How teachers' conceptions of student engagement influenced their actual strategy implementation, and student online engagement

Abstract

In this study, we explored the interplay between teachers' conceptions of student engagement, their strategy implementation, and student engagement in a videoconferencing-based fully online learning environment. The mixed-method multi-case study involved two postgraduate courses, with data collected via surveys and semi-structured interviews. Findings illustrated diverse conceptions of student engagement among instructors, influencing their teaching strategies and ultimately affecting student engagement. Instructors with a comprehensive, multidimensional understanding of engagement encompassing behavioral, emotional, and cognitive aspects were more likely to employ effective strategies, resulting in improved student engagement.