Abstract
In the wake of the global COVID-19 pandemic, educational institutions worldwide experienced unprecedented challenges, leading to a paradigm shift in the education system. To deal with the need for more flexible learning, educational research and development aimed at providing a richer, more engaging remote learning experience by the creation of virtual classrooms. Within this digital learning environment, the challenge is to create an engaging learning environment to ensure optimal learning outcomes. This chapter addresses the imperative need to foster greater student engagement in virtual classrooms to maximize learning effectiveness. Drawing on established literature which underscores the link between student engagement and positive learning outcomes, the chapter emphasizes the pivotal role of engagement in enhancing student satisfaction and retention in online teaching contexts. By increasing the level of student engagement, instructors can increase the students' satisfaction level and retention, improving the efficiency of online teaching. Moreover, the chapter delves into the evolution of virtual classrooms and elucidates innovative strategies and practical techniques designed to augment student engagement. By synthesizing empirical evidence and best practices, the chapter offers insights into effective pedagogical approaches that educators can employ to create vibrant and interactive virtual learning environments. Through a rigorous examination of research findings and experiential knowledge, this chapter contributes to advancing our understanding of how to optimize student engagement in virtual classrooms, thereby enriching the landscape of online education.
Instructional Technology Theory in the Post-Pandemic Era
TopMethodology
This study used a systematic literature review methodology. This systematic literature review aimed to identify, evaluate, and synthesize existing research on hybrid classrooms and students’ engagement strategies. A comprehensive search strategy was employed to identify relevant studies published between January 2002 and December 2023. The following electronic databases were searched: Scopus, Web of Science, ERIC, and Google Scholar.
The search terms used were hybrid classroom, education and pandemic, theories of online learning, educational technology, student engagement. The inclusion criteria encompassed studies within higher education that delved into hybrid classrooms, examining their impact on student learning, teacher development, or instructional design. Eligible studies were required to be published in English and employ quantitative, qualitative, or mixed-methods research designs.