The Impact of Instructional Interaction on College Students’ Engagement on Distance Learning post-COVID19

Yanjun Wu; Nordin Mamat

doi:10.54097/jeer.v4i2.10818

Authors

Yanjun Wu
Nordin Mamat

DOI:

https://doi.org/10.54097/jeer.v4i2.10818

Keywords:

Instructional Interaction, Learning Engagement, Distance Learning Education

Abstract

Online learning developed rapidly after the outbreak of COVID. However, learning engagement is an important indicator for evaluating the quality of teaching and learning, and the poor results have attracted extensive attention from scholars at home and abroad. This research adopts a qualitative research method to explore the influencing factors and challenges of exploring college students' learning engagement post-Covid-19 by launching a convenience sampling survey of seven students and three teachers from Hebei Normal Universality of Science and Technology, using the interview method to conduct the research. The results show that: teacher-student interaction, student-student interaction, and student-content interaction affect learning engagement; learning motivation and problem-solving ability also affect interaction and learning engagement. These studies have important guiding significance for applied undergraduate online teaching in China.

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