Table 1
Academic Engagement Results of Students.
| ITEMS | DESCRIPTIVE STATISTICS |
|---|---|
| During the activities, I felt full of energy and eager to participate. | ( = 8.2; σ = 1.65) |
| During the activities, I felt I enjoyed participating and time flew by. | ( = 8.2; σ = 1.70) |
| During the activities of this course, I felt full of energy and eager to participate. | ( = 8.19; σ = 1.611) |
| During the activities of this course, I felt I enjoyed participating and time flew by. | ( = 8.19; σ =1.704) |
| During the activities of this course, I felt I could stay engaged for a long time. | ( = 7.86; σ =1.641) |
| During the classes, I shared my preferences and opinions. | ( = 6.39; σ = 2.589) |
| When I needed something during class, I asked the instructors. | ( = 6.75; σ =2.892) |
| During class, I used to ask questions to improve my learning. | ( = 5.28; σ =3.86) |
| During the course, I allowed my instructors to learn about what interested me. | ( = 6.36; σ = 2.368) |
Table 2
Contribution of Technological Tools.
| THEME | FREQUENCY |
|---|---|
| Collaborative software (Zoom and Trello) facilitated efficient teamwork among individuals from different countries and culturally diverse backgrounds. | 31 |
| The synchronous connection platform (Zoom) enabled interaction and networking with individuals from other countries, fostering the creation of professional collaboration networks. | 23 |
| The project management software (Trello) supported organisation, helped structure tasks and timelines, and encouraged adherence to established commitments. Its continuous and updated notifications, along with easily accessible information, contributed to a sense of ongoing progress. | 17 |
| The platforms used to organise and share materials provided by instructors and developed by students were accessible at all times and clearly structured, helping to save time and reduce confusion and frustration. | 15 |
[i] Note: The reported frequencies indicate that some responses included content related to more than one category.
Table 3
Contribution of Technological Tools.
| THEME | FREQUENCY |
|---|---|
| The tools used (Trello and Drive) enabled more efficient and simplified organisation and administration of the course, accommodating the diversity of participating students, their varying schedules (time zones), and the availability of instructors. This was made possible by the 24/7 accessibility of the platforms, real-time notifications, and the ease of access to information they provided. | 6 |
| The tools facilitated synchronous connection (Zoom) among students from different countries, despite the inherent complexities of international collaboration. | 6 |
| The user-friendly interface and immediate availability of information (Trello) significantly supported the monitoring, correction, and feedback processes regarding student progress, allowing for fluid and real-time interaction between instructors and students. | 5 |