Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies

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dc.contributor.advisorGachago, Daniela
dc.contributor.advisorShanali Govender
dc.contributor.authorMdanyana, Lungile
dc.date.accessioned2025-03-03T08:59:00Z
dc.date.available2025-03-03T08:59:00Z
dc.date.issued2024
dc.date.updated2025-03-03T07:52:27Z
dc.description.abstractStudent engagement is widely acknowledged as significantly impacting academic accomplishment and learning in higher education, and it is frequently theorised and researched. However, institutions of higher learning have historically grappled with effective and sustainable ways of engaging students online in the teaching and learning process. The COVID-19 pandemic, with its extensive lockdowns and instant shift to fully online teaching and learning, created a more challenging context for student engagement. During this time, faculties and departments shifted from face-to-face to online teaching to continue teaching and learning activities. The emergency remote teaching context impacted student engagement in a wide range of ways and created an opportunity to understand student engagement in different contexts. This dissertation seeks to explore lecturers' perceptions and experiences of student engagement in online learning, with a particular focus on anonymous engagement as a strategy to enhance student engagem
dc.identifier.apacitationMdanyana, L. (2024). <i>Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies</i>. (). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/41071en_ZA
dc.identifier.chicagocitationMdanyana, Lungile. <i>"Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies."</i> ., University of Cape Town ,Faculty of Humanities ,School of Education, 2024. http://hdl.handle.net/11427/41071en_ZA
dc.identifier.citationMdanyana, L. 2024. Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies. . University of Cape Town ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/41071en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Mdanyana, Lungile AB - Student engagement is widely acknowledged as significantly impacting academic accomplishment and learning in higher education, and it is frequently theorised and researched. However, institutions of higher learning have historically grappled with effective and sustainable ways of engaging students online in the teaching and learning process. The COVID-19 pandemic, with its extensive lockdowns and instant shift to fully online teaching and learning, created a more challenging context for student engagement. During this time, faculties and departments shifted from face-to-face to online teaching to continue teaching and learning activities. The emergency remote teaching context impacted student engagement in a wide range of ways and created an opportunity to understand student engagement in different contexts. This dissertation seeks to explore lecturers' perceptions and experiences of student engagement in online learning, with a particular focus on anonymous engagement as a strategy to enhance student engagem DA - 2024 DB - OpenUCT DP - University of Cape Town KW - educational technology LK - https://open.uct.ac.za PB - University of Cape Town PY - 2024 T1 - Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies TI - Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies UR - http://hdl.handle.net/11427/41071 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/41071
dc.identifier.vancouvercitationMdanyana L. Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies. []. University of Cape Town ,Faculty of Humanities ,School of Education, 2024 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/41071en_ZA
dc.language.isoen
dc.language.rfc3066eng
dc.publisher.departmentSchool of Education
dc.publisher.facultyFaculty of Humanities
dc.publisher.institutionUniversity of Cape Town
dc.subjecteducational technology
dc.titleLecturers' perceptions of enhancing student engagement through anonymous online engagement strategies
dc.typeThesis / Dissertation
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMEd
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