Beyond Beliefs: Examining Online Self-efficacy and Learner Engagement in Distance Education (original) (raw)
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British Journal of Educational Technology, 2012
This study investigates possible relationships among motivational and learning variables (interest, self-efficacy and self-regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the south-western USA, who completed an online survey assessing their levels of situational interest, computer self-efficacy, self-regulation and engagement in distance education. Situational interest and self-regulation were found to be significantly correlated with three types of engagement (behavioural, emotional and cognitive), while computer self-efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase emotional engagement in online learning, although they do not necessarily increase behavioural or cognitive engagement, that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement, and that it is important for educators to offer students strategies for increasing their self-regulation in distance education environments.
Online Students' Perceived Self-Efficacy: Does It Change?
2001
Two types of self-efficacy were investigated in this study: self-efficacy for course content and self-efficacy for online learning technologies. Specifically, the study examined how these two types of selfefficacy change throughout a semester. Secondly, it examined whether students' self-efficacy is predicative of their satisfaction and course performance. Three hypotheses were tested: (1) self-efficacy for both course content and online learning technologies change across a semester; (2) selfefficacy is predictive of student satisfaction with course; (3) self-efficacy is predictive of course performance. Participants were undergraduate students who enrolled in an online course at the University of Central Florida. In an attempt to longitudinally gauge the student's continuing self-efficacy, a self-efficacy survey for the course content and online learning technologies was administered every three weeks (Four times across a semester). At the end of the semester, students' perceived degree of satisfaction with the online course was measured and students' final course scores were obtained from the instructor. Results indicated that both self-efficacy for course content and self-efficacy for online technologies increased during the semester. In addition, while initial self-efficacy for course content was a significant predicator of students' satisfaction with the course, neither self-efficacy with the course content nor self-efficacy with online technologies was a significant predictor of performance. (Contains 39 references.
Engagement in Distance Education Settings: A Trend Analysis
Turkish Online Journal of Distance Education
This study examined studies focusing on student engagement in distance education using a trend analysis technique. 154 studies published in web of science database were included in the study. Analysis showed that there is an increasing effort to understand student engagement. Researchers are mostly focusing on instructional design and educational technology. More effort is needed in the area of distance education systems and theories. The findings offer support for Chickering and Gamson's Seven Principles of Good Practice as important in promoting student engagement in distance education. However, six new components were added to these principles: media properties, student characteristics, teaching method, course/content design, innovative techniques, and instructor competencies.
Engaging online learners: The impact of Web-based learning technology on college student engagement
Computers & Education, 2010
Widespread use of the Web and other Internet technologies in postsecondary education has exploded in the last 15 years. Using a set of items developed by the National Survey of Student Engagement (NSSE), the researchers utilized the hierarchical linear model (HLM) and multiple regressions to investigate the impact of Web-based learning technology on student engagement and self-reported learning outcomes in face-to-face and online learning environments. The results show a general positive relationship between the use the learning technology and student engagement and learning outcomes. We also discuss the possible impact on minority and part-time students as they are more likely to enroll in online courses.
Enhancing Students' Online Engagement: A Study on Online Distance Learning Institutions' Students
2021
Objective-This study evaluates the direct relationships among online learning attitude, online peer collaboration, psychological motivation, digital readiness, and online engagement among students in Malaysia's online distance learning (ODL) higher education institutions. Methodology/Technique-The structural Equation Model (SEM) method was employed to evaluate the direct influence of online learning attitude, online peer collaboration, and psychological motivation on digital readiness and the direct influence of digital readiness on online engagement. The model was developed based on the conceptual development and subsequently analysed using the Partial Least Square (PLS) technique on 391 data acquired during the survey. Finding-The outcomes from the statistical data analysis have clearly shown that the online learning attitude, online peer collaboration, and psychological motivation have positively and significantly influence digital readiness. Novelty-The model of this study is the first model been used by utilising Smart-Pls version3 for data analysis to study students' engagement in ODL higher institutions in Malaysia.
Student Perceptions of Engagement in Online Courses: An Exploratory Study
Online Journal of Distance Learning Administration, 2019
Given the increasing numbers of students who choose to learn online, educators should understand the conditions necessary for student success in this environment. Previous studies have documented that student engagement is essential to student learning, retention, persistence, and satisfaction. In this descriptive qualitative study, we sought to understand how students conceptualize engagement in online courses as well as to understand what elements students perceive to be engaging. For this work, we interviewed or surveyed 40 students who shared their perceptions of engagement in online courses. We uncovered several key themes related to types of engagement including behavioral engagement, cognitive engagement, social engagement, emotional engagement, and agentic engagement. Additionally, the students described specific course elements they find engaging. We offer suggestions for distance learning administrators and instructional designers who wish to work with instructors on engag...
European Journal of Contemporary Education
Despite constantly growing, many educational institutions have not been prepared to shift from traditional to online learning environments until the pandemic. Current research aims to examine online students' satisfaction, interactions, internet self-efficacy and self-regulated learning among 210 high school students. The questionnaire has been used to collect the data from the participants. The findings suggested that the participants feel confident while using the Internet and are quite self-directed and do not lack interactions or satisfaction with online learning. Furthermore, the findings indicated that while grade level and GPA insignificantly influence students' satisfaction, time spent online and gender influence it significantly, with males reporting higher levels of satisfaction. While GPA and grade level significantly affect online interaction, gender and time spent online have no impact. Morever, students who invest extra efforts into learning and obtain high grades feel significantly more satisfied with online learning than those with lower grades. The time spent online significantly affect internet self-efficacy and self-regulated learning, while the influence of grade level, GPA and gender is insignificant. This study findings may help instructors create an online classroom environment conducive to improving online students' satisfaction, interaction, internet self-efficacy and self-regulated learning and, as a result, improve the effects of online education.
Plos One, 2023
The COVID-19 pandemic caused unprecedented changes to educational institutions, forcing their closure and a subsequent shift to online education to cater to student learning requirements. However, successful online learning depends on several factors and may also vary between countries. As such, this cross-sectional study sought to investigate how engagement of university students, a major driver of online learning, was influenced by course content, online interaction, student acceptance, and satisfaction with online learning, as well as self-efficacy across nine countries (China, India, Iran, Italy, Malaysia, Portugal, Serbia, Turkey, and the United Arab Emirates) during the COVID-19 pandemic. Using a questionnaire-based approach, data collected from 6,489 university students showed that student engagement was strongly linked to perception of the quality of the course content and online interactions (p < .001). The current study also indicated that online interactions are a major determinant of academic efficacy but only if mediated by engagement within the online learning context. A negative correlation between student engagement and satisfaction with online learning was found, demonstrating the importance of students being engaged behaviorally, emotionally, and cognitively to feel satisfied with learning. Academic efficacy and student satisfaction were explained by course content, online interaction, and online learning acceptance, being mediated by student engagement. Student satisfaction and, to a lesser degree academic efficacy, were also associated with online learning acceptance. Overall, the structural equation model was a good fit for the data collected from all nine countries (CFI = .947, TLI = .943; RMSEA = .068; SRMR = .048), despite differences in the percentage variations explained by each factor (no invariance), likely due to differences in levels of technology use, learning management systems, and the preparedness of teachers to migrate to full online instruction. Despite limitations, the results of this study highlight the most important factors affecting online learning, providing insight into potential approaches for improving student experiences in online learning environments.
Assessing Online Students' Engagement in Higher Education: Use Theory to Guide Instructions and Foster Online Learners' Interactions, 2024
Post-Covid-19, exploring opportunities and challenges in online learning has become a crucial area of research. The dynamics of online student interactions are now the focal point of teaching and learning studies. However, higher education institutions are grappling with various obstacles that hinder students' active participation in this new online learning and teaching landscape. Both students and teachers face significant hurdles, including low motivation, engagement, and selfregulation. The online environment presents a variety of challenges that can potentially impede learners' self-regulatory learning, motivation, and engagement. Research highlights the potential of online learning, showing that the correlation between students' learning engagement and professors' scaffolding tactics can unfold the impact of self-regulatory learning on students' online interactions. Therefore, students' social, cognitive, behavioral, collaborative, and emotional engagement is framed to sustain those students' online engagement. This integrative literature review addresses the significant positive impact of educators' scaffolding strategies, learning management, and the use of technological applications on students' online engagement. The article presents the Self-System Model of Motivational Development (SSMMD) to report a comprehensive strategy for assertive communication in online classrooms and the Online Engagement Framework for Higher Education to increase educators' awareness of social, cognitive, behavioral, collaborative, and emotional factors. It also reports the tools to gauge learners' engagement in the online environment, students' Self-regulated learning, and instructor's scaffolding strategies. The pedagogical implications are presented.