Effects of teaching strategies on students’ learning engagement and knowledge construction in asynchronous online learning

Abstract

With the development of technology and the normalization of COVID-19 pandemic prevention and control, asynchronous online learning is becoming popular. However, it is still to be explored on how to enhance students’ learning engagement and knowledge construction. Based on this, we used content analysis to explore the roles of teaching strategies (i.e., contextual teaching strategy, organization teaching strategy, task-driven teaching strategy, and reflective teaching strategy) in students’ learning engagement and knowledge construction (i.e., questioning level and explaining level). The comparative analysis results indicate that: (1) task-driven teaching strategy could be used to increase students’ learning engagement. (2) task-driven teaching strategy could be used to enhance students’ questioning level. (3) reflective teaching strategies could be used to improve students’ explaining level. The findings could provide theoretical and practical implications for asynchronous online learning. It is helpful to optimize online teaching design and improve the effectiveness of asynchronous online learning.

Keywords:

• Asynchronous online learning
• teaching strategies
• knowledge construction
• task-driven teaching strategy
• questioning level

Disclosure statement

No potential conflict of interest was declared by the author(s).

Data availability statement

The data that support the findings of this study are available from the author upon reasonable request.

Additional information

Funding

This work was supported by the Project of National Natural Science Foundation of China (No. 62107023), the Humanities and Social Sciences Program of the Ministry of Education (No. 21YJC880076), the Philosophy and Social Science Research project of Jiangsu Higher Education (No. 2021SJA0247), and the project of the 14th Five-Year Plan of Jiangsu Provincial Education Science (No. D/2021/01/123).