by the Student Services Office, this study highlights some serious issues related to online education in the Becamex Business School at Eastern International University, including poor internet connection, lack of interaction between lecturers and students, external noises, and students’ insufficient attention to the lectures. Then, this study proposes four solutions to remedy these problems: (1) student-friendly or familiar examples, (2) technology-aided teaching methods, (3) project-based assessment, and (4) seven principles for good practice in undergraduate education.

Downloads

Download data is not yet available.

References

Adams J. (2009). The acceptability of online courses as criteria for admission to medical school. Ochsner journal, 9(1), 4-10. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3096245/

Akkoyunlu, B., & Soylu, M, Y. (2008). A study of student’s perceptions in a blended learning environment based on different learning styles. Educational Technology & Society, 11(1), 183-193. https://www.jstor.org/stable/jeductechsoci.11.1.183

Ayling, D., & Hebblethwaite, D. (2011). Facebook: From offline to online communities of practice in practice-based learning. Proceedings of the NZACE, 19-23. https://www.researchgate.net/publication/336056462_NZACE_2011_Conference_Proceedings

Baird, L. (2005). College environments and climates: Assessments and their theoretical assumptions. Higher Education: Handbook of Theory and Research, 10, 507-537. https://doi.org/10.1007/1-4020-3279-X_10

Blaskova, M. (2014). Influencing academic motivation, responsibility and creativity. Procedia - Social and Behavioral Sciences, 159, 415-425. https://doi.org/10.1016/j.sbspro.2014.12.399

Bloomer, W. (2015). A companion to ancient education. West Sussex: Wiley-Blackwell.

Bowers, J., & Kumar, P. (2015). Students’ perceptions of teaching and social presence: A comparative analysis of face-to-face and online learning environments. International Journal of Web-Based Learning and Teaching Technologies, 10(1), 27-44. http://doi.org/10.4018/ijwltt.2015010103

Chen, K., & Jang, J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752. http://doi.org/10.1016/j.chb.2010.01.011

Chickering, A., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 3-7. https://files.eric.ed.gov/fulltext/ED282491.pdf

Chiriac, E. (2014). Group work as an incentive for learning: Students’ experiences of group work. Frontiers in psychology, 5, 558. https://doi.org/10.3389/fpsyg.2014.00558

Deci, E., & Ryan, R. (2000). The what and why of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227-268. http://doi.org/10.1207/S15327965PLI1104_01

Dixson, M. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13.

Garrison, D. (1985). Three generations of technological innovations in distance education. Distance Education, 6(2), 235-241. https://doi.org/10.1080/0158791850060208

Harackiewicz, J., Smith, J., & Priniski, S. (2016). Interest matters: The importance of promoting interest in education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220-227. https://doi.org/10.1177/2372732216655542

Holmberg, B. (2005). Theory and practice of distance education. Routledge.

Ithriah, S., Ridwandono, D., & Suryanto, T. (2020). Online education self-efficacy: The role in e-learning. Journal of Physics: Conference Series, 1569(2). https://doi.org/10.1088/1742-6596/1569/2/022053

Jacob, S., & Radhai, S. (2016). Trends in ICT e-learning: Challenges and expectations. International Journal of Innovative Research & Development, 5(2), 196-201.

Johnston, O., Wildy, H., & Shand, J. (2019). A decade of teacher expectations research 2008-2018: Historical foundations, new developments, and future pathways. Australian Journal of Education, 63(1), 44-73. https://doi.org/10.1177/0004944118824420

Kaur, G. (2011). Study and analysis of lecture model of teaching. Research India Publications, 1(1), 9-13. https://www.ripublication.com/ijepa/ijepav1n1_001.pdf

Keegan, D. (1980). On defining distance education. Distance Education, 1(1), 13-36. https://doi.org/10.1080/0158791800010102

Kenney, K., & Bailey, H. (2021). Low-stakes quizzes improve learning and reduce overconfidence in college students. Journal of the Scholarship of Teaching and Learning, 21(2), 79-92. https://doi.org/10.14434/josotl.v21i2.28650

Kentnor, H. (2015). Distance education and the evolution of online education in the United States. Curriculum and Teaching Dialogue States, 17(1-2), 21-34.

Mahlangu, V. (2018). The good, the bad, and the ugly of distance learning in higher education. IntechOpen, 2, 17-26. https://www.intechopen.com/chapters/60465

Morens, D., Daszak, P., Markel, H., & Taubenberger, J. (2020). Pandemic Covid-19 joins history’s pandemic legion. Perspective – Clinical Science and Epidemiology, 11(3), e00812-20. https://doi.org/10.1128/mBio.00812-20

Muilenburg, L., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. https://doi.org/10.1080/01587910500081269

Mukhtar, K., Javed. K., Arooj., M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during Covid-19 pandemic era. Pakistan Journal of Medical Sciences, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7306967/

O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, E., Last, J., & McGrath, D. (2018). Barriers and solutions to online education in medical education - An integrative review. BMC Medical Education, 18, 130. http://doi.org/10.1186/s12909-018-1240-0

Okdie, B., Guadagno, R., Bernieri, F., Geers, A., & Vesotski, A. (2011) Getting to know you: Face-to-face versus online interactions. Computers in Human Behavior, 27, 153-159. https://liberalarts.oregonstate.edu/sites/liberalarts.oregonstate.edu/files/psychology/research/okdie_guadagno_bernieri_geers_mclarney-vesotski_2011.pdf

Ormrod, J. (2011). Human learning (6th ed.). Pearson.

Paas, F., Tuovinen, J., Merriënboer, J., & Darabi, A. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing student involvement in instruction. Educational Technology Research and Development, 53(3), 25-34.

Portaluppi, F., Smolensky, M., & Touitou, Y. (2010). Ethics and methods for biological rhythm research on animals and human beings. Chronobiology International, 27(9-10), 1911-1929. http://doi.org/10.3109/07420528.2010.516381

Riedel, M., & Moll, R. (2019). Between the familiar and strange: Understanding good teaching in transnational education settings. FIRE: Forum International Research in Education, 5(2), 172-194. https://doi.org/10.32865/fire201952149

Sarkar, S., Das, P., Rahman, M., & Zobaer, M. (2021). Perceptions of public university students towards online classes during Covid-19 pandemic in Bangladesh. Frontiers. https://doi.org/10.3389/feduc.2021.703723/full

Sun, P., Tsai, R, Finger, G., Chen, Y., & Yeh, D. (2008). What drives successful e-learning? An empirical investigation of the critical factors influencing learning satisfaction. Computer & Education, 50(4), 1183-1202. https://doi.org/10.1016/j.compedu.2006.11.007

The Chronicle of Higher Education. (2021, May 21). Tuition and fees, 1998-99 through 2020-21. https://www.chronicle.com/article/tuition-and-fees-1998-99-through-2018-19/

Thucydides (2021). History of the Peloponnesian War. Ottawa: East India Publishing Company.

Wong, R. (2020). When no one can go to school: does online learning meet students’ basic learning needs? Interactive Learning Environments, 1-17. https://doi.org/10.1080/10494820.2020.1789672

Yang, Y., & Cornelius, L. (2004). Students’ perceptions towards the quality of online education: A qualitative approach. ERIC-Institute of Education Science, 1, 861-874. https://eric.ed.gov/?id=ED485012

Yukseloglu, S., & Karaguven, M. (2013). Academic motivation levels of technical high-school students. Procedia - Social and Behavioral Sciences, 106(2013), 282-288.

Zalat, M., Hamed, M., Bolbol, S. (2021). The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. Plos One, 1-12. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0248758

Zickuhr, K., & Madden, M. (2012). Older adults and Internet use. Pew Research Center. https://www.sainetz.at/dokumente/studien/Older_adults_and_internet_use_2012.pdf

Downloads

Published

2022-03-24

How to Cite

Dinh, M. P. T., Le, P. T., & Tran, A. T. P. (2022). How to Create, Maintain, and Reinforce Students’ Motivation and Engagement in Online Education: A Discussion. Vietnam Journal of Education, 6(1), 53–61. https://doi.org/10.52296/vje.2022.133

Issue

Section

Articles