online-learning
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- NewsBritish Council TeachingEnglish7 Jul 2026
How to be a great online learner
This resource offers guidance on how to become an effective online learner, emphasizing skills such as self-regulation, time management, and active participation in virtual environments.
Original abstract
<span class="field field--name-title field--type-string field--label-hidden">How to be a great online learner</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><article class="user-profile-card profile"> <div class="user-profile-card-inner"> <div class="avatar"> </div> <div class="username-row"> <div class="username h6"> TeachingEnglish </div> </div> <div class="profile-bio small"> <p>This resource was developed by the TeachingEnglish editorial team.</p> </div> </div> </article> </span> <span class="field field--name-created field--type-created field--label-hidden"><time datetime="2026-07-07T09:33:16+00:00" title="Tuesday, July 7, 2026 - 09:33" class="datetime">Tue, 07/07/2026 - 09:33</time> </span> <div class="layout layout--onecol"> <div class="layout__region layout__region--content"> <div class="magazine-block-hero-content block block-layout-builder block-field-blocknodemagazinefield-hero-content"> <div class="break-out hero-bg"> <div class="container-fluid px-0"> <div class="field field--name-field-hero-content field--type-entity-reference-revisions field--label-hidden field__items"> <div class="field__item"> <div class="paragraph paragraph--type--image paragraph--view-mode--default"> <img loading="lazy" src="https://www.teachingenglish.org.uk/sites/teacheng/files/styles/wide_1920_x_700_focal_point_crop/public/Getty%202165391591.jpg?h=9eb0d413&itok=MjNCZVHD" width="1920" height="700" alt="young Asian woman in a wheelchair typing on a laptop in a bright room" class="img-fluid image-style-wide-1920-x-700-focal-point-crop"> </div> </div> </div> </div> </div> </div> <div class="hidden block block-system block-system-breadcrumb-block"> <nav role="navigation" aria-labelledby="system-breadcrumb"> <h2 id="system-breadcrumb" class="visually-hidden">Breadcrumb</h2> <ol class="breadcrumb"> <li class="breadcrumb-item"> <a href="https://www.teachingenglish.org.uk/">Home</a> </li> </ol> </nav> </div> <div class="hidden block block
- PaperComputers & Education2 Jul 2026
Analysing student engagement in breakout rooms in an online language course
Katja Peltola, Marjaana Veermans, Sara Routarinne
In a 14-week synchronous online language course, recordings of breakout room interactions from two small groups were analyzed using qualitative content and discourse analysis. The study found that affective, behavioral, and cognitive engagement often co-occur and can support or hinder each other, with three collaborative engagement practices identified: participation in group discussions, making and negotiating proposals, and collaborative writing.
Original abstract
As the popularity of online courses in higher education keeps increasing, the importance of student engagement gets highlighted. In an online learning environment, peer interaction gets emphasised when students work in small groups in breakout rooms. In this case study, qualitative content analysis and discourse analysis were used to analyse breakout room recordings (458 minutes in total) of two small groups in a 14-week synchronous online language course. The study focused on how engagement at small group level seems to emerge from the group’s interaction, which is a primordial site for language learning, and what kind of collaborative engagement practices seem to support it. The findings suggest that affective, behavioural, and cognitive engagement often co-occur and that they may either support or hinder each other. Also, the group members may be engaged in diverse ways at the same time. Three collaborative engagement practices were identified: participation in group discussions, making and negotiating proposals, and collaborative writing. Participation in group discussions highlighted the importance of both verbal and nonverbal communication and the importance of equity in participation. When making proposals, the role of tentativeness was emphasised as that seemed to open space for interaction in the small group. Finally, collaborative writing was found to engage students specifically from the language learning perspective. The findings suggest that small group interaction and collaboration play a key role in group level engagement. It is suggested that small group level should be taken into consideration when operationalising the concept of engagement in online learning environments.