{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/41071"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/41071","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies","abstract":"Student engagement is widely acknowledged as significantly impacting academic accomplishment and learning in higher education, and it is frequently theorised and researched. However, institutions of higher learning have historically grappled with effective and sustainable ways of engaging students online in the teaching and learning process. The COVID-19 pandemic, with its extensive lockdowns and instant shift to fully online teaching and learning, created a more challenging context for student engagement. During this time, faculties and departments shifted from face-to-face to online teaching to continue teaching and learning activities. The emergency remote teaching context impacted student engagement in a wide range of ways and created an opportunity to understand student engagement in different contexts. This dissertation seeks to explore lecturers' perceptions and experiences of student engagement in online learning, with a particular focus on anonymous engagement as a strategy to enhance student engagem","abstract_html":"Student engagement is widely acknowledged as significantly impacting academic accomplishment and learning in higher education, and it is frequently theorised and researched. However, institutions of higher learning have historically grappled with effective and sustainable ways of engaging students online in the teaching and learning process. The COVID-19 pandemic, with its extensive lockdowns and instant shift to fully online teaching and learning, created a more challenging context for student engagement. During this time, faculties and departments shifted from face-to-face to online teaching to continue teaching and learning activities. The emergency remote teaching context impacted student engagement in a wide range of ways and created an opportunity to understand student engagement in different contexts. This dissertation seeks to explore lecturers' perceptions and experiences of student engagement in online learning, with a particular focus on anonymous engagement as a strategy to enhance student engagem","abstract_has_math":false,"creators":["Mdanyana, Lungile"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Gachago, Daniela","Shanali Govender"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-22T22:23:07Z","subjects":["educational technology"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/41071","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Gachago, Daniela","Shanali Govender"]},{"key":"dc:creator","label":"Author","values":["Mdanyana, Lungile"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-03-03T08:59:00Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-03-03T08:59:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Thesis / Dissertation"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters","MEd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["educational technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/41071"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Student engagement is widely acknowledged as significantly impacting academic accomplishment and learning in higher education, and it is frequently theorised and researched. However, institutions of higher learning have historically grappled with effective and sustainable ways of engaging students online in the teaching and learning process. The COVID-19 pandemic, with its extensive lockdowns and instant shift to fully online teaching and learning, created a more challenging context for student engagement. During this time, faculties and departments shifted from face-to-face to online teaching to continue teaching and learning activities. The emergency remote teaching context impacted student engagement in a wide range of ways and created an opportunity to understand student engagement in different contexts. This dissertation seeks to explore lecturers' perceptions and experiences of student engagement in online learning, with a particular focus on anonymous engagement as a strategy to enhance student engagem"]},{"key":"dc:title","label":"Title","values":["Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies"]}]}],"canonical_facts":{"dc:contributor.advisor":["Gachago, Daniela","Shanali Govender"],"dc:creator":["Mdanyana, Lungile"],"dc:date.accessioned":["2025-03-03T08:59:00Z"],"dc:date.available":["2025-03-03T08:59:00Z"],"dc:date.issued":["2024"],"dc:description.abstract":["Student engagement is widely acknowledged as significantly impacting academic accomplishment and learning in higher education, and it is frequently theorised and researched. However, institutions of higher learning have historically grappled with effective and sustainable ways of engaging students online in the teaching and learning process. The COVID-19 pandemic, with its extensive lockdowns and instant shift to fully online teaching and learning, created a more challenging context for student engagement. During this time, faculties and departments shifted from face-to-face to online teaching to continue teaching and learning activities. The emergency remote teaching context impacted student engagement in a wide range of ways and created an opportunity to understand student engagement in different contexts. This dissertation seeks to explore lecturers' perceptions and experiences of student engagement in online learning, with a particular focus on anonymous engagement as a strategy to enhance student engagem"],"dc:identifier.uri":["http://hdl.handle.net/11427/41071"],"dc:language.iso":["en"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:subject":["educational technology"],"dc:title":["Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies"],"dc:type":["Thesis / Dissertation"],"dc:type.qualificationlevel":["Masters","MEd"]},"updated_at":"2026-07-22T22:23:07Z"}