Disengagement in online learning is known to pose a risk to student learning and wellbeing. In this paper, we first introduce the development and implementation process of a set of online university climate education courses aimed at enhancing student situational engagement through diverse learning activities. Second, engagement (conceptualized here as the co-occurrence of interest, skill, and challenge, i.e., optimal learning moments), and activities during the online courses were examined through ecological momentary assessment, and the relationship between them was investigated through two-level regression models. The results showed that the students were likely to experience optimal learning moments when they were formulating problems and ideating alternatives or designing solutions. Formulating problems and ideating alternatives can promote a student sense of competence, and by designing solutions, students can work with adequately challenging learning tasks. Thus, by implementing such activities in (online) teaching and learning, educators can contribute positively to student engagement.

中文翻译：

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促进大学生情境参与气候教育的在线学习


众所周知，不参与在线学习会对学生的学习和福祉构成风险。在本文中，我们首先介绍了一套在线大学气候教育课程的开发和实施过程，旨在通过多样化的学习活动增强学生的情境参与度。其次，通过生态瞬间评估检查在线课程期间的参与度（此处概念化为兴趣、技能和挑战的共现，即最佳学习时刻）和活动，并通过两级回归模型研究它们之间的关系。结果表明，学生在提出问题、构思替代方案或设计解决方案时可能会体验到最佳的学习时刻。提出问题和构思替代方案可以提高学生的能力感，通过设计解决方案，学生可以完成足够具有挑战性的学习任务。因此，通过在（在线）教学和学习中实施此类活动，教育工作者可以为学生的参与做出积极贡献。