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dc.contributor.authorJamil, Jerin
dc.date.accessioned2023-12-08T19:33:49Z
dc.date.available2023-12-08T19:33:49Z
dc.identifier.urihttp://hdl.handle.net/10675.2/624929
dc.description.abstractThe effects of post-COVID learning in classrooms have affected how students are engaged, especially with the implementation of virtual learning. This qualitative study aims to investigate how students display behavioral engagement within virtual learning environments during participation in the iBEARS program. The constant comparison method was used to analyze classroom video observation of K-12 students engaging in scientific inquiry virtually with undergraduate mentors. Behaviors were grouped into three primary themes: behavioral engagement, disengagement, and interruptions and constraints. The findings help illuminate behaviors regarding student engagement within virtual learning. Future research is needed to better understand how behavioral engagement in the classroom has changed because of restraints like COVID-19 and how pedagogy and practice can adapt to student success in virtual learning.en_US
dc.language.isoen_USen_US
dc.titleHow Do K-12 Students Behaviorally Engage in Virtual Learning Environments Post-COVID-19?en_US
dc.typeAbstracten_US
dc.typeArticleen_US
dc.identifier.journalArsenal: Volume 6en_US
dc.description.advisorDr. Alex St. Louisen_US
refterms.dateFOA2023-12-12T14:42:49Z


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