blended learning, remote learning, online learning, Russian language
This paper reports on students’ perceptions of their learning experiences in this crisis-driven environment. It explores engagement at the behavioral, emotional, cognitive, agentic, and social levels. This exploration of the various levels of engagement adds to the view of engagement as a multidimensional concept whose various levels are often interconnected. They were complemented by an application of engagement facilitators and deterrents across the levels. This approach established categories that should be considered in a remote environment: interest; learning support; learner agency and autonomy; emotions; technology and external factors; social interaction; and social connection (see Table 1). The results have implications for instructional approaches and are of interest to those involved in pedagogical design of language teaching materials, technologically assisted ones in particular.
"From Blended Learning to Emergency Remote and Online Teaching: Successes, Challenges, and Prospects of a Russian Language Program before and during the Pandemic,"
Russian Language Journal: Vol. 71
, Article 5.
Available at: https://scholarsarchive.byu.edu/rlj/vol71/iss2/5