Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies

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

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2024

Author dc:creator

• Mdanyana, Lungile

Advisors dc:contributor.advisor

• Gachago, Daniela
• Shanali Govender

• educational technology

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11427/41071

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/41071