Lit Review Topic Identification
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LITERATURE REVIEW
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Literature Review: Topic Identification
Chikezie Ozuzu
School of Education, Liberty University
Author Note
Chikezie Ozuzu
I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Chikezie Ozuzu. Email: cozuzu@liberty.edu
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Literature Review: Topic Identification
The proposed topic identified for dissertation is “The Effect of Implementing Multiple EdTech Tools on Graduate Students’ Academic Engagement and Satisfaction in Online Courses”. Academic engagement is considered to be multidimensional: cognitive, emotional, behavioral, and social (Salmela-Aro et al., 2021). Engagement is also attributed to help students in learning deeply, developing a positive affect towards studying and learning, and experiencing a higher level of academic achievement and satisfaction (Guo, 2018; Moreira & Lee, 2020). Research has found the benefits of engagement to include autonomy, competence, satisfaction, and even better mental and physical health (Guo, 2018). The COVID-19 pandemic prompted many pedagogical changes in all levels of education (Baker & Lutz, 2021; Nworie, 2021). In addition, emerging technologies and the shift to remote teaching and learning have prompted schools and institutions of higher learning to explore novel approaches to instructional design and delivery for online courses (Nworie, 2021). Therefore, with the influx of educational technology (EdTech) tools into higher education and the availability of training resources, there has been an increasing call by higher education administrators for multiple EdTech tools to be implemented in online courses to boost students’ engagement and satisfaction (Dexter, 2023; Goode et al., 2022). As an instructional designer with the graduate school of education at a higher education institution, the pressure from administration to implement more EdTech tools in the courses offered in our various programs has reached a tipping point. While this call is founded on the belief that implementing more EdTech tools would boost student engagement and satisfaction, some of our faculty members seem to disagree. They believe that their teaching skills and experience are enough to keep students engaged and satisfied, while contending that the number
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of EdTech tools implemented in their online course may not be predictive of students’ engagement and satisfaction with their online course in line with Vezne et al. (2023). Therefore, this study will seek to test the null hypothesis that there is no significant predictive relationship between the number of Edtech tools implemented in online courses and the students’ academic engagement and satisfaction for a group of similar courses offered in a graduate school of education. The findings will provide evidence that can inform the decision to implement more EdTech tools in the courses offered in our various programs or not.
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References
Baker, V.L. & Lutz, C. (2021). Faculty development post COVID-19: A cross-Atlantic conversation and call to action. Journal of the Professoriate, 12
(1), 56. https://caarpweb.org/wp-content/uploads/2021/05/faculty_development_post_covid_Bak
er-12-1.pdf
Dexter, S. (2023). Developing faculty EdTech instructional decision-making competence with principles for the integration of EdTech. Education Technology Research and Development, 71
, 163–179. https://doi.org/10.1007/s11423-023-10198-0
Goode, E., Nieuwoudt, J. E., & Roche, T. (2022). Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement
in an immersive delivery model. Australasian Journal of Educational Technology, 38
(4), 76-94. https://doi.org/10.14742/ajet.7929
Guo, Y. (2018). The influence of academic autonomous motivation on learning engagement and life satisfaction in adolescents: The mediating role of basic psychological needs satisfaction. Journal of Education and Learning, 7
(4), 254-261. https://doi.org/10.5539/ijel.v8n5p254
Moreira, P. A. S., & Lee, V. E. (2020). School social organization influences adolescents’ cognitive engagement with school: The role of school support for learning and of autonomy support. Learning & Individual Differences, 80
. https://doi.org/10.1016/j.lindif.2020.101885
Nworie, J. (2021). Beyond COVID-19: What’s next for online teaching and learning in higher education? Educause Review
. https://er.educause.edu/articles/2021/5/beyond-covid-19-
whats-next-for-online-teaching-and-learning-in-higher-education
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Salmela‐Aro, K., Tang, X., Symonds, J. & Upadyaya, K. (2021). Student engagement in adolescence: A scoping review of longitudinal studies 2010–2020. Journal of Research on Adolescence, 31
(2), 256-272. https://doi.org/10.1111/jora.12619
Vezne, R., Yildiz Durak, H. & Atman Uslu, N. (2023). Online learning in higher education: Examining the predictors of students’ online engagement. Education and Information Technologies, 28
, 1865–1889. https://doi.org/10.1007/s10639-022-11171-9