Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review

• Published in: British Journal of Educational Technology 2022-05, Vol.53 (3), p.593-619
• Main Authors: Salas‐Pilco, Sdenka Zobeida, Yang, Yuqin, Zhang, Zhe
• Format: Article
• Language: English
• Subjects: affective engagement; behavioural engagement; CAI; cognitive engagement; College Students; Computer assisted instruction; COVID-19; Distance learning; Educational Technology; Foreign Countries; Higher Education; Higher education institutions; Internet; Latin America; Learner Engagement; Learning Activities; Literature reviews; New technology; Online Courses; Online instruction; online learning; Pandemics; Review; School Closing; Student Behavior; student engagement; Student participation; Students; Systematic review; Technology Uses in Education; Training
• ISSN: 0007-1013; 1467-8535
• DOI: 10.1111/bjet.13190

The COVID‐19 pandemic has forced higher education institutions to implement online learning activities based on virtual platforms, allowing little time to prepare and train faculty members to familiarize students with digital technologies. While previous studies have looked at how students engaged with digital technologies in their learning activities, the characteristics of the student engagement in online learning remain underexplored. Therefore, a systematic review of the literature on student engagement in online learning in higher education is much needed. This article synthesizes the findings on student engagement in Latin American higher education institutions during the COVID‐19 pandemic. After reviewing the studies on online learning activities, this review examines student engagement from behavioural, cognitive and affective dimensions and identifies the main characteristics of student engagement from these tripartite dimensions. The implications of the findings for online learning in Latin American higher education are as follows: (a) to transform higher education, (b) to provide adequate professional training, (c) to improve Internet connectivity, (d) to ensure quality online learning in higher education and (e) to provide emotional support. These findings will provide valuable guidance for teachers, educational authorities and policy makers and help them make informed decisions to use effective strategies to support online learning in higher education institutions. Practitioner notes What is already known about this topic The COVID‐19 pandemic has disrupted the normal operation of higher education institutions across Latin America, impelling a shift from face‐to‐face instruction to online teaching and learning. Research on online learning in Latin American higher education has been conducted, but the findings and their implications are yet to be widely disseminated among researchers, practitioners and decision‐makers. What this paper adds Providing a systematic review of research on student engagement in online learning in Latin American higher education institutions. Analyzing the construct of student engagement in online learning from tripartite dimensions—behavioral, cognitive and affective—in the Latin American higher education context. Identifying the characteristics associated to each dimension of student engagement in online learning. Implications for practice and/or policy The need to transform the higher education system in Latin Amer