Effect of student responsiveness to instructional innovation on student engagement in semi-synchronous online learning environments: The mediating role of personal technological innovativeness and perceived usefulness

Abstract

Almost all higher education institutions across the globe have adopted technology-mediated semi-synchronous learning and teaching methods. While emerging technologies pedagogically facilitate affordances and opportunities for semi-synchronous learning, limited attention has been given to the implementation of e-learning technology to enhance student engagement in such environments. In this study, a sequential mediation model examining how students' perceived personal technological innovativeness (PTI) and perceived usefulness (PU) mediate the effects of students’ perceived responsiveness to instructional innovation (RII) and promote student social, behavioural, cognitive, emotional, and reflective engagement in semi-synchronous e-learning environment is advanced and tested on students undertaking a business course at an Australian university. The study findings indicate that RII affects all the 5 student engagement dimensions, while PTI positively impacts emotional and behavioural engagement only. PTI and PU sequentially mediate the relationship between RII and student engagement. This study highlights the importance of student-based factors in implementing e-learning technology and has implications for educational innovation theory and practice in higher education.