Vol. 9 No. 3 (2022): In Progress
Articles

Leveraging Student Engagement through MS Teams at an Open and Distance E-learning Institution

Chaka Chaka
Department of English Studies, College of Human Sciences, University of South Africa, Pretoria, South Africa.
Tlatso Nkhobo
Department of English Studies, College of Human Sciences, University of South Africa, Pretoria, South Africa.
Mirriam Lephalala
Department of English Studies, College of Human Sciences, University of South Africa, Pretoria, South Africa.

Published 2022-08-10

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Keywords

  • Student engagement, MS Teams, Virtual sessions, Cohorts, ENG1515, Messages.

How to Cite

Chaka, C. ., Nkhobo, T. ., & Lephalala, M. . (2022). Leveraging Student Engagement through MS Teams at an Open and Distance E-learning Institution. Journal of Education and E-Learning Research, 9(3), 136–146. https://doi.org/10.20448/jeelr.v9i3.4102

Abstract

The current paper reports on a study that was conducted at the University of South Africa (UNISA) in 2021. The study involved three cohorts of undergraduate students (n = 20, n = 12 and n = 18), where each cohort participated in one of the virtual sessions offered on MS Teams as part of their modules’ virtual classes. Employing a case study research design, the study used the interactions students had on MS Teams through messages in each session to determine how such messages served as indicators of student engagement. Four student engagement dimensions, namely emotional, behavioral, cognitive and academic engagement, were the focus of this study. Two of the findings of this study are: (a) only few students dominated the messages posted during the three live virtual sessions; and (b) cognitive and emotional engagement dimensions were the two predominant dimensions of student engagement. The paper ends with the implications and recommendations.

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