Abstract
Objectives This study aimed to analyze the structural relationships among online course organization, student engagement and perceived learning outcome in university online learning environment. Methods The survey data were collected from a total of 359 students who took the 100% online course offered by K University in the fall semester of 2021. The structural equation modeling was conducted to examine the relationships among course organization, behavioral, emotional, cognitive engagement and perceived learning outcome. Results The findings showed that online course organization had significant effects on behavioral engagement and perceived learning outcome. Behavioral engagement had a positive(+) effect on emotional and cognitive engagement, and emotional engagement had a positive(+) effect on cognitive engagement. In addition, emotional engagement was found to mediate the relationship between behavioral, cognitive engagement and perceived learning outcome. Conclusions This study attempts to broaden the understanding of student engagement reflecting multidimensional concepts by identifying the interrelationships among behavioral, emotional and cognitive engagement. Also, the results of this study can provide implications for teaching strategies to promote student engagement in online learning.
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