Mensuração do engajamento online de estudantes do ensino superior: uma revisão de escopo na literatura internacional

Fernanda da Cunha Ortega; Valesca Brasil Irala

doi:10.35699/1983-3652.2022.35747

Authors

Fernanda da Cunha Ortega Universidade Federal do Pampa, Departamento de Educação, Bagé, RS, Brasil https://orcid.org/0000-0002-3361-029X
Valesca Brasil Irala Universidade Federal do Pampa, Departamento de Educação, Bagé, RS, Brasil https://orcid.org/0000-0001-6190-8440

DOI:

https://doi.org/10.35699/1983-3652.2022.35747

Keywords:

Online engagement, Student engagement, Higher education, Self-report

Abstract

This article is a scope review whose main goal is to identify the instruments for collecting and analyzing the measurement of online engagement used in international research, aiming at the choice for scalable use and adaptation to Brazilian Higher Education. Dimensions database was searched from 2017 to 2021. There was a total of 162 obtained documents, which after the screening resulted in a sample of 10 articles. The context for using these instruments is higher education and the four most recent ones were developed during the Covid-19 pandemic period. Most articles have a quantitative approach. All use some type of self-report questionnaire to collect data, which mostly consist of questions and a 5-point Likert scale. The most repeated analysis technique in the articles is structural equation modeling. Of the ten selected questionnaires, we conclude that the one by Sun and Rueda (2012) is the one that best provides the criteria for analyzing student online engagement in the context of higher education, by bringing in its elements a configuration that can be scalable to different institutional contexts and a wide range of disciplines.

Downloads

Download data is not yet available.

Author Biographies

Fernanda da Cunha Ortega , Universidade Federal do Pampa, Departamento de Educação, Bagé, RS, Brasil

Graduada em Administração pela Universidade Federal do Pampa. Pós-graduada em Gestão Pública Municipal pela Universidade Federal do Pampa. Assistente em Administração na P´ro-Reitoria de Planejamento e Avaliação da Universidade Federal do Pampa e Mestranda em Ensino na mesma instituição.

Valesca Brasil Irala, Universidade Federal do Pampa, Departamento de Educação, Bagé, RS, Brasil

Professora Associada 3 na Universidade Federal do Pampa. Líder do Grupo de Pesquisa GAMA (Grupo sobre Aprendizagens, Metodologias e Avaliação). Docente do Mestrado Acadêmico em Ensino.

References

BOND, Melissa; BEDENLIER, Svenja. Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework. Journal of Interactive Media in Education, v. 2019, n. 1, p. 1–14, set. 2019. DOI: 10.5334/jime.528. Disponível em: http://jime.open.ac.uk/articles/10.5334/jime.528/. Acesso em: 9 nov. 2021.

BOTELHO, Rafael; OLIVEIRA, Cristina. Literaturas branca e cinzenta: uma revisão conceitual. Ciência da Informação, v. 44, n. 3, p. 98–106, 2017.

COATES, Hamish. Student Engagement in Campus-Based and Online Education. London: Routledge, 2016.

DENG, Ruiqi; BENCKENDORFF, Pierre; GANNAWAY, Deanne. Learner engagement in MOOCs: Scale development and validation. British Journal of Educational Technology, v. 51, n. 1, p. 245 262, jan. 2020. DOI: 10.1111/bjet.12810. Disponível em: https://onlinelibrary.wiley.com/doi/10.1111/bjet.12810. Acesso em: 9 nov. 2021.

DIMENSIONS. About Dimensions. 2021. Disponível em: https://www.dimensions.ai/products/free/. Acesso em: 30 jun. 2021.

DIXSON, Marcia D. Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Online Learning, v. 19, n. 4, jul. 2015. DOI: 10.24059/olj.v19i4.561. Disponível em: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/561. Acesso em: 9 nov. 2021.

ERGÜN, Esin; KURNAZ ADIBATMAZ, Fatma Betül. Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement. Open Praxis, v. 12, n. 2, p. 175, jun. 2020. DOI: 10.5944/openpraxis.12.2.1072. Disponível em: https://openpraxis.org/index.php/OpenPraxis/article/view/1072. Acesso em: 9 nov. 2021.

FONTANA, Rosa Pia et al. Measuring self-regulated learning in the workplace: Measuring SRL in the workplace. International Journal of Training and Development, v. 19, n. 1, p. 32–52, mar. 2015. DOI: 10.1111/ijtd.12046. Disponível em: https://onlinelibrary.wiley.com/doi/10.1111/ijtd.12046. Acesso em: 14 jun. 2021.

FREDRICKS, Jennifer A.; BLUMENFELD, Phyllis C.; FRIEDEL, Jeanne et al. School Engagement. In: MOORE, Kristin A.; LIPPMAN, Laura (Ed.). What do children need to flourish? conceptualizing and measuring indicators of positive development. New York: Springer, 2005. p. 305–321.

FREDRICKS, Jennifer A.; BLUMENFELD, Phyllis C.; PARIS, Alison H. School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, v. 74, n. 1, p. 59–109, mar. 2004. DOI: 10.3102/00346543074001059. Disponível em: https://doi.org/10.3102/00346543074001059. Acesso em: 20 jun. 2021.

GUNUC, Selim; KUZU, Abdullah. Student engagement scale: development, reliability and validity. Assessment & Evaluation in Higher Education, v. 40, n. 4, p. 587–610, mai. 2015. DOI: 10.1080/02602938.2014.938019. Disponível em: https://doi.org/10.1080/02602938.2014.938019. Acesso em: 11 jun. 2021.

HANDELSMAN, Mitchell M. et al. A Measure of College Student Course Engagement. The Journal of Educational Research, v. 98, n. 3, p. 184–192, jan. 2005. DOI: 10.3200/JOER.98.3.184-192. Disponível em: https://doi.org/10.3200/JOER.98.3.184-192. Acesso em: 11 jun. 2021.

HEIDARI, Elham et al. The role of digital informal learning in the relationship between students’ digital competence and academic engagement during the COVID–19 pandemic. Journal of Computer Assisted Learning, v. 37, n. 4, p. 1154–1166, ago. 2021. DOI: 10.1111/jcal.12553. Disponível em: https://onlinelibrary.wiley.com/doi/10.1111/jcal.12553. Acesso em: 9 nov. 2021.

HORN, Michael; STAKER, Heather. Blended: usando a inovação disruptiva para aprimorar a educação. Tradução: Maria Cristina Gularte Monteiro. Porto Alegre: Penso, 2015.

HU, Min; LI, Hao. Student Engagement in Online Learning: A Review. In: INTERNATIONAL SYMPOSIUM ON EDUCATIONAL TECHNOLOGY (ISET). Hong Kong: IEEE, 2017. p. 39–43.

HU, Paul Jen-Hwa; HUI, Wendy. Examining the role of learning engagement in technology mediated learning and its effects on learning effectiveness and satisfaction. Decision Support Systems, v. 53, n. 4, p. 782–792, nov. 2012. DOI: 10.1016/j.dss.2012.05.014. Disponível em: https://linkinghub.elsevier.com/retrieve/pii/S016792361200125X. Acesso em: 9 nov. 2021.

IRALA, Valesca; OLIVEIRA, Gerson. As múltiplas abordagens sobre engajamento de estudantes: um estudo descritivo a partir da Plataforma SciELO. In: ENGAGEMENT acadêmico no ensino superior: proposições e perspectivas em tempos de covid-19. Porto Alegre: Editora da UCSPA, 2020.

KRAUSE, Kerri‐Lee; COATES, Hamish. Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, v. 33, n. 5, p. 493–505, out. 2008. DOI: 10.1080/02602930701698892. Disponível em: https://doi.org/10.1080/02602930701698892. Acesso em: 14 jun. 2021.

KUH, George D. The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, v. 2009, n. 141, p. 5–20, dez. 2009. DOI: 10.1002/ir.283. Disponível em: https://onlinelibrary.wiley.com/doi/10.1002/ir.283. Acesso em: 9 nov. 2021.

LUAN, Lin et al. Exploring the role of online EFL learners’ perceived social support in their learning engagement: a structural equation model. Interactive Learning Environments, p. 1–12, dez. 2020. DOI: 10.1080/10494820.2020.1855211. Disponível em: https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1855211. Acesso em: 9 nov. 2021.

MILLIGAN, Colin; LITTLEJOHN, Allison. How health professionals regulate their learning in massive open online courses. The Internet and Higher Education, v. 31, p. 113–121, out. 2016. DOI: 10.1016/j.iheduc.2016.07.005. Disponível em: https://www.sciencedirect.com/science/article/pii/S1096751616300483. Acesso em: 14 jun. 2021.

NASIR, Mohd Azrin Mohd et al. Modifying the Student Course Engagement Questionnaire for Use with Online Courses. Journal of Educators Online, v. 17, n. 1, jan. 2020. Disponível em: https://eric.ed.gov/?id=EJ1241583. Acesso em: 9 nov. 2021.

PETERS, Micah D.J. et al. Scoping Reviews (2020 version). In: AROMATARIS, E.; MUNN, Z. (Ed.). JBI Manual for Evidence Synthesis. Adelaide: JBI, out. 2020. Disponível em: https://synthesismanual.jbi.global. Acesso em: 30 jun. 2021.

PICKERING, James D.; SWINNERTON, Bronwen J. Exploring the Dimensions of Medical Student Engagement with Technology-Enhanced Learning Resources and Assessing the Impact on Assessment Outcomes. Anatomical Sciences Education, v. 12, n. 2, p. 117–128, mar. 2019. DOI: 10.1002/ase.1810. Disponível em: https://onlinelibrary.wiley.com/doi/10.1002/ase.1810. Acesso em: 9 nov. 2021.

PYE, Graeme; HOLT, Dale; SALZMAN, Scott. Investigating different patterns of student engagement with blended learning environments in Australian business education: Implications for design and practice. Australasian Journal of Information Systems, v. 22, mar. 2018. DOI: 10.3127/ajis.v22i0.1578. Disponível em: http://journal.acs.org.au/index.php/ajis/article/view/1578. Acesso em: 9 nov. 2021.

RAJABALEE, Yousra Banoor; SANTALLY, Mohammad Issack. Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, v. 26, n. 3, p. 2623–2656, mai. 2021. DOI: 10.1007/s10639-020-10375-1. Disponível em: https://link.springer.com/10.1007/s10639-020-10375-1. Acesso em: 9 nov. 2021.

REDMOND, Petrea et al. An Online Engagement Framework for Higher Education. Online Learning, v. 22, n. 1, p. 183–204, mar. 2018. DOI: 10.24059/olj.v22i1.1175. Disponível em: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1175. Acesso em: 9 nov. 2021.

RIGO, Rosa Maria; CORTE VITÓRIA, Maria Inês; MOREIRA, J. Antônio. Engagement acadêmico: retrospectiva histórica (diferentes níveis, distintas consequências e responsabilidades). In: PROMOVENDO o engagement estudantil na Educação Superior. Porto Alegre: Edipucrs, 2018.

SCHAUFELI, Wilmar B.; BAKKER, Arnold B.; SALANOVA, Marisa. The Measurement of Work Engagement With a Short Questionnaire: A Cross-National Study. Educational and Psychological Measurement, v. 66, n. 4, p. 701–716, ago. 2006. DOI: 10.1177/0013164405282471. Disponível em: https://doi.org/10.1177/0013164405282471. Acesso em: 13 jun. 2021.

SHAH, Sobia Shafaq et al. Aprendizaje en línea durante la pandemia de COVID-19: aplicación de la teoría de la autodeterminación en la ‘nueva normalidad’. Revista de Psicodidáctica, v. 26, n. 2, p. 169–178, 2021. DOI: 10.1016/j.psicod.2020.12.004. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7901284/. Acesso em: 9 nov. 2021.

SUN, Jerry Chih-Yuan; RUEDA, Robert. Situational interest, computer self-eﬀicacy and self-regulation: Their impact on student engagement in distance education: Student engagement in distance education. British Journal of Educational Technology, v. 43, n. 2, p. 191–204, mar. 2012. DOI: 10.1111/j.1467-8535.2010.01157.x. Disponível em: https://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01157.x. Acesso em: 9 nov. 2021.

THELWALL, Mike. Dimensions: A competitor to Scopus and the Web of Science? Journal of Informetrics, v. 12, n. 2, p. 430–435, mai. 2018. DOI: 10.1016/j.joi.2018.03.006. Disponível em: https://linkinghub.elsevier.com/retrieve/pii/S175115771830066X. Acesso em: 9 nov. 2021.

TRICCO, Andrea C. et al. PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Annals of Internal Medicine, v. 169, n. 7, p. 467–473, out. 2018. DOI: 10.7326/M18-0850. Disponível em: https://www.acpjournals.org/doi/10.7326/M18-0850. Acesso em: 16 jun. 2021.

WALKER, Kristen A.; KORALESKY, Katherine E. Student and instructor perceptions of engagement after the rapid online transition of teaching due to COVID‐19. Natural Sciences Education, v. 50, n. 1, jan. 2021. DOI: 10.1002/nse2.20038. Disponível em: https://onlinelibrary.wiley.com/doi/10.1002/nse2.20038. Acesso em: 9 nov. 2021.

WANG, Xinghua et al. How Does Digital Competence Preserve University Students’ Psychological Well-Being During the Pandemic? An Investigation From Self-Determined Theory. Frontiers in Psychology, v. 12, p. 1–13, 2021. DOI: 10.3389/fpsyg.2021.652594. Disponível em: https://www.frontiersin.org/article/10.3389/fpsyg.2021.652594. Acesso em: 9 nov. 2021.