Shuang Zhang
ABSTRACT
This study reports the results of a questionnaire survey on online incentive teaching and engagement among Chinese university students during the COVID-19. It aims to understand the students’ perceived online incentive teaching of their teachers in terms of Learning Resources, Interaction and Praise, Feedback and Evaluation, and Emotional Caring, and their online learning engagement in terms of participation, persistence and interaction, as well as the relationship between the two constructs. Data were collected by means of a questionnaire upon 150 undergraduate students at a university in China. Analysis of the collected data reveals that the participants perceived their teachers’ incentive online teaching to be effective, particularly in emotional caring. The participants displayed a high level of engagement, interaction and persistence in particular, though moderately satisfactory in participation. The results also show that the perceived incentive teaching was positively correlated with learner engagement in the overall and dimensional levels. The results are implicative for providing effective support to students in online learning during the difficult time in China and beyond.
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Index Terms
- Relationship between Online Incentive Teaching and Engagement among Chinese University Students against the COVID-19 Pandemic Background
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