Teaching mix to increase engagement: methodology, technology, planning, and style of teaching. A multivariate analysis of worldwide higher education students' sample

Background: During the Covid pandemic, technology replaced traditional in-person classroom teaching and student activities. As a result, we have evaluated teaching tools for their potential to increase student engagement. This article focuses on the results of an exploratory study on the engagement of intercultural students surveyed from the United States, Spain, France, Mexico, and other countries worldwide. Negotiation and statistics students are compared. Purpose: Based on the hypothesis that there is a teaching unit, the teaching unit, which consists of a teacher, a student profile, and a discipline of knowledge, we will be more efficient if the appropriate teaching tools are selected, including technological tools, teaching style, course structure, and teaching method. This project aims to determine which tools are most effective in increasing student engagement. Method: The research consists of two stages: 1) We analyze the literature on the variables of participation in teaching to describe and identify the latent variables related to technology, teaching, and learning. 2) Using multivariate statistical analysis, we will measure the impact of technological tools on student engagement for different teaching styles. Results: The teaching style is determined by the subject matter. These results affect the technological tools we need to use to increase student engagement. In negotiation courses, engagement increased with discussion forums and feedback (MT4) and videoconferencing with student interactions (CS4). For teaching quantitative methodologies, the most attractive were out-of-class videos (MT2) with an extraordinarily high impact, and secondly, the e-learning platform material (CS5).