THE EXPERIENCES OF STUDENTS ON DISTANCE LEARNING DURING

COVID-19 PANDEMIC

1.1 Introduction
The corona virus disease 2019 (COVID‐19) was recognized in China in December 2019,
spread all through the world over many months, and was announced a pandemic by the World Health
Organization on 11th March 2020. Universities around the world had to shut their campuses
down within the spring of 2020 and move their entire academic programs online (Bao, 2020).
Colleges were not prepared for such a transition from classroom-based teaching to completely online
education.Most universities initially needed foundation and techniques (Zhang, Wang, Yang, & Wang,
2020).

Schools shutdown did not only affected students, their teachers, and their families; it too
has extensive financial and societal results. Moreover, it has shed the light on different social and
financial issues, including student debt, digital learning, food insecurity, and homeless individuals as
well as get to childcare, healthcare, lodging, Web, and disability services. Therefore, it is essential for
each education division at the regional and national levels to require protective measures and steps to
form adaptable and inventive programs, which can be accessed anytime and anywhere, and discover
smart strategies to overcome national examinations . Around the world, a few countries are influenced
by the outbreak of corona virus disease 2019, which is an infectious disease caused by SARS-CoV-
2.As a result, the governments took different steps to confront the virus outbreak. To stop the spread of
the infection, schools and colleges have created different ways to reach the students through the
Internet..

Besides, online teaching mode is providing the feeling of psychological safety to learning
community in COVID-19 afflicting period. The second step is about changing process under which two
options are left either to adopt a new online mode in practice in other institutions elsewhere or to
innovate one's own. For any result-oriented change, we need to have a time suited outlook and a new
mindset (Bridges, 1991) for online teaching mode at an individual and organizational level to
supplement the transition phase. The research is always for a better implementable model. Here,
notably, change is not an event but a dynamic process as a break in continuity. Tam and El-
Azar (2020) advocated that “resilience must be built into our educational systems” and also indicated
three trends that would be seen in future transformations viz. increasing educational innovations,
emboldened public-private educational partnership and digital divide gap.

To encourage every students to still study during this pandemic and don’t let this covid-19 make
their future to destroy.And everyone should have knowledge to learn about the covid-19 and don’t let
this grow more and affect each one of us.

1.2Background of the Study

 The World Health Organization has declared the pandemic of the novel SARS-CoV2
infection early this year and it has now become a major public health challenge worldwide.The infection
control and physical distancing measures are crucial to prevent the virus from further spreading and to
help control the pandemic situation. E-learning is defined as learning that makes use of Information and
Communication Technologies.The incorporation of technological resources and innovative education
strategies has transformed the teaching and learning processes. The knowledge gain and performance
of the students as a result of E-learning were shown to be equivalent to that of face to face methods
.Blended learning is mainly defined as the integration of classroom and distance learning to facilitate an
independent, interactive and collaborative learning among students. However, to understand it in a
more general perspective blended learning approach redesign courses that are developed, scheduled
and implemented through a combination of physical and virtual learning activities. It was previously
reported that blended learning provides better student’s satisfaction, motivation, student engagement
and performance.This approach promotes active and self-directed learning and has gained acceptance
in dental education as a complementary method to traditional learning.

1.3Statement of the Problem

In spite of the fact that it is has been reported in a recent study that 80% of course content
offered in institutions of higher learning is being delivered online (Allen & Sailor, 2003), students in
this study were still hesitant to take online courses and complained about the online classes they had
taken. One participant noted, “Not only do the courses cost more, but they made me feel lost all the
time” (Individual communication, November 11, 2003). Another member stated, “The online course was
exceptionally boring, and I don’t feel the educators helped me a lot” (Personal communication,
November 11, 2003). It showed up that these students held unpleasant experiences from their earlier
online learning experiences.

 What is the profile of the respondaents in terms of:

1.1 Age
1.2 Gender
1.3 Grade and section
 What caused their negative experiences?
 Was it the learner themselves?
 Was it the program?
 Or was it since of the educators?
 How do students see the quality of online education based upon their possess online
learning encounters?

1.4Objectives of the Study

1. To reveal the various forms of online teaching-learning modes adopted
during COVID-19 pandemic.
2. To study the perceptions of teachers and students on online teaching-
learning during COVID-19 pandemic.
 3. To examine the challenges faced by the teachers and students in adapting
to the online teaching-learning process during COVID-19 pandemic.

1.5Significance of the Study

The present study had significance for future practice, research, and policy. The
results of this study may well be used by a few groups of professionals. One group that might
advantage is educators of on-line courses. The study given has provided information on
instructional design strategies. The discoveries might help distance-learning educators in
improving the design of their courses.

Distance learners might also advantage from this study. By understanding great practices

with regard to course design, distance learners may make way better judgments as to the quality of
instruction they are getting. As a result of studying online educating practices, extra studies might
be conducted. One such study might include evaluating the instructors in on-line degree programs. The
present study inspected as it were teaches of individual classes. Evaluating the information of
all instructors within a single on-line degree program
would extend the information available on distance learning in common.

1.6Scope and Delimitations of the Study

As with all research projects, there were several initial delimitations to this study. First, it was
limited by defining distance education as on-line coursework only. Distance education classes are
being delivered by correspondence, video interaction, and video and audio interaction. By examining
only courses that were offered on-line, the results of the present study may have been influenced in
some way.

Despite these delimitations, the study was worthwhile. Understanding the scope of knowledge by
instructors of distance education courses can assist higher education administrators in several areas
including curriculum assessment and development.

1.7Definition of Terms
In this section we briefly define the various terms involved with online delivery methods.

1. Asynchronous learning – Communication exchanges which occur in elapsed time between two
or more people. Examples are email, online discussion forums, message boards, blogs,
podcasts, etc.
2. Blended learning – Blended learning is any time a student learns at least in part at a supervised
brick-and-mortar location away from home and at least in part through online delivery with some
element of student control over time, place, path, and/or pace; often used synonymously with
Hybrid Learning.
 3. COVID-19 - is a disease caused by a new strain of coronavirus. 'CO' stands for corona, 'VI' for
virus, and 'D' for disease. Formerly, this disease was referred to as '2019 novel coronavirus' or
'2019-nCoV.'
4.  Online Learning-The type of instruction that is mediated via the internet. Instruction may be
synchronous or asynchronous and various technologies can be use to mediate the process. A
term to describe an emerging approach to learn at students’ own premise through advanced
information-communication technologies 
5. Pandemic- A pandemic is an epidemic occurring on a scale that crosses international
boundaries, usually affecting people on a worldwide scale. A disease or condition is not a
pandemic merely because it is widespread or kills many people; it must also be infectious. For
instance, cancer is responsible for many deaths but is not considered a pandemic because the
disease is not contagious (i.e. easily transmittable) and not even simply infectious.
6. Synchronous learning – Online learning in which the participants interact at the same time and
in the same space.

Chapter 2:Literature Review

Introduction

In the literature reviewed, a good number of studies have aimed toward determining whether computer-

mediated education within the sort of e-learning, blended learning or hybrid learning is best than
traditional face-to-face teaching in regard to, for example, learning outcome and student satisfaction.
Researchers, educators and academic decision makers alike are wanting to discover which format results
in the most effective results for his or her students and therefore the educational institutions. However, as
we shall see below, comparative studies of educational formats show different results, which could indicate
that factors aside from the format alone influence learning outcome, satisfaction, student retention et
cetera.

During this review of the literature on e-learning, we present and discuss definitions of e-learning, hybrid
learning and blended learning, and that we review the literature comparing different online teaching
formats with traditional on-campus/face-to-face teaching. With now of departure, we explore which factors
affect students’ learning experiences in numerous online formats in educational activity, with particular
emphasis on professional education and teacher training. The review serves to point out that some factors
are more prominent than others, and these factors, including spaces, learning community and student
identity, course design and therefore the educator’s role, are further discussed.

1. Spaces, learning community and student identity

In this part of this review, we look into teaching and learning environments, student identity and learning
communities, putting particular emphasis on the aspects highlighted by the reviewed literature to be of specific
importance for professional education students’ learning experience in online and blended programs. Several
studies have noted that the online element of blended learning education has important implications for
students’ experience of the learning setting (c.f. Saghafi, Franz and Crowther, 2014), the learning community and
their own learner identity (Baxter and Haycock, 2014)
 2. Course Design

In this part of the review, we look into the overall course design and the elements and activities that
researchers find to be of relevance and importance when designing a successful blended/online course in higher
education. As we have a special interest in the online part of blended learning course design in professional
education, a specific focus is kept here. Course design influences student satisfaction (Lee, 2014) and their
perceived learning (Gray and Diloreto, 2016), and many elements can contribute to good results here. An overall
contribution might be found in the suggestion that variation in (online) teaching and learning activities are
necessary (Cheng and Chau, 2016; Fedynich, Bradley, and Bradley, 2015), but the activities and suggestions for
specific course design can be numerous when research is to give an answer.

3. Educator roles and relations

In the last part of the review, we look into educator roles and relations, with particular emphasis on the
dimensions that are reported in the reviewed literature to have significant influence on student learning in
professional programs offered through blended or online formats. Several studies find that strong educator
presence along with quality course content are essential elements in courses that successfully facilitate
online student engagement and learning (Moore, 2014; Swan and Shih, 2014). Establishing educator
presence in online courses can be achieved in a number of ways, such as through regular communication
with students, consistent feedback and critical discourse modeled by the educator (Gray and DiLoreto,
2016).

4. Conclusion and discussion

Many studies, and education institutions alike, are concerned with comparing different formats of e-
learning, online learning, blended learning or F2F courses to search out out which format is simplest in
terms of, e.g., learning outcome and student satisfaction. However, research shows that teaching and
learning are complex and are influenced by quite just the teaching format. For this reason, we should
always verify the numerous various factors that influence teaching and learning in several formats and in
several contexts. This literature review has focused on the factors that affect students’ learning experiences
in e-learning, online learning and blended learning in education, with particular emphasis on professional
education and teacher training. The findings from the research papers included within the review show that
among the various factors, some seem more salient than others: educator presence in online settings,
interactions between students, teachers and content, and deliberate connections between online and
offline activities and between campus-related and practice-related activities.

Review of Related Literature

Roberts (2003) and Gonzalez (2009) suggest a relationship between teaching orientations and conceptions on
the one hand, and approaches to Web-based teaching on the other hand. Roberts classified teachers as having
either a teachercentred/subject-focused orientation to teaching, or a student-centred/learning-focused
orientation, based on a classification proposed by Kember (1997) where the teachercentred/content-centred
orientation includes teaching as imparting information and teaching as transmitting structured knowledge; the
student-centred/learning-centred orientation includes teaching as facilitating understanding and teaching as
conceptual change/intellectual development; and a transitional or intermediate conception views teaching as
student-teacher interaction or apprenticeship.

The growth in online education has heightened competition among postsecondary institutions (Loyen, Magda, &
Rikers, 2008). With that competition has come increasing emphasis on attending to student satisfaction
(Jackson, Jones, & Rodriguez, 2010). Dobbs, Waid, and del Carmen (2009) found that distance learning students
are attracted by the convenience and flexibility of online courses.

Using Dewey’s concept of reflective

thinking in the generalization of
education, Garrison and
colleagues (2000) postulated that
cognitive presence is a process in the
Community of Inquiry
(CoI) where participants construct,
explore, resolve, and confirm meanings
through collaboration
and reflection. In such a process,
question remains on how to transfer the
inquiry to the resolu-
tion. Keengwe and Kidd (2010)
identified the cognitive tasks as
“responding to questions; edit-
ing questions and responses; thinking,
reasoning, and analyzing information;
and helping students
to engage in rehearing and retrieving
information in the process of delivering
online courses”
(p.6). Based on his online teaching
experience and action research, Petlz
(2008) explained at
great length how to integrate facts,
concepts, theories, and knowledge into
learning and discus-
sions in the development of cognitive
presence, with strong emphasis on the
importance of the
source, clarity, accuracy, and
comprehensiveness of knowledge in
demonstrating cognitive pres-
ence.
Using Dewey’s concept of reflective
thinking in the generalization of
education, Garrison and
colleagues (2000) postulated that
cognitive presence is a process in the
Community of Inquiry
(CoI) where participants construct,
explore, resolve, and confirm meanings
through collaboration
and reflection. In such a process,
question remains on how to transfer the
inquiry to the resolu-
tion. Keengwe and Kidd (2010)
identified the cognitive tasks as
“responding to questions; edit-
ing questions and responses; thinking,
reasoning, and analyzing information;
and helping students
to engage in rehearing and retrieving
information in the process of delivering
online courses”
(p.6). Based on his online teaching
experience and action research, Petlz
(2008) explained at
great length how to integrate facts,
concepts, theories, and knowledge into
learning and discus-
sions in the development of cognitive
presence, with strong emphasis on the
importance of the
source, clarity, accuracy, and
comprehensiveness of knowledge in
demonstrating cognitive pres-
ence.
Using Dewey’s concept of reflective
thinking in the generalization of
education, Garrison and
colleagues (2000) postulated that
cognitive presence is a process in the
Community of Inquiry
(CoI) where participants construct,
explore, resolve, and confirm meanings
through collaboration
and reflection. In such a process,
question remains on how to transfer the
inquiry to the resolu-
tion. Keengwe and Kidd (2010)
identified the cognitive tasks as
“responding to questions; edit-
ing questions and responses; thinking,
reasoning, and analyzing information;
and helping students
to engage in rehearing and retrieving
information in the process of delivering
online courses”
(p.6). Based on his online teaching
experience and action research, Petlz
(2008) explained at
great length how to integrate facts,
concepts, theories, and knowledge into
learning and discus-
sions in the development of cognitive
presence, with strong emphasis on the
importance of the
source, clarity, accuracy, and
comprehensiveness of knowledge in
demonstrating cognitive pres-
ence.
Using Dewey’s concept of reflective
thinking in the generalization of
education, Garrison and
colleagues (2000) postulated that
cognitive presence is a process in the
Community of Inquiry
(CoI) where participants construct,
explore, resolve, and confirm meanings
through collaboration
and reflection. In such a process,
question remains on how to transfer the
inquiry to the resolu-
tion. Keengwe and Kidd (2010)
identified the cognitive tasks as
“responding to questions; edit-
ing questions and responses; thinking,
reasoning, and analyzing information;
and helping students
to engage in rehearing and retrieving
information in the process of delivering
online courses”
(p.6). Based on his online teaching
experience and action research, Petlz
(2008) explained at
great length how to integrate facts,
concepts, theories, and knowledge into
learning and discus-
sions in the development of cognitive
presence, with strong emphasis on the
importance of the
source, clarity, accuracy, and
comprehensiveness of knowledge in
demonstrating cognitive pres-
ence.
Using Dewey’s concept of reflective
thinking in the generalization of
education, Garrison and
colleagues (2000) postulated that
cognitive presence is a process in the
Community of Inquiry
(CoI) where participants construct,
explore, resolve, and confirm meanings
through collaboration
and reflection. In such a process,
question remains on how to transfer the
inquiry to the resolu-
tion. Keengwe and Kidd (2010)
identified the cognitive tasks as
“responding to questions; edit-
ing questions and responses; thinking,
reasoning, and analyzing information;
and helping students
to engage in rehearing and retrieving
information in the process of delivering
online courses”
(p.6). Based on his online teaching
experience and action research, Petlz
(2008) explained at
great length how to integrate facts,
concepts, theories, and knowledge into
learning and discus-
sions in the development of cognitive
presence, with strong emphasis on the
importance of the
source, clarity, accuracy, and
comprehensiveness of knowledge in
demonstrating cognitive pres-
ence.
Using Dewey’s concept of reflective
thinking in the generalization of
education, Garrison and
colleagues (2000) postulated that
cognitive presence is a process in the
Community of Inquiry
(CoI) where participants construct,
explore, resolve, and confirm meanings
through collaboration
and reflection. In such a process,
question remains on how to transfer the
inquiry to the resolu-
tion. Keengwe and Kidd (2010)
identified the cognitive tasks as
“responding to questions; edit-
ing questions and responses; thinking,
reasoning, and analyzing information;
and helping students
to engage in rehearing and retrieving
information in the process of delivering
online courses”
(p.6). Based on his online teaching
experience and action research, Petlz
(2008) explained at
great length how to integrate facts,
concepts, theories, and knowledge into
learning and discus-
sions in the development of cognitive
presence, with strong emphasis on the
importance of the
source, clarity, accuracy, and
comprehensiveness of knowledge in
demonstrating cognitive pres-
ence.
There is limited research about community participation effect on learning through work. Research focused on
describing the event of an virtual community or discussion (Bulgar, 2006; Keegan, 2007; Kelley et al., 2008), how
the community was established and maintained (Goos & Bennison, 2004, 2005), discussion content as a
mechanism for student psychological support (Paulus & Scherff, 2008), whether and the way asynchronous
discussions were used (Scherff & Paulus, 2006), multi-community participation effects on other communities
(Stacey et al., 2004), and benefits and challenges of on-line community use (Mayer, 2002; Maidment, 2006). Two
studies measured levels of student reflection (Hough, Smithey, & Evertson, 2004; Makinster et al., 2006);
however, neither linked reflection to learning through the work experience. Of the studies that addressed
learning, three themes emerged: the sensible knowledge gained through the experience, the impact of
collaboration and reflection within the community, and student learning through community participation.

The literature search on which this review is predicated (Bryman, 2012; Creswell, 2013; Machi & McEvoy, 2016),
serves the aim of identifying papers that will contribute to answering the subsequent research question: which
factors are found to influence e-learning and blended learning in relevance learning outcome, student
satisfaction and engagement together in educational activity and particularly in professional education? a
scientific search within the Educational Resource Information Center (ERIC) and ProQuest databases
was distributed in January 2017, using the search keywords [“e-learning” OR “online learning” OR “blended
learning” OR ”hybrid learning”] AND [“innovation” OR “teacher education” OR “learning outcome” OR
“collaboration” OR “satisfaction”]. to make sure that the newest findings are presented within the review, the
systematic search was restricted to articles published between 2014-2017.

Several studies were tired order to know the rationales behind students’ success in online/hybrid learning.
Duncan, Range, and Hvidston (2013) find that student perceptions of a rigorous curriculum provide the
motivations for fulfillment. A rigorous curriculum is defined as having clear definitions of goals and learning
outcomes. Literature also reveals than an educator should consider different methods than those used in
traditional settings so as to have interaction students in online learning (Brocato,Bonanno, & Ulbig, 2015). This
research shows that a high level of frustration emerges
when a course is organized poorly and students spend an excessive amount of time attempting to find
necessary information. Unclear expectations or changing learning goals frequently during
the class demotivates students and causes confusion about course objectives (Duncan,
Range, & Hvidston, 2013). This research identifies the prerequisites for successful online
learning, which are course clarity and organization.
The study defined distance education as “courses that are credit-granting, technologydelivered, have either the
instructor in a different location than the students and/or have the course content developed in, or delivered
from, a different location than that of the students” (Institute of Educational Sciences, 2014). The findings
revealed that approximately one-third or 5,500 out of a total of 15,040 public school districts had at least one
student enrolled in a distance learning course during the 2002-03 school year (Setzer & Lewis, 2005). In 2009-10,
the number of public school districts offering distance education courses rose to an estimated 53 percent
(Institute of Educational Sciences, 2014). During 2004-05 there were slightly over 300,000 distance learning
enrollments which spiked to over 1.3 million high school enrollments in 2009-10, an increase in over 1 million
enrollments (Institute of Educational Sciences, 2014).

Several studies (e.g., Bernard et al., 2014; Chigeza and Halbert, 2014; González-Gómez et al., 2016; Israel, 2015;
Northey et al., 2015; Ryan et al., 2016; Southard, Meddaug and Harris, 2015) have compared F2F teaching to
online learning and/or blended learning so as to do to define which of the formats provides, e.g., the
best learning outcome, creates the foremost satisfied students or has the very best rate after
all completion. Within the following, we make an introductory review of recent comparative studies of the three
formats mentioned. the most focus are going to be on summary the results developed by these studies and
discussing a number of the constraints said to accrue to comparative studies of teaching formats. Within
the literature reviewed, it's often shown that teaching and learning are influenced by quite teaching format
alone as many other factors play significant roles.

In the last a part of the review, we glance into educator roles and relations, with particular emphasis on the
scale that are reported within the reviewed literature to possess significant influence on student learning in
professional programs offered through blended or online formats. Several studies find that strong educator
presences together with quality course content are essential elements in courses that successfully facilitate
online student engagement and learning (Moore, 2014; Swan and Shih, 2014). Establishing educator presence in
online courses may be achieved in an exceedingly number of how, like through regular communication with
students, consistent feedback and significant discourse modeled by the educator (Gray and DiLoreto, 2016).
Online students have to feel connected to the educator, to other students within the course and to the course
content (Southard, Meddaugh and France-Harris, 2015; Martín-Rodríguez, Fernández-Molina, Montero-Alonso
and González-Gómez, 2015), which may be achieved in an exceedingly supportive learning environment during
which educators strategically combine audio, video, synchronous and asynchronous discussions, practical
activities and other online tools to have interaction students (Gray and DiLoreto, 2016).

Asynchronous instruction implies that teachers and learners don't have synchronous sessions which students

have access to course content through the net at any time they need or need. Communication among the
participants occurs mainly through email and online forums and is often moderated by the trainer (Watts,
2016). per Garrison (2000) “Asynchronous collaborative learning can be the defining technology of the
postindustrial era of distance education.” (one more kind of DE is mixed learning (BL). Garrison and Kanuka
(2004) define BL as combining face-to-face classroom time with online learning experiences. Although it's not
clear on what quantity time is allocated to online within the blended model “the real test of blended learning is
that the effective integration of the 2 main components (face-to-face and Internet
technology) specified we don't seem to be just adding on to the prevailing dominant approach or method.”
within the BL format different teaching strategies and instructional technology may be accustomed help
individuals who have different learning styles, needs and interests (Tseng & Walsh Jr., 2016).

A review of the literature suggests that within the last 20 years there has been an interesting increase within
the scientific production on online information literacy instruction (Maddison, Doi, Lucky, & Kumaran, 2017).
Most of this scientific and technical literature focuses on production of online materials of this type (Koneru,
2010;Mestre, 2012;Nagra & Coiffe, 2010;Oud, 2009;Summey & Valenti, 2013;Turnbow & Roth, 2017),  samples
of particular initiatives (Clapp, Johnson, Schwieder, & Craig, 2013;Georgas, 2014;Holliday, Ericksen, Fagerheim,
Morrison, & Shrode, 2006;Webb et al., 2017), reviews of best practices (Blummer & Kritskaya, 2009;Dewan &
Steeleworthy, 2013;Fernández-Ramos, 2016b;Munn & Small, 2017;Somoza-Fernández & Rodríguez-Parada,
2011), analysis of their main characteristics (Fernández-Ramos, 2016c;Saunders, 2018;Somoza-Fernández &
Abadal, 2009;Yang & Chou, 2014) or studies about their usefulness (Anderson & Wilson, 2009;Haber & Mitchell,
2017;Schweikhard, Hoberecht, Peterson, & Randall, 2018;Weightman, Farnell, Morris, Strange, & Hallam, 2017).

The rapid, unexpected and ‘forced’ transition from face-to-face to remote teaching has entailed variety of
challenges and constraints but also opportunities that require to be examined. Existing literature points to an
‘emergency remote teaching’ (Bozkurt and Sharma 2020, i) or 'emergency eLearning’ (Murphy 2020, 492) and to
difficulties related to poor online teaching infrastructure, inexperience of teachers, the knowledge gap (i.e.,
limited information and resources to all or any students) and therefore the complex
environment reception (Zhang et al. 2020). additionally, lack of mentoring and support (Judd et al. 2020) and
issues associated with teachers’ competencies within the use of digital instructional formats (Huber and Helm
2020)havealsobeenidentified.

Conceptual Framework

With little research on creating engaging experiences online and multiple perceptions of the term
“engagement,” a conceptual framework helps the various concepts and themes derived from the review of
literature and data analysis. Reeve and Tseng’s (2011) study described various levels of student
engagement. Specifically, the researchers argued that student engagement is a four-component construct:
behavioral engagement, emotional engagement, cognitive engagement, and agentic engagement.

Behavioral engagement includes students’ effort, determination, contribution, and compliance with the course
(Wentzel, 2003; Reeve & Tseng, 2011). There is little consistency on the definition of emotional engagement
(Wentzel, 2003; Reeve & Tseng, 2011). While perceptions differ, two definitions have emerged from prior
research. Sciarra and Seirup (2008) described emotional engagement as the degree to which students feel a
sense of belonging and “the degree to which they care” (p. 218). Skinner and Belmont (1993) defined emotional
engagement as students’ feelings of curiosity, pleasure, apprehension, and irritation during their efforts towards
success. Cognitive engagement includes students’ motivation, skills, and approaches to improving their work
(Metallidou & Viachou, 2007; Reeve & Tseng, 2011).

The prior three variations of engagement have been continuously defined and described in prior research.
However, Reeve and Tseng (2011) were the first to suggest that agentic engagement is a fourth aspect of
student engagement. They defined agentic engagement as “students’ constructive contribution into the flow of
the instruction they receive” (p. 1). Figure 1 displays their four-component model and suggests interactions
between different types of engagement leads to student achievement of learning outcomes. Since prior
research noted the discrepancy of student engagement meanings among students and faculty, using various
components of the term should invoke more meaningful discussions. 

Research questions

1.Have undergraduate students taken an online course previously?

2.What are undergraduate students’ perceptions of distance education?

3.What are the reasons for undergraduate students to enroll/not enroll is distance education courses?

4.What preparation do undergraduate students feel they need to have before taking distance education
courses?

5.What is the undergraduate students’ receptivity towards enrolling in distance education courses?

6.What types of distance education would undergraduate students be interested in taking?

Summary
When reviewing literature specific to student engagement using technology while at work, several gaps were
found. A variety of different technologies, such as e-mail, discussion boards, blogs, course management systems,
and virtual communities, were examined. No analysis or comparisons of the effect of different types of
technology or combinations of technology on engagement were completed. Students reported gaining practical
knowledge and indicated that collaboration, reflection, and learning occurred as a result of engagement in a
community while at work, but only three studies attempted to link engagement and learning. Students did
perceive they learned through community participation.

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