SYNTHESIS OF STUDENT ENGAGEMENT ON ELEARNING: A SYSTEMATIC REVIEW OF THE LITERATURE

Abstract

Restrictions on physical gathering due to COVID-19 has prompted higher education institutions to swiftly adopt e-learning technologies to enhance teaching and learning. While technically, the use of e-learning technologies offers an alternative, importance should be given to such methods’ educational suitability, especially how students engage and learn in the spaces provided by these technologies. In this perspective, we evaluated the extent to which e-learning technologies have aided to instructional and learning practices during the recent years. The study conducted a systematic review employing a recently founded tripartite methodology for performing and displaying literature review studies. The paradigm tackles the literature review process systematically and includes three phases for the critical study of literature: description, synthesis, and critique. This review paper focused on student engagement across e-learning platforms. Needed information were gathered from the Scopus and Web of Science databases. We believe that using numerous datasets and diverse methodological techniques can provide deeper insights into student engagement with e-learning technologies.