Higher education student engagement with online learning: the role of perceived value and academic entitlement

Abstract

PurposeThe purpose of the study is to investigate the impact of perceived value and academic entitlement on the online engagement of university students. The mediating effect of technostress inhibitor and teacher behavior between perceived value, entitlement and student engagement was also examined.Design/methodology/approachThe study used a quantitative research methodology, with data collected through a survey of 304 undergraduate students from a public university in Bahrain.FindingsThe findings showed that perceived value and academic entitlement were significant predictors of online student engagement. At the same time, only technostress inhibitor was found to mediate those associations. An unexpected result was entitlement's positive and significant impact on student engagement.Practical implicationsUniversity decision-makers are strongly advised to enhance perceived value and support mechanisms for engagement, address technology-related concerns and improve teacher capacity and students' online learning experience.Originality/valueThe study makes a distinct contribution by investigating how perceived value, academic entitlement, technostress inhibitors and teacher behavior influence student engagement in the online higher education context.