Abstract
ABSTRACT Learner engagement is crucial for success in online learning, and interaction plays a key role in developing engagement. While previous studies have focused on student-instructor and student-student interaction, this study examines the impact of student-content interaction, measured on digital traces data, on academic achievement in an online course. By considering specific engagement strategies and profiles, a more comprehensive understanding of student-content interaction is achieved. Three engagement profiles were identified: synchronously engaged, asynchronously engaged, and disengaged. The synchronously engaged profile was found to be the most beneficial for academic achievement, especially for high-performing students. The study also revealed a positive relationship between engagement strategies and academic achievement, with online webinar attendance being the most contributing. Additionally, the impact of engagement strategies and profiles varied for students with different levels of prior performance. Practical implications for enhancing and monitoring engagement among different student groups are discussed.
Published Version
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