Examining learners' engagement and barriers to interaction during synchronous teaching throughout the COVID-19 pandemic

Authors

  • Zi Jian Lau UCL Cancer Institute, University College London
  • Marine-Océane Verdez-Scholler UCL Cancer Institute, University College London
  • Teofanija Trajanovska UCL Cancer Institute, University College London Current address: Department of Oncology, University of Oxford, UK
  • Wright Jacob Cancer Institute University College London

Keywords:

Online learning, student engagement, motivation, focus, barriers

Abstract

The student-led project examined their engagement during synchronous teaching throughout the COVID-19 pandemic. Learner’s engagement is qualitative and quantitative measure of learners' participation with their courses in their educational programme. The aim of the study was to propose an equitable and inclusive teaching strategy based on the challenges faced by the learners during online teaching. Online questionnaire-based survey and semi-structured interviews were used to obtain insights into learners' behaviour, preferences, and challenges during synchronous teaching. The study addressed the social and technological barriers faced by learners' and proposed measures to improve student motivation, engagement and focus during online teaching and learning.

 

Author Biography

Wright Jacob, Cancer Institute University College London

I am a lecturer at UCL Cancer Institute. My research interst are student led enhanced learning, diversity and inclusion in teaching
Cover design for the journal

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Published

07/11/2022

How to Cite

Lau, Z. J., Verdez-Scholler, M.-O., Trajanovska, T., & Jacob, W. (2022). Examining learners’ engagement and barriers to interaction during synchronous teaching throughout the COVID-19 pandemic. The Journal of Educational Innovation, Partnership and Change, 8(1). Retrieved from https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1095

Issue

Vol. 8 No. 1 (2022): Adapting to Change: Student-Centred Success

Section

Research Articles

License

Copyright (c) 2022 The Journal of Educational Innovation, Partnership and Change

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Copyright is held by the journal. The author has full permission to publish to their institutional repository. Articles are published under an Attribution-NonCommercial-NoDerivatives 4.0 International licence.