Student Engagement in Online English Language Courses for Vocational Education in Colombia

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dc.contributor.advisorKoh, Kim
dc.contributor.authorDiaz Caceres, Zulay
dc.contributor.committeememberLock, Jennifer
dc.contributor.committeememberSpencer, Brenda
dc.contributor.committeememberSimmons, Marlon
dc.contributor.committeememberWatt, Bonnie
dc.date2023-02
dc.date.accessioned2023-01-27T17:15:17Z
dc.date.available2023-01-27T17:15:17Z
dc.date.issued2023-01
dc.description.abstractThe 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.en_US
dc.identifier.citationDiaz 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.en_US
dc.identifier.urihttp://hdl.handle.net/1880/115777
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40690
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectstudent engagementen_US
dc.subjectvocational educationen_US
dc.subjectEnglish language coursesen_US
dc.subjectonline learningen_US
dc.subjectinstructor teaching presence and pedagogical strategiesen_US
dc.subjectcurriculum and assessmenten_US
dc.subjectmixed methodsen_US
dc.subject.classificationEducation--Bilingual and Multiculturalen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Language and Literatureen_US
dc.subject.classificationEducation--Technologyen_US
dc.subject.classificationEducation--Vocationalen_US
dc.titleStudent Engagement in Online English Language Courses for Vocational Education in Colombiaen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
ucalgary.item.requestcopytrueen_US
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