Ishaq Al-Naabi
University of Technology and Applied Sciences (Nizwa), Oman, aladeeb001@gmail.com
Javier Cifuentes-Faura
University of Murcia, Spain, javier.cifuentes@um.es
Loeurt To
Dewey International University, Cambodia, loeurt_educ@yahoo.com
Deborah Odu Obor
Bowen University, Nigeria, deborahoduobor@gmail.com
Abstract:
The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for
teachers, students, and higher education institutions, impacting students’ learning and engagement in the
learning process. Based on Self-Determination Theory, this paper employs a collective case study
research methodology to examine teachers’ strategies for supporting students’ learning and engagement
in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of
offering guidelines to assist teachers in fostering student learning and engagement in these virtual
settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain,
Oman, Nigeria and Cambodia revealed some challenges faced by teachers in engaging their students in
virtual environments and some teaching and support strategies that teachers adopted to enhance
students’ engagement in virtual classrooms. The study synthesised a set of strategies for teachers in
higher education to support students’ engagement and learning in online environments. Teachers’
autonomy, structure and involvement support strategies had a behavioural, emotional, cognitive, and
agentic engagement on students’ learning process. The paper discussed limitations and future research
endeavours in online teaching and learning and students’ engagement.
