Page 218 - International Perspectives on Effective Teaching and Learning in Digital Education

Boris Ilić et al.

this change by requiring remote learning choices to address health and safe-
ty worries (Huang et al., ). In this new setting, it is crucial to prioritize
keeping students engaged, as instructor-learner interaction significantly in-
fluences student satisfaction and perceived learning outcomes in online ed-
ucation (Kang & Im, 13).
Participation in education involves various aspects like behavior, emotions,
and thinking (Fredricks et al., 4). Behavioral engagement involves partici-
pation in academic activities, emotional engagement refers to students’ feel-
ings and attitudes towards learning, and cognitive engagement relates to the
investment in understanding complex ideas. Engaging individuals in online
settings can be more challenging because there is no physical presence and
immediate feedback (Hrastinski, 9).
Nevertheless, there are specific challenges to involving students in a virtual
setting. Students may feel isolated when they lack face-to-face interaction,
causing disengagement and decreased motivation (Brown et al., 15). Tech-
nical problems such as low-quality audio and video or unreliable internet can
interrupt the learning process and worsen these emotions. Hence, educators
must comprehend the factors that impact engagement in online nursing ed-
ucation to provide effective distance learning.
This chapter seeks to investigate the impacts of both technological and
pedagogical elements on student involvement in remote education. It ex-
amines the roles of audio and video quality and internet connection speeds,
relying on empirical studies for an objective assessment. Furthermore, it ex-
plores how the ERR framework – a teaching approach that includes Evocation,
Realization of Meaning, and Reflection – can be used to boost engagement in
online learning settings.

Factors Affecting Engagement in Distance Learning
Technological Factors
From a technological standpoint, investing in high-quality audio and video
equipment for recording lectures and demonstrations ensures that students
receive clear visuals and sound, which enhances comprehension and keeps
them engaged. Institutions should aim to provide faculty with training and
resources to produce professional-quality content.
Sun and Chen (16) emphasize that effective online education depends
on well-structured courses that integrate interactive content, strong instruc-
tor presence, and active learning communities. These findings are consistent
with those of Clark and Mayer (16), who highlight the importance of ap-
plying multimedia design principles to reduce cognitive load and improve

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