Claims

Passive student participation in online learning created identity tension for academics

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Participants reported frustration with passive student participation during online learning, which added to the emotional labour of teaching. → Folabit 2026

Evidence

Folabit 2026

Folabit, N. L., & Jita, L. C. (2026). Academics’ (Re) construction of teacher identities in the context of technology integration at a South African university. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10708-w

q2 · i? · qualitative · r2

Qualitative interview findings from the study's second research question on implications for teaching identities. Participants described checking on students' engagement and addressing "passive student participation during online learning," which one participant said may add to the emotional labour of teaching.

"Participants reported frustration with passive student participation during online learning."

Discussion

Page metadata
Field Value
type claim
id online-student-disengagement-identity-tension
title Passive student participation in online learning created identity tension for academics
description Passive student participation in online learning created identity tension for academics
status review
evidence_strength weak
newest_evidence 2026
generated by process:wiki-ingest on 2026-10-29
trust unverified — no one has confirmed this page's content
sources 1 — folabit-2026

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