Student engagement during emergency remote teaching: A scoping review

Abstract

AbstractResearch on student engagement has recently gained popularity as it can address problems such as early dropout and poor achievement. The growing interest in investigating student engagement during the Covid-19 pandemic is reflected in increased publications addressing this topic. However, no review provided research evidence and an overview of existing literature on student engagement during emergency remote teaching (ERT). We reviewed how student engagement studies were undertaken during ERT from three perspectives: (1) the landscape of studies, (2) methodologies issues, and (3) the strategies used to facilitate student engagement. 42 articles were analysed from an initial pool of 436 search results. The findings illustrate that current studies were predominately undertaken in the United States (36%) and China (22%) with focusing on STEM subjects as a dominant discipline. The literature was largely inconsistent in defining and measuring student engagement. In addition, the majority of studies (57%) investigated students’ engagement from the perspective of students, unlike other stakeholders. The most prominent finding is that ERT promoted several important engagement strategies, including motivational factors, teachers’ facilitation, a hybrid learning model, and using learning technologies to boost students’ engagement.