Students engagement in distant learning: How much influence do the critical factors have for success in academic performance?

Abstract

AbstractThis research identifies the critical factors of student engagement and distance learning that will improve academic performance during a pandemic. The fuzzy Delphi method and fuzzy analytical hierarchy process method are applied to this research, which is a multicriteria decision‐making technique. A survey is conducted and evaluated based on experts' opinions. The social constructivism theory was selected to be applied here; it supports student engagement and distance‐learning factors' relationships with academic performance. After the analysis, the six most significant factors are evaluated. It is observed that Social isolation (C1), Technology effectiveness (C2), Social status enhancement (C3), Student Competency (C4), Motivation (C5), and Satisfaction (C6) are the highest‐ranking factors that increase academic performance. On the basis of the results, it is suggested that management's primary responsibility is to provide training and guidance to instructors/teachers to enhance, motivate the students, and create opportunities for every student to improve their academic performance in a pandemic situation through distance learning.