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This text discusses the importance of understanding the effectiveness of online instruction in higher education institutions, particularly in light of the COVID-19 pandemic. The study aims to uncover potential risks and opportunities of adopting online teaching methods such as the online flipped and gamified classroom approach. Additionally, the factors that impact student engagement in distance learning within higher education institutions will also be investigated. The overall goal is to improve online education in a fully virtual learning environment.
The article "Enhancing Online Instructional Approaches for Sustainable Business Education in the Current and Post-Pandemic Era: An Action Research Study of Student Engagement" emphasizes the significance of evaluating the efficacy of online instructional approaches in higher education, especially in the context of the COVID-19 pandemic. The study employs a mixed-methods, dual-cycle action research approach to explore sustainable pedagogical solutions in the fully online instructional environment of the post-pandemic era. The primary focus is on assessing the effectiveness of current online pedagogies, devising improvement strategies, and formulating a practical framework for sustainable online instructional approaches. The study engages with 76 adult students, three teachers, and three teaching assistants to enhance student engagement and learning performance.
The main findings highlight a substantial enhancement in student engagement and learning performance following the introduction of a gamified flipped classroom approach during the second action research cycle. This innovative approach demonstrates sustained learning performance, supported by a diverse range of qualitative and quantitative data analysis.
The study's evaluation underscores its strengths in thoroughly exploring pedagogical solutions within the post-pandemic education landscape, utilizing a mixed-methods approach to gain nuanced insights into pedagogical changes' impact on student engagement and learning performance. However, it also acknowledges potential biases and limitations due to its specific discipline focus and institutional context in China, limiting its generalizability to broader educational settings.
The implications of the study emphasize the potential utility of gamified flipped classroom approaches in addressing disengagement and sustaining learning performance in online settings, aligning with the evolving technological and educational landscape. Despite its focus on sustainable pedagogical solutions, the study highlights the need for further research to investigate potential limitations and variability across diverse educational contexts.
Overall, the study provides fundamental insights into sustainable pedagogical solutions while acknowledging the necessity for further research to explore potential contextual limitations and broad applicability.
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