Student Engagement in Online English Language Courses for Vocational Education in Colombia
Date
2023-01
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Abstract
The purpose of this study was to examine student engagement in online English language courses in a vocational education institution (i.e., National Service of Learning, SENA) in Colombia to understand the extent to which the current curriculum and assessment and instructor teaching presence and pedagogical strategies contribute to student engagement in learning. In addition, it aimed to identify the factors beyond the curriculum, assessment, and pedagogy employed in the institution’s online English courses, which might have facilitated or hindered student engagement. Using an explanatory sequential mixed methods design, the SENA online English language curriculum and assessment tasks were analyzed. In addition, online surveys were administered to students enrolled in the online English language courses and their instructors. The online survey data were also supplemented with one-on-one, in-depth student and instructor interviews. The design features of the SENA English language curriculum were found to be limited in terms of the provision of opportunities for students to collaborate and engage in active learning. Student and instructor participants’ self-reported data indicated a high level of instructor teaching presence in online English language courses. However, student participants held less favorable perceptions of instructors’ use of the following strategies: Promoting Active Learning and for strategies of Collaboration and Interactivity. The interview data highlighted the need for giving more agency to the instructors even at the stage of course design and for finding effective ways to engage students in collaboration. Instructors may also need continuing professional development in the design and facilitation of online learning activities and authentic English language assessments. Both student and instructor participants reported that the top three contributing factors of student engagement in online English language courses were: students’ self-discipline, students’ attitude toward the English language, and students’ study habits. As a result of the study, recommendations were proposed for SENA to improve the quality of the English language curriculum and assessment for instructors and students. In sum, the study findings shed light on future directions of the SENA online English language courses and may inform policy makers who are interested in developing or adapting online English language programs for their citizens, especially for those who are in trades.
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student engagement, vocational education, English language courses, online learning, instructor teaching presence and pedagogical strategies, curriculum and assessment, mixed methods
Citation
Diaz Caceres, Z. (2023). Student engagement in online English language courses for vocational education in Colombia (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.