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The Effect of Online Learning on Undergraduate Student Achievement and Engagement During Times of Emergency Remote Teaching (ERT)

The Effect of Online Learning on Undergraduate Student Achievement and Engagement During Times of Emergency Remote Teaching (ERT)

Nil Rabiatul Adawiah Zulkeflee (Universiti Sains Malaysia, Malaysia), Mageswaran Sanmugam (Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Malaysia), and Chee Ken Nee (Sultan Idris Education University, Malaysia)
Copyright: © 2023 |Pages: 31
DOI: 10.4018/978-1-6684-3595-3.ch006
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Abstract

The COVID-19 pandemic has affected the worldwide education system and an online learning environment has been implemented to ensure the continuity of education during times of emergency remote teaching. This study examines the effect of online learning on undergraduate students' achievement and engagement during times of emergency remote teaching. This study employed a quasi-experimental design without a control group using the quantitative research approach to identify the achievement motivation level and engagement level of USM undergraduate students in the instructional technology practices subject (PGT201E) during COVID-19 and the relationship between these two variables. A purposive sampling technique was used, and an online survey based on the achievement motivation inventory (AMI) and online student engagement scale (OSE), and also asynchronous email interviews were conducted with USM undergraduate students who took the instructional technology practices subject (PGT201E) in the academic year of 2020/2021. The findings of this study were discussed further in the chapter.
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Background

Online learning has become the main learning system during emergency remote teaching due to the COVID-19 and around 155 countries worldwide have introduced various learning platforms and tools as solutions to continue the educational process (UNESCO, 2020b). The implementation of online learning during emergency remote teaching has gained widespread acceptance as it can overcome the limitations of current learning in times of emergency and is viewed as an effective teaching method in universities as it has changed the traditional ways of education to modern ways (Stephan et al., 2019). Besides that, online learning received an encouraging response because it can support students' critical thinking based on what they do every day in a way that they would not have developed in a live classroom setting as online learning is student-centred learning (Zahiri & Anuar, 2004; Miller, 2019).

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