Open AccessStudent Engagement in Distance Learning in Teacher Education Programs During the Spring 2020
Author(s) -
Franziska Zellweger,
Mirjam Kocher
Publication year - 2021
Publication title -
medienpädagogik
Language(s) - English
Resource type - Journals
ISSN - 1424-3636
DOI - 10.21240/mpaed/40/2021.11.24.x
Subject(s) - psychology , distance education , pedagogy , dimension (graph theory) , mathematics education , student engagement , cognition , mathematics , neuroscience , pure mathematics
How did students experience distance learning in different teacher education programs and how engaged did they learn in this exceptional time? Based on a survey in two Swiss Universities of Teacher Education, we focus on the influence of the heterogeneous student characteristics on the experience of distance learning as well as on the behavioural, cognitive and emotional student engagement. Surprisingly, structural aspects such as age, gender, employment and children can hardly explain the heterogeneous experience. In contrast, the communication of faculty, active learning as well as feedback and assessment are clearly related to student engagement. A deeper understanding of the emotional dimension seems particularly relevant. Self-efficacy, learning-related emotions, well-being and the sense of belonging are starting points for a deeper understanding of the heterogeneous experience of this extraordinary study period.