ISSN: 2222-6990
Open access
Online learning continues to rise and become popular as COVID-19 pandemic has attacked at the end of 2019, it is found that many colleges and universities are required in introducing this approach in the class. Previous studies showed that those students involved in online learning were less likely to engage in collaborative learning, student-faculty reactions, and discussions with diverse others, compared to their more traditional classroom. The students with greater numbers of online courses also reported less exposure to effective teaching practices and lower quality in interactions. Indeed, this online learning imposes certain limitations and requires continuous strategy and momentum to ensure active and authentic learning. The objective of this study is to examine the engagement of students from online learning. This study examined how online learning can affect learner participation in their learning process: engagement, learner to instructor engagement and learner to content engagement. 75 learners participated in this quantitative research. The survey is adapted from Martin and Bolliger (2018) and there are 14 items excluding the demographic profiles. The items are categorised into: Learner-to-learner engagement (6 items); Learner-to- Instructor Engagement (7 items); and (3) Learner-to-content Engagement (7 items). Data is analysed using SPSS version 26 to reveal the frequency of responses. Findings revealed that learners are highly active and authentic learners during the class. These findings have interesting online learning ramifications towards university students.
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In-Text Citation: (Rahim et al., 2021)
To Cite this Article: Rahim, M. A., Zainuddin, A., Soh, M. C., Aziz, F. M. M., Sharif, N. S. I. M., & Rahmat, N. H. (2021). Exploring Learning Through Cognitive Constructivism: The Case for Online Lessons. International Journal of Academic Research in Business and Social Sciences, 11(12), 1859–1873.
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