The Influence of Student–Instructor Communication Methods on Student Engagement and Motivation in Higher Education Online Courses During and After the COVID-19 Pandemic.
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| Title: | The Influence of Student–Instructor Communication Methods on Student Engagement and Motivation in Higher Education Online Courses During and After the COVID-19 Pandemic. |
|---|---|
| Authors: | Deep, Promethi Das1 (AUTHOR) pxd033@shsu.edu, Chen, Yixin2 (AUTHOR) cindychen@shsu.edu, Ghosh, Nitu3 (AUTHOR) nxg095@shsu.edu, Rahaman, Md. Shiblur4,5,6 (AUTHOR) pxd033@shsu.edu |
| Source: | Education Sciences. Jan2025, Vol. 15 Issue 1, p33. 22p. |
| Subject Terms: | *Virtual classrooms, *Communication in education, *Educational relevance, *Communication education, *Online education, *Student engagement, *Academic motivation |
| Abstract: | Effective communication between students and instructors is vital for student success. Traditionally, this communication has taken place in person within classroom settings. However, with technological advancements, online classes have become more common. The COVID-19 pandemic accelerated this shift, significantly disrupting traditional communication methods between students and instructors and transforming the educational landscape, particularly in higher education. We conducted a qualitative narrative literature review of the technological tools that emerged during the pandemic and explored how today's instructors can effectively use them to enhance student engagement and motivation in online classrooms. The review utilized the SANRA (scale for the assessment of narrative reviews) guidelines to ensure the quality of the studies used. Twenty-two articles published within the last ten years were chosen based on their relevance to higher education and student–instructor communication. The articles were analyzed for effective and ineffective educational communication tools (e.g., Zoom or Google Classroom) utilized during the pandemic, focusing on what worked and what could be improved. The findings revealed that live video sessions were more effective than pre-recorded videos, voice-only sessions, or email/text communications in fostering student engagement and motivation. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182476674 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Influence of Student–Instructor Communication Methods on Student Engagement and Motivation in Higher Education Online Courses During and After the COVID-19 Pandemic. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Deep%2C+Promethi+Das%22">Deep, Promethi Das</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> pxd033@shsu.edu</i><br /><searchLink fieldCode="AR" term="%22Chen%2C+Yixin%22">Chen, Yixin</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> cindychen@shsu.edu</i><br /><searchLink fieldCode="AR" term="%22Ghosh%2C+Nitu%22">Ghosh, Nitu</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> nxg095@shsu.edu</i><br /><searchLink fieldCode="AR" term="%22Rahaman%2C+Md%2E+Shiblur%22">Rahaman, Md. Shiblur</searchLink><relatesTo>4,5,6</relatesTo> (AUTHOR)<i> pxd033@shsu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Jan2025, Vol. 15 Issue 1, p33. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+in+education%22">Communication in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+relevance%22">Educational relevance</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+education%22">Communication education</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Effective communication between students and instructors is vital for student success. Traditionally, this communication has taken place in person within classroom settings. However, with technological advancements, online classes have become more common. The COVID-19 pandemic accelerated this shift, significantly disrupting traditional communication methods between students and instructors and transforming the educational landscape, particularly in higher education. We conducted a qualitative narrative literature review of the technological tools that emerged during the pandemic and explored how today's instructors can effectively use them to enhance student engagement and motivation in online classrooms. The review utilized the SANRA (scale for the assessment of narrative reviews) guidelines to ensure the quality of the studies used. Twenty-two articles published within the last ten years were chosen based on their relevance to higher education and student–instructor communication. The articles were analyzed for effective and ineffective educational communication tools (e.g., Zoom or Google Classroom) utilized during the pandemic, focusing on what worked and what could be improved. The findings revealed that live video sessions were more effective than pre-recorded videos, voice-only sessions, or email/text communications in fostering student engagement and motivation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci15010033 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 33 Subjects: – SubjectFull: Virtual classrooms Type: general – SubjectFull: Communication in education Type: general – SubjectFull: Educational relevance Type: general – SubjectFull: Communication education Type: general – SubjectFull: Online education Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Academic motivation Type: general Titles: – TitleFull: The Influence of Student–Instructor Communication Methods on Student Engagement and Motivation in Higher Education Online Courses During and After the COVID-19 Pandemic. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Deep, Promethi Das – PersonEntity: Name: NameFull: Chen, Yixin – PersonEntity: Name: NameFull: Ghosh, Nitu – PersonEntity: Name: NameFull: Rahaman, Md. Shiblur IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 15 – Type: issue Value: 1 Titles: – TitleFull: Education Sciences Type: main |
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