Engagement In Online Learning Research Articles

Using Synchronized Eye Movements to Predict Attention in Online Video Learning

Concerns persist about attentional engagement in online learning. The inter-subject correlation of eye movements (ISC) has shown promise as an accessible and effective method for attention assessment in online learning. This study extends previous studies investigating ISC of eye movements in online learning by addressing two research questions. Firstly, can ISC predict students’ attentional states at a finer level beyond a simple dichotomy of attention states (e.g., attending and distracted states)? Secondly, whether learners’ learning styles affect ISC’s prediction rate of attention assessment in video learning? Previous studies have shown that learners of different learning styles have different eye movement patterns when viewing static materials. However, limited research has explored the impact of learning styles on viewing patterns in video learning. An eye tracking experiment with participants watching lecture videos demonstrated a connection between ISC and self-reported attention states at a finer level. We also demonstrated that learning styles did not significantly affect ISC’s prediction rate of attention assessment in video learning, suggesting that ISC of eye movements can be effectively used without considering learners’ learning styles. These findings contribute to the ongoing discourse on optimizing attention assessment in the evolving landscape of online education.

Factors influencing undergraduate students’ engagement in online learning: a PLS-SEM approach

ABSTRACT Effective engagement during online learning is essential for achieving successful student outcomes. This study aims to determine the level of engagement among undergraduate students and its influencing factors during the online learning process. Data were collected from a sample of 609 undergraduate students, taken from four public and private universities in Malaysia. Results showed that undergradaute students have a moderate level of engagement during online learning. Their engagement was significantly influenced by perceptions of online learning, experiences in online learning, and online self-regulation skills, as demonstrated by the results of partial least square-structural equation modeling (PLS-SEM). These factors accounted for 63.7% of the variance in students’ engagement (R2 = .637, p < 0.01). The implications of the study were discussed.

Consistent movement of viewers' facial keypoints while watching emotionally evocative videos.

Neuropsychological research aims to unravel how diverse individuals' brains exhibit similar functionality when exposed to the same stimuli. The evocation of consistent responses when different subjects watch the same emotionally evocative stimulus has been observed through modalities like fMRI, EEG, physiological signals and facial expressions. We refer to the quantification of these shared consistent signals across subjects at each time instant across the temporal dimension as Consistent Response Measurement (CRM). CRM is widely explored through fMRI, occasionally with EEG, physiological signals and facial expressions using metrics like Inter-Subject Correlation (ISC). However, fMRI tools are expensive and constrained, while EEG and physiological signals are prone to facial artifacts and environmental conditions (such as temperature, humidity, and health condition of subjects). In this research, facial expression videos are used as a cost-effective and flexible alternative for CRM, minimally affected by external conditions. By employing computer vision-based automated facial keypoint tracking, a new metric similar to ISC, called the Average t-statistic, is introduced. Unlike existing facial expression-based methodologies that measure CRM of secondary indicators like inferred emotions, keypoint, and ICA-based features, the Average t-statistic is closely associated with the direct measurement of consistent facial muscle movement using the Facial Action Coding System (FACS). This is evidenced in DISFA dataset where the time-series of Average t-statistic has a high correlation (R2 = 0.78) with a metric called AU consistency, which directly measures facial muscle movement through FACS coding of video frames. The simplicity of recording facial expressions with the automated Average t-statistic expands the applications of CRM such as measuring engagement in online learning, customer interactions, etc., and diagnosing outliers in healthcare conditions like stroke, autism, depression, etc. To promote further research, we have made the code repository publicly available.

Online Learning Engagement and Gains Among International Students in China

This study utilized learning engagement, learning participation and constructivism theories in analyzing the online learning engagement of international students in China. Drawing on the more comprehensive CCSS questionnaire developed by scholars on the basis of NSSE-CHINA, this study collected data on the online learning engagement among international students in China and their learning gains through online questionnaires. The researcher integrated the data through using descriptive statistics. The empirical results of this study show that most of the international Chinese students agree on their online learning engagement with behavior as the highest, followed by social, cognitive and emotional as the lowest; majority of the respondents agree on their learning gains with attitude learning as the highest, followed by knowledge and skills; that there is highly significant relationship between online learning engagement of students and their learning gains; meaning, when the behavior, social, cognitive and emotional learning engagement of the students are high or positive, their attitude, knowledge and skills are also positively influenced. As a result of the study, the researcher proposed an action plan for the students’ online learning engagement enhancement.

FACTORS IN LEARNING MANAGEMENT SYSTEM TO OUTREACH ONLINE LEARNING ALUMNI ENGAGEMENT IN HIGHER EDUCATION

The global education will not be limited to a place, time and condition. A non-state university in Indonesia through its online learning makes it happened so everyone can experience learning. In providing high quality education, this non-state university facilitates the learning process with Learning Management System equipped with features that will support students. This support will strengthen the bonds between the students and the university even after graduation. The uniqueness of this paper is aiming to find out the essential factors of the Learning Management System that outreach alumni engagement in online learning, not regular type of students, and how the factors work through the Learning Management System. The online learning students interact and collaborate virtually with the lecturers, among students, administration staff, and so on that will impact to the bonds or the sense of belongings among them. A questionnaire with open questions, was distributed through social media to the online learning students. The questionnaire was created using Microsoft Forms and Mentimeter. Mixed method was used to analyze data collected. Quantitative method was used to calculate the data and then quantitative method for interpreting the findings. The findings which are the essentials factors to outreach alumni students will be benefits for the university, online learning institutions, also other parts that required the information to manage the alumni to create alumni engagement.

An fsQCA approach to identifying pathways to K-9 students’ online learning engagement

Student engagement has been shown to function as a pathway leading to valued educational outcomes. This study used fuzzy-set qualitative comparative analysis (fsQCA) to reveal how various configurations of sex, grade level, teaching presence, social presence, perceived usefulness, perceived ease of use, and parental support lead to high online learning engagement (OLE) in a sample of 516 compulsory education (K-9) students from three provinces in Central and Eastern China. The results indicated that eight configurations of the conditions were required to attain high OLE. Of these, one configuration was sufficient to explain high OLE for all students regardless of sex and grade level, five different configurations lead to high OLE for elementary school students, and one configuration explained high OLE for boys and girls regardless of grade level. Identifying these specific configurations could help teachers to design and provide personalized online learning experiences that enhance student engagement.

Teachers’ motivating styles and students’ agentic engagement in online learning

Facing the growing popularity of autonomous online learning, students require more agentic engagement (AE) to construct a supportive learning environment for themselves. Existing studies based on self-determination theory (SDT) state that teachers’ motivating style can predict students’ engagement, and students’ competence beliefs can moderate the predicting effect. However, few studies have discussed the correlation between teaching motivating styles and AE in middle- and high-school online courses, considering the students’ self-regulated learning (SRL) ability as a moderator. To address this gap, this study examined the effect of autonomy-supportive motivating style (ASMS) and controlling motivating style (CMS) on AE, taking into account students’ SRL ability as a potential moderator. A total of 425 valid questionnaires were collected to evaluate the model. The results revealed that teachers’ ASMS positively predicted students’ AE; CMS positively predicted students’ AE; and SRL ability positively predicted AE. However, SRL ability did not significantly moderate the correlation between teachers’ motivating styles and AE. These findings provide educators with insights into how to improve students’ AE, and suggest that teachers should be involved as much as possible in online teaching interactions, and explore strategies to enhance the effectiveness of students’ AE.

Overcoming the "screen dilemma": The psychological mechanisms of social presence promoting college students' online learning engagement

Overcoming the "screen dilemma": The psychological mechanisms of social presence promoting college students' online learning engagement

Danmaku-Based Automatic Analysis of Real-Time Online Learning Engagement

In recent years, there has been a rapid growth of online learning in higher education. Apart from professional online course platforms, many online video sharing websites have also provided online learning opportunities for college students. One of the most popular websites among college students in China is Bilibili, a Shanghai-based Chinese video sharing website known for its danmaku commenting system. This system enables users to post scrolling comments synchronized with the video timeline while the video is playing. Which attracts young students due to the lively user interaction. As a result, an increasing number of Chinese students are utilizing online courses on Bilibili as a supplementary learning resource alongside traditional classroom learning. Despite its popularity, online learning faces the challenge of students’ lack of participation more than traditional face-to-face learning does. To understand their learning involvement, we propose a novel danmaku-based automatic analysis model that extracts three dimensions of online learning engagement using the Text Mind software. This model enables us to understand the students’ learning patterns both as clusters and as individuals. Based on the model results, we present corresponding intervention strategies for different types of students based on their individual engagement characteristics.

Understanding the Role of Teacher-Student Relationships in Students' Online Learning Engagement: Mediating Role of Academic Motivation.

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design.

Social support, computer self-efficacy, online learning engagement and satisfaction among undergraduate hospitality students

Social support, computer self-efficacy, online learning engagement and satisfaction among undergraduate hospitality students

Learner Engagement and Demographic Influences in Brazilian Massive Open Online Courses: Aprenda Mais Platform Case Study

This paper explores the dynamics of student engagement and demographic influences in Massive Open Online Courses (MOOCs). The study analyzes multiple facets of Brazilian MOOC participation, including re-enrollment patterns, course completion rates, and the impact of demographic characteristics on learning outcomes. Using survey data and statistical analyses from the public Aprenda Mais Platform, this study reveals that MOOC learners exhibit a strong tendency toward continuous learning, with a majority re-enrolling in subsequent courses within a short timeframe. The average completion rate across courses is around 42.14%, with learners maintaining consistent academic performance. Demographic factors, notably, race/color and disability, are found to influence enrollment and completion rates, underscoring the importance of inclusive educational practices. Geographical location impacts students’ decision to enroll in and complete courses, highlighting the necessity for region-specific educational strategies. The research concludes that a diverse array of factors, including content interest, personal motivation, and demographic attributes, shape student engagement in MOOCs. These insights are vital for educators and course designers in creating effective, inclusive, and engaging online learning experiences.

Effects of teaching strategies on students’ learning engagement and knowledge construction in asynchronous online learning

With the development of technology and the normalization of COVID-19 pandemic prevention and control, asynchronous online learning is becoming popular. However, it is still to be explored on how to enhance students’ learning engagement and knowledge construction. Based on this, we used content analysis to explore the roles of teaching strategies (i.e., contextual teaching strategy, organization teaching strategy, task-driven teaching strategy, and reflective teaching strategy) in students’ learning engagement and knowledge construction (i.e., questioning level and explaining level). The comparative analysis results indicate that: (1) task-driven teaching strategy could be used to increase students’ learning engagement. (2) task-driven teaching strategy could be used to enhance students’ questioning level. (3) reflective teaching strategies could be used to improve students’ explaining level. The findings could provide theoretical and practical implications for asynchronous online learning. It is helpful to optimize online teaching design and improve the effectiveness of asynchronous online learning.

The Merits of Mobile Instant Messaging for EFL Learners: Learning Engagement, Achievement, and Authentic Relationships

Despite the recent growth of mobile instant messenger (MIM), research into the correlation between English learners’ learning gains, learning engagement, and how this engagement helps develop authentic relationships remains underexplored. This mixed-method study involved 222 college English learners to investigate their engagement in team-based mobile learning (TBML) assisted by WhatsApp as an MIM and its relationship with their learning gains. In addition, it was designed to document the social construction of existential and relational authenticity between teacher and students. The study collected data on students' online learning engagement through an online survey, and their learning achievement was measured by the course final examination. Grounded in thematic discourse analysis, the study collected qualitative data from the archives of WhatsApp group chats. Retrospective reflection was also used to triangulate the findings. The findings show the value of MIM to develop strong engagement and authentic relationships in socio-constructivist learning as the precursor to learning achievement.

Leveraging challenges: Advancing digital education in the digital frontier

The purpose of this study is to investigate the difficulties faced by teachers while delivering online classes and to find various strategies to address these concerns. This study also aims to examine the post-pandemic shift toward blended teaching along with traditional methods. The present study utilizes a qualitative approach. The sample of the study comprises teachers in higher education institutions (HEIs) in Punjab. Semi-structured in-depth interviews with 32 teachers were conducted regarding the challenges they face while conducting online classes. The analysis was done using ATLAS.ti version 8. The findings shed light on six different categories of the difficulties faced by teachers: teaching amidst the home setting, assessment and evaluation, students’ engagement in online learning, technical problems, personal problems faced by the teachers, and issues related to institutional support. The study also tries to illustrate the transition from online to blended teaching, which has now become a new normal or the ‘next normal,’ despite the challenges. COVID-19 is one of the most severe issues that humanity has ever encountered. The transition and acceptance process varied across countries, regions, and institutions due to local circumstances and guidelines, but it was undoubtedly a roller coaster for teachers. Different individuals gradually unfolded the challenges. Blended education offers a flexible solution that can effectively address the challenges associated with online education in the post-pandemic era.

Meaningful Synergy in E-learning Integrating Environmental Awareness and Project-Based Learning in EFL

The study investigates EFL e-learning project-based education and environmental awareness. Despite limited participation and technology concerns, e-learning is evolving. This study supports "green awareness" in higher education institutions, promotes environmental responsibility and global citizenship. Our study combines meaningful learning, project-based pedagogy, and online EFL instruction with active engagement. According to this study, project-based education and environmental awareness can boost EFL e-learning learners' involvement. These 300 university-level EFL students are being studied holistically with ADDIE. This comprises need analysis, design, material development, classroom implementation, and impact assessment. According to research, incorporating "green business" into online sessions increases student participation. A poll found that intervention promotes environmental consciousness. According to interviews, environmental awareness and sustainability motivate students to create environmentally responsible solutions. Despite limitations in depth and sample size, well-designed interventions increase online learning engagement. The findings contribute to more effective online education methods, instructional design, and student involvement investigations.

Fostering engaging online learning experiences: Investigating situational interest and mind-wandering as mediators through learning experience design

Traditionally, learning among young students has taken place within structured, physical classroom settings. However, the emergence of distance learning has introduced a diverse range of learning methods, including online, hybrid, and blended approaches. When the COVID-19 pandemic led to extended delays in in-person instruction, use of educational technologies such as asynchronous videos and online platforms were deployed to deliver mathematics curricula aligned with the Common Core State Standards (CCSS), though best practices for teaching mathematics asynchronously are not well studied. This study focuses on exploring the effectiveness of a math course on proportional reasoning that was co-designed, developed, and deployed in 5th and 6th grade Orange County classrooms. Examining the learning experience design (LXD) paradigm, this research focuses on discerning its influence on (n = 303) children's engagement during their involvement in an online, video-based math course. LXD is implemented by combining evidence-based pedagogical instructional design with human-centered user experience (UX) design. The study utilized a structural equation model to analyze the relationships between learners' user experiences, situational interest, mind-wandering, and online engagement. The results demonstrated significant direct effects between students' situational interest, user experience, and their level of online engagement. Findings also indicate that students' situational interest and mind-wandering significantly mediate the relationship between their user experiences and online engagement. These results have important theoretical and practical implications for researchers, designers, and instructors. By combining evidenced-based pedagogical learning design with human-centered user experience design, LX designers can promote situational interest, reduce mind-wandering, and increase engagement in elementary mathematics courses conducted in asynchronous online settings.

The Relationship Between Resilience, Interactive Distance, and College Students' Online Mathematics Learning Engagement: A Longitudinal Study.

Resilience, a pivotal construct in positive psychology, remains incompletely understood in its facilitation of learners' online engagement. This study aims to investigate the relationship between resilience, transactional distance, and Online Mathematics Learning Engagement (OMLE) among first-year university students. Utilizing a cross-lagged path analysis approach, the study surveyed 612 first-year students. Multiple models were constructed and compared to explore the mutual predictive relationships between resilience, transactional distance, and OMLE. Among the compared models, Model 4 demonstrated the best fit. The model revealed that: (1) resilience at Time 1 and Time 2 positively predicted transactional distance at Time 2 and Time 3; (2) transactional distance at Time 1 and Time 2 positively predicted OMLE at Time 2 and Time 3; (3) resilience at Time 1 significantly predicted OMLE at Time 3; and (4) transactional distance at Time 2 fully mediated the relationship between resilience at Time 1 and OMLE at Time 3. Furthermore, mediational model analysis confirmed that transactional distance played a mediating role in the longitudinal relationship between resilience and OMLE. Using a cross-lagged mediational model with 5000 bootstrap samples, the indirect effect of transactional distance on the relationship between resilience at Time 1 and OMLE at Time 3 was significant and remained stable over time. The findings suggest that resilience, as a positive psychological resource, stimulates students to seek and utilize protective resources in online environments, leading to more active participation in interpersonal communication and classroom interactions. Additionally, resilience helps students overcome emotional and practical difficulties encountered in online learning, thereby enhancing their OMLE. These insights offer valuable implications for educators, highlighting the potential to improve students' online learning engagement by fostering their psychological resilience.

The relationship between Self-Directed Learning Readiness and Online Learning Engagement among Nursing Students

The relationship between Self-Directed Learning Readiness and Online Learning Engagement among Nursing Students

The role of self-regulation in the relationship between adaptability and engagement: A case of online mathematics learning for elementary school students

The dynamics of students' engagement in online mathematics learning during the pandemic have been completely distinctive from face-to-face learning. To further the investigation, the current study aims to examine the relationship between student adaptability and engagement and the mediating role of self-regulation and grade level, parental education level, student age, and student gender. A total of 339 students, with an average age of 11.16 years, from three public elementary schools in Yogyakarta, Indonesia, participated in this study. The findings demonstrated that: 1) adaptability has a positive and significant effect on student self-regulation, 2) self-regulation has a positive and significant effect on student engagement in online mathematics learning, and 3) adaptability has a significant positive influence on student engagement in both directly and through the mediation of student self-regulation. The study has a significant implication for the student learning environment, especially parental involvement. Recommendations to encourage parental involvement for online learning engagement are made.