Exploring undergraduate students’ connectedness in online learning
DOI:
https://doi.org/10.47408/jldhe.vi31.1164Keywords:
student connectedness, social media, Nigeria, online learning, teacher student interactionAbstract
In recent years, higher learning institutions have been forced to integrate online learning into their curriculum. However, despite the increasing popularity of online learning, students' engagement and interaction within this environment remain a crucial aspect to explore. This study investigates how connected the students are during their online learning, focusing on teacher-student interaction, comfort level, and social media engagement. The sample comprised 73 undergraduate physics students from the Department of Science Education, University of Ilorin. A researcher-designed questionnaire was used for data collection, and the responses were analysed using frequency, percentages, mean, and standard deviation. The findings revealed that overall, the students were connected to their learning online. It was concluded that the students were highly connected to the online learning mode, particularly in terms of their comfort with the system and interaction with their teacher. However, limitations concerning live interactions, peer collaboration, and focus require attention. It was recommended that educators consider incorporating synchronous elements, such as live video sessions and interactive virtual whiteboards, to enhance real-time engagement and active demonstration of understanding in online classes.
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