Engagement In Online Learning Research Articles

Review on Epistemic Beliefs under Self-regulated Remote Learning

With global education shifting online during the lockdown, extensive research on epistemic beliefs has shifted towards its implication in an online setting. During online learning, students are facing significant changes concerning online learning engagement and online academic stress reduction. Previous research indicated self-regulated learning skills are essential for students to regulate stress and increase learning engagement, with epistemic beliefs being an essential factor affecting self-regulated learning. Hence, this review sets out to establish a theoretical relationship between epistemic beliefs and stress management and learning engagement in a specific online remote learning setting. It is proposed that students who perceive knowledge as complicated or developing are more likely to self-motivate and exhibit lower level of academic stress and higher level of learning engagement.

COVID-19 Related Stressors, Cognitive Reappraisal, and Students’ Engagement in Online Learning: A Mediation Model

The effects of COVID-19 remained significant on the social and academic well-being of university students. This raised various mental and psychological challenges for the students, which had the potential to deteriorate their academic engagement and performance in online learning environments. The emotion regulation theory hypothesizes that various cognitive skills may assist people in coping with such types of social and psychological challenges. Cognitive reappraisal is a strategy used at the individual level to regularize thought processes in stressful situations. This study aimed to investigate the influence of cognitive reappraisal “as a mediator” on the relationships between COVID-19 related stressors and university students’ engagement in an online learning environment. Three hundred and one students selected from eight public sector universities in Pakistan participated in a survey. Three instruments, including the COVID-19 Related Stressors, Cognitive Reappraisal Questionnaire, and Student Engagement Dimensions, were used to collect data. Mediation analysis confirmed the application of emotion regulation theory in the context of relationships between COVID-19 related stressors and students’ engagement in online learning environments. The study has significant implications for promoting students’ well-being in online setups during stressful situations.

Training On Making Website-Based Learning Media And Developing Students' Integrated Skills In Learning English At The Excelsis Deo Community Learning Center (PKBM) Manado

ABSTRACT This activity explores the implementation of integrated skills in English language learning and the incorporation of website-based learning media at the Excelsis Deo Manado Community Learning Activity Center (PKBM). The research addresses challenges in English education, including low student motivation, conventional teaching methods, and limited use of learning media. An integrated skills approach using children's literature is proposed to enhance language proficiency and cultural awareness. To support this method and overcome media limitations, the study introduces training on creating website-based learning media for teachers. This training covers web design, content management systems, and interactive element creation, aiming to produce engaging online learning environments. The combination of integrated skills teaching and modern, website-based learning media is expected to significantly improve students' English language skills and overall learning experience. This approach not only addresses current educational challenges but also bridges the gap between traditional pedagogy and contemporary learner needs, while providing older teachers with opportunities to adapt to new educational technologies. Keywords: Integrated skills, Website-based learning media, Students and Teacher Training, Children's literature.

Promoting university students' situational engagement in online learning for climate education

Disengagement in online learning is known to pose a risk to student learning and wellbeing. In this paper, we first introduce the development and implementation process of a set of online university climate education courses aimed at enhancing student situational engagement through diverse learning activities. Second, engagement (conceptualized here as the co-occurrence of interest, skill, and challenge, i.e., optimal learning moments), and activities during the online courses were examined through ecological momentary assessment, and the relationship between them was investigated through two-level regression models. The results showed that the students were likely to experience optimal learning moments when they were formulating problems and ideating alternatives or designing solutions. Formulating problems and ideating alternatives can promote a student sense of competence, and by designing solutions, students can work with adequately challenging learning tasks. Thus, by implementing such activities in (online) teaching and learning, educators can contribute positively to student engagement.

The role of engagement strategies and path-dependency in online learning

ABSTRACT Despite its importance, research on the dynamic nature of student engagement and its relationship with academic success is limited. In this study, we investigate the consistency of student engagement and its relationship to academic achievement. We conduct an analysis of digital trace data on students’ interaction with webinars. Specifically, we examine the attendance records of 426 high school students participating in the online literature course designed to prepare them for university enrolment. We demonstrate engagement’s path dependency as well as categorise different types of engagement strategies. We found that stable strategies do not lead to more engagement, however adaptive strategies do lead to greater engagement. Importantly, higher levels of engagement lead to better student achievement. These results demonstrating the strategic path-dependent nature of engagement, as well as give insight to the importance of engagement in online learning when considering students’ learning paths.

Proactive personality and its impact on online learning engagement through positive emotions and learning motivation

The rapid change in information technology has made online or blended learning a new norm in higher education. However, the problem of low student engagement in online learning is becoming more prominent. This study explores how college students’ proactive personality affects their online learning engagement through the mediating effects of positive emotions and learning motivation. A survey was conducted on college students (N = 1049), and the interrelationships among these variables were analyzed using structural equation modeling. The findings unveiled that: proactive personality positively predicts online learning engagement, positive emotions and learning motivation. Positive emotions and learning motivation significantly positively influence online learning engagement. Moreover, Positive emotions also exert a significant positive impact on learning motivation. In addition, the mediation of positive emotions and learning motivation further strengthened a significant positive correlation between proactive personality and online learning engagement. Implications for theory and practice, including the limitations, were discussed accordingly.

Exploring the roles of online learning engagement, achievement goals, and self-efficacy in internet-specific epistemic justification

Exploring the roles of online learning engagement, achievement goals, and self-efficacy in internet-specific epistemic justification

Do Beliefs About Intelligence Drive Engagement in Online Learning?

This study investigates the relationship between students’ beliefs about intelligence (fixed vs. growth mindset) and their engagement and behaviour in an online learning platform. The data was collected from 28 students enrolled in COMP90082 – Software Project subject at The University of Melbourne. Students’ beliefs about intelligence were measured through a survey administered during the first week, while their online learning behaviours were captured through clickstream data from the learning management system. The study adopted a two-fold approach: first, students’ learning strategies were identified through cluster analysis of their online session duration. By examining over 41,000 learning actions —such as accessing course materials, participating in discussions, and completing assignments— three distinct learning strategies emerged: “light”, “light-intensive”, and “intensive.” Subsequently, the relationship between these learning strategies and students’ beliefs about intelligence was examined using data visualisation techniques, chi-square tests, and logistic regression models. The findings revealed that students with a growth mindset were more likely to adopt intensive and engaged learning approaches within the online platform. Conversely, those with a fixed mindset tended to exhibit lower engagement levels and less intensive learning strategies. The study may contribute to the growing literature on the psychology of online learning and highlight the potential for tailoring instructional interventions and platform design to foster a growth mindset, thereby enhancing student engagement and academic success in digital learning environments.

L2 Grit and Its Association with Online Learning Engagement and Interaction Strategies: A Structural Equation Model

L2 Grit and Its Association with Online Learning Engagement and Interaction Strategies: A Structural Equation Model

Profiling Motivation and Engagement in Online Learning: A Multilevel Latent Profile Analysis of Students and Institutions

Profiling Motivation and Engagement in Online Learning: A Multilevel Latent Profile Analysis of Students and Institutions

The Effectiveness of Interactive Videos in Increasing Student Engagement in Online Learning

The Effectiveness of Interactive Videos in Increasing Student Engagement in Online Learning

Gamified Networked Learning Environments in Higher Education: A Study on Student Engagement and Value Creation in Computer Science

In the rapidly evolving domain of computer science education, fostering deep engagement and sustained motivation among students remains a challenge. This study introduces the Answers platform, a pioneering online learning environment developed at TU Delft. This research aims to reimagine the learning experience for Bachelor and Master of Science Students in computer science by integrating gamification elements grounded in Wenger's value creation framework. Our paper explores two critical research questions: the perception of learners towards gamified learning experiences and the impact of the Answers' system on value creation and motivation. We incorporated points, badges, and leaderboards in a semester-long intervention to enrich the learning landscape. The Value Creation Questionnaire (VCQ) results indicated that the platform effectively created potential and applied value, significantly enhancing students' learning practices and motivation. However, its impact on fostering social connections could have been more pronounced. The platform also moderately influenced students' ability to impact their world and shift perspectives. The Intrinsic Motivation Inventory (IMI) revealed that students generally enjoyed using the platform but felt it did not significantly enhance feelings of connectedness. This paper contributes to the body of knowledge by demonstrating the efficacy of gamification in computer science education and offering insights into the design of engaging online learning platforms. By bridging theoretical frameworks with practical application, the Answers platform exemplifies the potential of gamified environments to revolutionize educational practices in the digital age.

Factors affecting student engagement in online courses in bachelor of education programmes

This study explores factors contributing to the low engagement of Bachelor of Education (B.Ed.) students in online courses at the Faculty of Education, Open University of Sri Lanka (OUSL). Despite integrating a Learning Management System (LMS) into a blended learning model, learner participation in online activities remains suboptimal. Semi-structured interviews were conducted with nine students across three B. Ed programmes in Natural Sciences, Drama and Theatre, and Special Needs Education using an exploratory qualitative design. The findings reveal organisational factors such as technical issues, delayed course availability, insufficient tutor feedback, and course-related issues, significantly affecting engagement. Student-related factors include reliance on mobile devices and the need for more motivation due to a lack of incentives. This study highlights the need for more responsive support systems, better course design, and enhanced interactive features to foster greater student engagement in online learning.

The impact of teachers' emotional support on EFL learners' online learning engagement: The role of enjoyment and boredom

Learning engagement is acknowledged as a vital proxy for evaluating the quality of online education, and teachers' emotional support, as an essential component of social support within the educational environment, positively influences learners' online learning engagement. The present study draws on Person-environment Interaction Model and Broaden-and-Build Theory to investigate the effect of teachers' emotional support on online learning engagement for English as a Foreign Language (EFL) learners and the mediating roles of academic emotions, specifically enjoyment and boredom. A questionnaire survey was conducted among 411 Chinese college EFL learners who were selected through convenience sampling. The results revealed that teachers' emotional support was not a direct predictor of online learning engagement but indirectly affected it through the mediating role of enjoyment and the serial mediating roles of both enjoyment and boredom. Additionally, the mediating effect of enjoyment was much stronger than the chain mediating effect of enjoyment and boredom. Teachers should pay more attention to facilitating learners' enjoyment and relieving their boredom, which would enhance the positive impact of teachers' emotional support on online learning engagement. These results have some pedagogical implications for improving students' online English learning engagement and enhancing the quality of sustainable online education.

Systematic Literature Review: An Immersive and Engaging Online Learning Environment in Higher Education through Innovative Pedagogies

Systematic Literature Review: An Immersive and Engaging Online Learning Environment in Higher Education through Innovative Pedagogies

The effect of digital literacy on operational accounting competencies: The mediating role of online learning engagement

The sudden shift to online remote learning prompted by COVID-19 plunged many Indonesian universities into chaos. They grappled with the daunting task of adjusting to remote teaching and learning, often with little to no prior experience. This was particularly challenging because most universities in Indonesia follow traditional methods, primarily conducting classes in person on campus. This study seeks to empirically explore the indirect effects of digital literacy on operational accounting competencies. Furthermore, it aims to investigate whether student engagement in online learning serves as a mediating variable in the relationship between digital literacy and operational competence among fifth and seventh-semester Accounting Sharia students at Universitas Islam Negeri (UIN) KH Abdurrahman Wahid Pekalongan, Indonesia. The study generates survey data using a predesigned questionnaire completed by 113 students. Data are analyzed using descriptive analyses and PLS-SEM (Partial Least Square- Structural Equation Modeling). The statistical test results indicate that (1) digital literacy has no direct positive significant effect on operational accounting competencies (2) digital literacy has a direct positive significant effect on online student engagement, (3) online student engagement has a direct effect on operational accounting competencies, and (4) digital literacy indirectly influences operational accounting competencies through student engagement in online learning. These findings suggest a full mediation model because digital literacy can enhance operational accounting competencies only if students have high engagement in online learning.

Influence of parental stress on online learning engagement among parents in Arab nations

ABSTRACT This study examines the impact of parental stress on engagement with online learning during and after the COVID-19 pandemic in Arab nations. A total of 729 parents from various Arab countries participated in the study by completing a 42-item questionnaire that measured four types of stress—personal, academic, technical, and financial—as well as behavioural, emotional, and cognitive engagement. Demographic factors, including gender, income, number of children, and country of residence, were found to correlate with different levels of stress and engagement. Structural Equation Modelling (SEM) and Confirmatory Factor Analysis (CFA) were employed to validate the relationships between stress and engagement, while MANOVA explored the effects of demographic variables. The results show that personal and academic stress positively influence all forms of engagement, while technical stress has a significant negative effect. Financial stress did not demonstrate a measurable impact on parental engagement. The findings highlight the need for targeted strategies to manage parental stress, particularly personal and academic, to improve parental involvement in online education. These insights are crucial for policymakers and educators in developing support systems for parents during transitions to online learning environments.

The role of teaching presence in students’ behavioral engagement

This study explores the role of teaching presence in students’ behavioral engagement in online learning. We analyzed three classes conducted by one teacher over a period of three semesters. Content analysis and social network analysis were employed to analyze the teacher’s teaching presence and students’ behavioral engagement. Results indicated that teaching presence promoted students’ interaction and reduced the number of marginal students. Results also showed that design and organization, facilitating discourse, and technological support positively contributed to students’ behavioral engagement in their learning, while direct instruction and assessment had some inhibitory roles in students’ behavioral engagement. This study adds to the literature on how teaching presence indicators influence students’ behavioral engagement.

THE IMPACT OF TECHNOLOGY ON INFORMATION PROCESSING AND COGNITIVE LOAD IN DISTANCE EDUCATION

The rise of distance education (DE) has expanded access to learning opportunities, but the unique characteristics of online environments can pose challenges to effective information processing and knowledge acquisition. Cognitive load theory (CLT) provides a valuable framework for understanding how the design of instructional materials and activities can impact learners' cognitive load, influencing their ability to learn and retain information. We discuss the implications of these findings for instructional design in DE, highlighting the importance of creating learner-centered, well-structured, and engaging online learning experiences that optimize cognitive resources and promote meaningful learning.

Enhanced learning engagement through teaching presence in online distance education

Distance education offers flexibility, affordability, and accessibility. However, it poses challenges such as learner isolation, limited interaction, reduced motivation, and low learning engagement. This study examines how the mediating effects of teaching presence can increase online learning engagement in distance education. A survey was conducted to test the mediating role of teaching presence on online self-regulation, interaction, and learning engagement among 853 undergraduate distance students from four institutions of higher learning and various distance courses in Zambia. The results indicate that teaching presence has a direct positive and significant effect on learning engagement, and an indirect positive and significant influence through self-regulation and online interaction. This highlights the importance of teaching presence in improving the quality and effectiveness of distance education. This study recommends enhancing, supporting, and promoting the teaching presence in distance education.