Online engagement during COVID‐19: Role of agency on collaborative learning orientation and learning expectations.

During the COVID‐19 outbreak, students had to cope with succeeding in video‐conferencing classes susceptible to technical problems like choppy audio, frozen screens and poor Internet connection, leading to interrupted delivery of facial expressions and eye‐contact. For these reasons, agentic engagement during video‐conferencing became critical for successful learning outcomes. This study explores the mediating effect agentic engagement has on collaborative language learning orientations (CLLO) within an EFL video‐conferencing course to understand better how interactions influence academic learning expectations. A total of 329 (Male = 132, Female = 197) students were recruited from four South Korean universities to participate in this questionnaire study. Data analysis was carried out using the statistical software packages SPSS, and a series of data screening procedures were carried out. Findings revealed that collaborative language learning orientations were a statistically significant predictor of academic learning expectations, but this relationship was fully mediated when agentic engagement was added to the model. Students with a propensity for social language learning strategies believe they will succeed; however, this relationship is explained by their propensity to interact with the instructor when video‐conferencing. An assortment of learning activities should be provided to support both collaborative and individual learning orientations for academic success. Students with collaborative learning tendencies and a propensity to actively engage the instructor during video conference classes are active participants in the eLearning context, possibly leading to positive course expectations. Lay Description: What is already known about this topic: Students are unwilling to speak up during videoconference classes.Agentic engagement predicts academic achievement.Collaborative language learning orientation (CLLO) fosters second language acquisition.Learning expectations predict course satisfaction. What this paper adds: Videoconference class expectations depends on collaborative and extravert behavior.Engaging others during videoconference class increases learning expectations.Agentic engagement mediates path between CLLO and learning expectations.Collaborative, extravert learners have an inherent advantage when videoconferencing. Implications for practice and/or policy: Videoconference classes need to train students early on how to engage others.Videoconference lesson plans must consider agentic, collaborative learning tasks.Instructors facilitate engagement by creating a safe space for participation. [ABSTRACT FROM AUTHOR]