Behavioural Engagement in

Remote Learning

A Research Proposal Submitted in Partial Fulfilment of the Requirements

for the Degree of Bachelor of Arts Major in Psychology in

Jose Rizal University

Submitted by:

Apostol, Marcelo

Basaca, Mark Daniel C.

Caronan, Ralph Lourenz T.

Flores, Rannie Jake

Llera, Angellet

Santos, Margaret Emily Ann C.

Behavioral Engagement in Remote Learning

Table of Contents

Title Page i.

Table of Contents ii.

List of Figures iii.

I. Introduction 1

Research Hypothesis 1

Definition of Terms 2

II. Related Literatures 2

Literature 3

Studies 4

Synthesis 7

III. Methodology 3

Research Method 10

Research Design 10

Ethical Considerations 11

References
Behavioral Engagement in Remote Learning

List of Figures

Figure 1. Web Method 9

Behavioral Engagement in Remote Learning

Introduction

Research Hypothesis

One of many concerns of parents and professors when schools transitioned from
traditional learning to remote learning is, will the student be as engaged as the traditional one?

Siu (2014) stated that intrinsic motivation was a significant mediator to Student
Engagement, on the other side, people with low motivation tend to be apathetic or become
engaged in other activities. We’ve chosen this topic because a problem of apathy or
disengagement could arise since students of remote learning aren’t supervised by a professor
which makes them susceptible to other activities that would make their engagement towards
their professors less. By definition, behavioral disengagement is the behavioral compliance of
students, such as attending classes and being involved in discussions.  The researchers would
like to further investigate if this phenomenon, less behavioral engagement, is inherently tied to
remote learning.  Many researchers implied that there has been an increasing awareness of
behavioral disengagement in online learning. (DeFalco, R. S. Baker, & S.K. D’Mello) Researchers
are also getting aware of the disengagement of students toward online activities by "gaming
the system", defined as "attempting to succeed in an educational environment by utilizing the
system rather than by learning and using that knowledge to answer correctly" (Baker et al.
2008). 

Studying the ties between behavioral engagement and remote learning would give light
to the errors of premature transition from traditional learning to the new mode of learning.
This would help researchers to further investigate a causal relationship of behavioral
disengagement in remote learning. This research could potentially spawn ideas on what must
be done to make remote learning behaviorally engaging.
Behavioral Engagement in Remote Learning

Definitions of Terms or Operational Definitions

 Behavioural Engagement - students who are behaviourally engaged would typically

comply with behavioural norms, such as attendance and involvement, and would
demonstrate the absence of disruptive or negative behaviour. 
 Remote Learning - as opposed to traditional learning, remote learning is when the
source of information is not immediately present. Information is presented through
various formats and methods but is essentially through online.
 Apathy - lack of interest or enthusiasm in academic pursuit.
 Disengagement - active detachment or separation to academic pursuits.
Behavioral Engagement in Remote Learning

Related Literatures

Literature

School engagement usually refers to individual experiences and perceptions of the

students about school (Appleton, Christenson, Kim, & Reschly, 2006). Engagement is commonly
seen as multidisciplinary concept with Three Dimensions: Behavioral Engagement includes class
presence, no perturbing behaviour, commitment and consistency, participation in school
activity and extracurricular activities; Emotional engagement, with indicators like learning
experiences,
Good outlook, desire, and inspiration intrinsic to it (Finn, 1989; Marks, 2000); and Cognitive
engagement, which applies to the students motivations, self-conceptions, future goals, hopes,
and school views and values (Fredricks, Blumenfeld, & Paris, et. al. 2004; Campos, Jimerson &
Greif, 2003).Even though this tri-dimensional view is the most prevalent nowadays, the number
and nature of these underlying dimensions remains under debate, as this is reflected in the
obvious fact that the practicalization of student engagement is still far from being well-
established.

Measuring students’ engagement in a distributed learning environment is a challenge. In

particular, a teacher gives a lecture at one location, while at the same time the remote students
watch the lecture through a display screen. In such situation, it is difficult for the teacher to
know the reaction at the remote location. In this paper, we conducted a field study to measure
students’ engagement by using galvanic skin response (GSR) sensors, where students
simultaneously watched the lecture at the two locations. Our results showed the students’ GSR
response was aligned with the surveys, which means that during a distributed learning
environment, GSR sensors can be used as an indicator on students’ engagement. Furthermore,
our user studies resulted in non-engaging student learning experiences that would be difficult
obtained at a lab condition. Based on the findings, we found that the patterns of GSR readings
were rather different when compared to the previous relevant studies, where users were
engaged. In addition, we noticed that the density of GSR response at the remote location was
Behavioral Engagement in Remote Learning

higher when compared to the one at the lecture room. We believe that our studies are
beneficial on physiological computing, as we first presented the patterns of GSR sensors on
non-engaging user experiences. Moreover, as an alternative method, GSR sensors can be easily
implemented in a distributed learning environment to provide feedback to teachers.

They also said that the increase in the adaption of internet-related technologies for
online learning has been accompanied by a parallel (CC.Robinson, H.Hullinger, 2008) The
authors used National Survey of Student Engagement to measure students engagement in
online course in almost 3 universities. Student needs participation in online class presentations
should be lifted. This can include peer evaluation. Because instructors frequently make online
presentation to class members. The internet and Web using this is effectively enhance
presentations (Cole, 2000).

Studies

According to A. Raes (2020) It has been found that both the relatedness to peers and
the intrinsic motivation is the lowest in the hybrid-virtual setting. Yet, our results show that
launching quizzes is positively related to all students’ motivation. Further research that
implements different kinds of quizzes and at different time intervals is necessary to validate this
finding in the context of the hybrid virtual classroom. Future research should also investigate
how relatedness between the remote students and their on-campus counterparts can be
improved by means of instructional interventions. The Self-Determination Theory (SDT) namely
stresses that relatedness is a contributing factor for intrinsic motivation and indirectly also
predicts learning achievement. Although there are numerous studies using SDT in various
contexts, only limited studies used this theory to examine learning in the hybrid virtual
classroom comparing different learning settings and its effects on relatedness, intrinsic
motivation and learning achievement. The educational setting depends on whether students
are physically present and thus attend the lecture face-to-face (F2F) or remotely (virtual), and
on whether the setting is the same for all students (pure) or mixed (hybrid). This study presents
Behavioral Engagement in Remote Learning

the results of an experimental within-subjects design study comparing the students' learning
experiences as F2F versus virtual student in the pure or hybrid setting.

A study of J. Chem. Educ. (2020) called “Impact of the Emergency Transition to Remote
Teaching on Student Engagement in a Non-STEM Undergraduate Chemistry Course in the Time
of COVID-19” They conducted student surveys before and after the emergency transition to
remote teaching and analyzed data on student participation in the online setting. It was
observed that student engagement was likely negatively impacted by the emergency transition.
The researchers also found that lectures engaged students less after the transition. By contrast,
course activities that did not heavily rely on a physical classroom, such as students blogging
about their research of chemistry literature and crafting an independent research paper about
a chemical question, were more effective in retaining student engagement after the transition.
Researchers also analyze student utilization of synchronous and asynchronous learning
opportunities (for example, recorded lectures). They contextualize student engagement in the
course relative to policies adopted by the educational institution, notably a mandatory
universal pass/fail grading policy. Finally, the researchers communicate thematic reflections
from students, undergraduate peer tutors, graduate student teaching fellows, and the course
instructor about learning chemistry and teaching non-STEM undergraduates in the time of
COVID-19. On the basis of these studies, it was recommended seven instructional strategies for
teaching chemistry during sustained educational disruptions.

In the study of U. Kulatunga (2013) they mentioned that student engagement and active
learning have been identified as key areas for learning enhancement as students tend to
understand and retain teaching material better and enjoy lectures when they are actively
engaged. This would improve retention and progression of students and could lead to improved
levels of academic success. Designing learning activities to improve student engagement has
been considered by many universities. This article evaluates the use of ‘Clickers’ (a remote
voting system) as a mechanism to improve student engagement within the Built Environment
discipline. Focus group discussions and questionnaire surveys with students, interviews with
staff members and personal observations were used to collect data. A positive correlation
Behavioral Engagement in Remote Learning

between student engagement and Clicker sessions was evident. Anonymously responding to
questions, collaborative learning, and self-evaluation of performance have been able to
improve student engagement for Clicker sessions. Effective feedback discussions based on the
Clicker questions, knowledge sharing with peers, and reflecting more on the subject content
have influenced deep learning among students, and hence, improved learning. The originality of
this research stems from the fact that Clickers could be more useful for the Built Environment
discipline, as its outward looking teaching and learning approach appropriately matches with
that of Clickers technology.

In the study “How Classroom Environment and Student Engagement Affect Learning in
Internet-based MBA Courses” by J.B. Arbaugh (2000) The researcher conducted a study that
examined the effects of technological, pedagogical, and student characteristics on student
learning in Internet-based MBA courses. Of these characteristics, the researchers found that
only those reflecting instructor efforts to create an interactive classroom environment were
significantly associated with student learning. Other characteristics such as the perceived ease
of use of the course software package, the perceived flexibility of the online classroom
environment, and the amount of time students spent logged onto the course Website were not
significantly associated with student learning. These findings suggest that while some level of
technological sophistication may be important, teaching expertise may be the primary criterion
for teaching success in the online classroom environment. Therefore, instructors may need to
spend more time developing and cultivating instructional skills such as simultaneously working
with several smaller groups of students, developing interesting discussion questions, and
fostering intimacy. To support this faculty development, business schools will likely need to
make substantial infrastructural investments to ensure that their online course offerings are
pedagogically and technologically conducive to student learning.

According to the study of M. Sauter et al (2012) called “Getting real: the authenticity of
remote labs and simulations for science learning” The researchers used remote labs and
simulations to augment or even replace hands-on science learning. They compared
undergraduate students’ experiences with a remote lab and a simulation to investigate beliefs
Behavioral Engagement in Remote Learning

about and learning from the interactions. Although learning occurred in both groups, students
were more deeply engaged while performing the remote lab. Remote lab users felt and
behaved as though they completed a real scientific experiment. We also examined whether
realistic visualizations improved the psychological and learning experiences for each lab.
Students who watched live video of the device collecting their data in the remote lab felt most
engaged with the task, suggesting that it is the combination of the realistic lab and realistic
video that was of the greatest benefit. According to A. Pena-Rios (2012) The use of virtual and
remote laboratory activities is an example of the application of some of these concepts. In this
work-in-progress paper we propose a different approach to the integration of the physical and
virtual world by creating remote mixed reality collaborative laboratory activities within an Inter
Reality Portal learning environment, thereby extending our previous progress towards these
goals. The learning goal of our mixed reality lab activity is to produce Internet-of-Things-based
computer projects using combinations of Cross-Reality (xReality) and Virtual objects based on
co-creative and collaborative interaction between geographically dispersed students.

Synthesis

It is unavoidable in a country to have a pandemic so the institutions need to take other

steps to prevent the children from learning even if they are facing a problems, however many
techniques are existing that can be used for better online learning just like these examples:
zoom is popularly used in formal meetings or even in other communication sectors so it is also
very effective for online classes. Multiple Choice Question (MCQ) can provide tests or
examinations. They can also use Google Meet or Google Documents for class meetings, editing
files, quizzes etc. for more options they can use the other available ones that have access to our
new study system, and many more websites, apps, e-learnings. By using the online platforms
here you can see how good and accessible a website is, to help young people learn not only in
lower education but also in higher education by applying these techniques so that students can
continue learning even if there is a pandemic and they will not be harmed because they are just
inside their houses. In presentation of distance and off campus education experiences of the
Behavioral Engagement in Remote Learning

students, Even if the grades are given the same in performance based outcomes, meta-analysis
and the same curriculum will be taught, it is still unavoidable to compare the distance course
with the face to face course.

Students who are in remote locations or those who are only at home are also not
satisfied because the environment in their home is different. Study at school because there is a
natural environment for students. Many have also dropped out due to not being able to
continue with the distance course. A student can also isolate because he does not have physical
interaction with his classmates. Shows that the attrition rate of students in remote locations or
homes is higher than that of off campus students. There are also options provided on how to
use distance learning such as communication asynchronous or synchronous, teaching staff
collaboration of instructor to the students for the students to be able to understand the
learnings.(Owen J. Hardcastle L. Richardson B., 2009). We all know that students in generation
now are used in mobile learning since we mostly have an online class, students become
dependent to mobile learning or anything they can access online. Through self-regulated
learning, it can help scrutinize and apprehend the action of mobile learning procedure tasks. In
which point will guide to outstanding inference for measuring their provocations in the mobile
learning. They measure self-regulated learning using Winne’s and Hadwins SRL phase model for
specific cognitive process require the learner’s self-regulated learning expositions of a tasks,
they also use the Empirical Measurement to measure 5the relevance of a mathematical
statistics. (Sha L. Looi C. K. Chen W. Seow P. Wong C. H. 2011). Believe that there are only two
reasonable and cost effective technologies for both universities and colleges attempting the use
of remote learning to providing classroom environment: computer conferencing and videotape
recordings. The study begins at discussing the cost-effectively of computerized conferencing
and its potential to deliver a classroom environment with the situation of remote learning. This
begins with the comparison of different remote learning modes and going through to review
different educational experiments which have used the Electronic information Exchange System
(EIES) during the last five years. With the argument that this emerging technology will be able
to support the idea of “virtual classrooms” that will be affordable to average students, the
study then describes two upper division courses on information systems and management of
Behavioral Engagement in Remote Learning

computer that were offered through EIES by the New Jersey Institute of Technology. The
responses of the students to the survey about their attitudes toward the course and its means
of delivery were discussed. The major findings that was shown through the study indicated that
the students generally felt comfortable in this medium in terms of communication, although
some have second thoughts about taking an entire course through the said medium, and others
reported that they have experienced difficulties associated with having only limited skills in
typing. Most of the students who felt not learning much were those with low course grades
who may lack motivation or talent. Furthermore, student-teacher interaction using computer
conferencing have generated more involvement in time and more work for each instructor on a
per student basis. This study noted that it is not meant to show balanced representation of
cons and pros of technology, rather it aims an advocacy of further experimentation with its use
in distance education (Murray, Starr and Roxanne, 1985).
Behavioral Engagement in Remote Learning

Figure 1. Web Method

Behavioral Engagement in Remote Learning

Methodology

Research Method

The researchers will be using a questionnaire to gather information about how students
are behaviorally engaged in remote learning. The study made use of the descriptive method,
which was offered a closed and open-ended and matrix questions. The participants were
required to answer all the items and must answer the questionnaire honestly and give their
own perception of how students are behaviorally engaged in remote learning. The concepts of
learner’s attitudes have been the focus of attention in the explanation and investigation of
human behavior offered by the survey questions. One core aim of this survey is to convey
factual knowledge about subjects.

Research Design

Qualitative research uses non-statistical methods to gain understanding about a

population. In other words, you’re not dealing with the numbers you’d find in quantitative
research. For example, let’s say your research project was to answer the question “Why do
people buy fast food?” Instead of a survey (which can usually be analysed with math), you
might use in-depth interviews to gain a deeper understanding of people’s motives. Another
major difference between qualitative and quantitative research is that QR is usually performed
in a natural setting (As opposed to a lab).
Behavioral Engagement in Remote Learning

Ethical Consideration

Integrity and Transparency are both an essential part of process of making this study.
Therefore, the following ethical standards will be practiced

1. Informed Consent – the participant’s approval is a must before conducting this

research, and they will be informed as to what is the nature and purpose of this study
plus the indications it might bring onto their learning.
2. Right to refuse – participants have the right to refuse to be in the study at all, or to
cease taking part at any moment after they start the study. 
3. Confidentiality – the researchers will take utmost precautions to protect the obtained
participant’s information.
4. Competence & Integrity – this study and the researcher practices professionalism in a
trustworthy manner.
Behavioral Engagement in Remote Learning

References:

Zayapragassarazan Z. (2020) “COVID-19: Strategies for Online Engagement of

Remote Learners”. Copyright © 2020 Zayapragassarazan Z. Distributed

under the terms of the Creative Commons Attribution License

https://www.researchgate.net/publication/340512225_COVID-
19_Strategies_for_Online_Engagement_of_Remote_Learners

Khalifa, M., & Kwok, R. C.-W. (1999). Remote learning technologies: effectiveness of

hypertext and GSS. Decision Support Systems, 26(3), 195–207.

https://sci-
hub.tw/https://www.sciencedirect.com/science/article/abs/pii/S0167923699000287?
fbclid=IwAR2oRqui1nnMs3B_xhJZnSoArBTCbBbYZgYFvYTBz0M4e4v5mKpQBT5rf0s

Sha, L., Looi, C.-K., Chen, W., Seow, P., & Wong, L.-H. (2012). Recognizing and measuring
self-regulated learning in a mobile learning environment. Computers in Human Behavior,
28(2), 718–728.

https://sci-hub.tw/10.1016/j.chb.2011.11.019?
fbclid=IwAR1wHhvR_mvXwA81lLNwahJq31zLP452O3UNg3vy18bsIZcLgwLaKobcmr4

Turoff, Murray; Hiltz, Starr, Roxanne TITLE Remote Learning: Technologies & Opportunities.
PUB DATE May 86 NOTE 12p.; Paper presented at the World Conference on Continuing
Engineering Education (Lake Buena Vista, FL, May 7-9, 1986).

https://sci-hub.tw/https://eric.ed.gov/?
id=ED332656&fbclid=IwAR2oRqui1nnMs3B_xhJZnSoArBTCbBbYZgYFvYTBz0M4e4v5mKpQB
T5rf0s

M.Heum, Y.Jung, (2014) “Instructor scaffolding for interaction and students' academic
engagement in online learning: Mediating role of perceived online class goal structures”
Accepted 28 October 2013, Available online 2 November 2013
Behavioral Engagement in Remote Learning

https://www.sciencedirect.com/science/article/pii/S1096751613000523

J. Chem. Educ. 2020, 97, 9, 2565–2572 “Student Perspectives on Remote Learning in a Large

Organic Chemistry Lecture Course” Copyright © 2020 American Chemical Society and
Division of Chemical Education, Inc. Publication Date:July 22, 2020
https://doi.org/10.1021/acs.jchemed.0c00572

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.0c00572

R. A. Carter, M. Rice, S. Yang & H. A. Jackson (2020) “Self-Regulated Learning in Online

Learning Environments: Strategies for Remote Learning”
https://sci-hub.st/https://www.emerald.com/insight/content/doi/10.1108/ILS-04-2020-
0114/full/html

J. A. DeFalco, R. S. Baker, & S .K. D’Mello

https://www.upenn.edu/learninganalytics/ryanbaker/DeFalco_Baker_DMello_v13.pdf

Appleton, Christenson, Kim, & Reschly, 2006

https://scihub.st/https://www.sciencedirect.com/science/article/pii/S10416080183
01237

Jing Ma, Jeffrey V Nickerson

ACM Computing Surveys (CSUR) 38 (3), 7-es, 2006
https://scholar.google.com.ph/scholar?
q=review+of+related+literature+about+remote+learning&hl=en&as_sdt=0&as_vis=1&oi=sc
holart#d=gs_qabs&u=%23p%3D_Pob7X1-EiI

Khalifa M. Ron C. W. K. 1999

Behavioral Engagement in Remote Learning

https://sci-
hub.tw/https://www.sciencedirect.com/science/article/abs/pii/S0167923699000287?
fbclid=IwAR2oRqui1nnMs3B_xhJZnSoArBTCbBbYZgYFvYTBz0M4e4v5mKpQBT5rf0s

C. Pablo and C. Wang, (2015) Physiological Measurement on Students’ Engagement in a

Distributed Learning Environment
https://www.scitepress.org/Papers/2015/52291/52291.pdf