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Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies
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 o...
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| Format: | Thesis |
| Language: | English English |
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School of Education
2025
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| _version_ | 1867613255132774400 |
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| access_status_str | Open Access |
| author | Mdanyana, Lungile |
| author2 | Gachago, Daniela |
| author_browse | Gachago, Daniela Mdanyana, Lungile |
| author_facet | Gachago, Daniela Mdanyana, Lungile |
| author_sort | Mdanyana, Lungile |
| collection | Thesis |
| description | 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 |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/41071 |
| institution | University of Cape Town (South Africa) |
| language | English eng |
| last_indexed | 2026-06-10T12:33:13.838Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/41071 Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies Mdanyana, Lungile Gachago, Daniela Shanali Govender educational technology 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 2025-03-03T08:59:00Z 2025-03-03T08:59:00Z 2024 2025-03-03T07:52:27Z Thesis / Dissertation Masters MEd http://hdl.handle.net/11427/41071 en eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | educational technology Mdanyana, Lungile Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies |
| thesis_degree_str | Master's |
| title | Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies |
| title_full | Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies |
| title_fullStr | Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies |
| title_full_unstemmed | Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies |
| title_short | Lecturers' perceptions of enhancing student engagement through anonymous online engagement strategies |
| title_sort | lecturers perceptions of enhancing student engagement through anonymous online engagement strategies |
| topic | educational technology |
| url | http://hdl.handle.net/11427/41071 |
| work_keys_str_mv | AT mdanyanalungile lecturersperceptionsofenhancingstudentengagementthroughanonymousonlineengagementstrategies |