Exploring Leadership and Other Influential Dimensions When Assessing Online Learning Modules Within Higher Education Institutions: Insights From Flow Theory and Two-Factor Principles

Abstract

This study explores the concept of flow status as a crucial factor affecting student engagement in online learning, using Herzberg’s motivation-hygiene theory as an analytical framework. Herzberg proposed two main principles influencing learner satisfaction: motivating factors associated with increased satisfaction and hygiene factors associated with dissatisfaction avoidance. While both motivation and hygiene factors influence learner satisfaction, this study applies the concept of flow status and incorporates elements of leadership to the concept to examine the implementation of effective learning systems in higher education institutions. A qualitative approach was applied to data collected from 24 interviews with stakeholders in the field of learning, including students, tutors, curriculum designers/programme leaders and policy makers in education. Interviews were recorded, transcribed, and subjected to text mining analysis. Most students interviewed identified various hygiene factors as motivating factors, such as their grades and supportive guidance from their tutors, thereby underscoring the importance of leadership visualisation in learning design. These hygiene factors were particularly appreciated in the disruptive environment experienced during the COVID-19 period. Students expressed scepticism about pre-set online group work, suggesting a preference for the ability to choose to participate in various types of group work. Tutors emphasised the importance of motivating factors in student engagement, recognising the significance of students’ technological readiness and effective teamwork in relation to how well they concentrated on their learning. This study develops practical insights for higher education educators, considering contemporary technological impacts and the immersive effects of online module design. The results propose a conceptual model that fosters students’ ability to concentrate in disruptive environments, highlighting the necessity of clear leadership from both system designers and implementers to enhance student engagement in online learning. This study’s findings are expected to serve as a valuable analytical tool for stakeholders in the field of education.