Online learning in higher education: Examining the predictors of students’ online engagement

Vezne, Rabia; Durak, Hatice; Uslu, Nilüfer Atman

doi:10.1007/s10639-022-11171-9

Cited by 21 publications

(7 citation statements)

References 69 publications

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“…The weakness of the Internet and the lack of access to it in Iran have led to the low participation of students in classrooms compared to South Korea. The involvement of students in online classes largely depends on how to use the facilities of online platforms (73). The lack of internet infrastructure, low internet speed, and poor antenna coverage create many limitations in using the online platforms' features in online classes (74).…”

Section: Discussionmentioning

confidence: 99%

Validation of the Persian Version of the Engagement in E-Learning Scale in Students of the School of Nursing and Midwifery in Iran

Sanjari

Soleimani

2023

Middle East J Rehabil Health Stud

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Background: Engagement in e-learning is undesirable in Iranian students, and there is no valid scale to assess its status. Objectives: This study was conducted to validate the scale of "participation in e-learning scale" among students of nursing and midwifery schools in Iran. Methods: In this cross-sectional study, validation was conducted on 1014 students from 51 universities of medical sciences in Iran. The samples were selected using the cluster sampling method in 2022. The scale was translated into Persian by the forward-backward method. Validity was evaluated as face validity, content validity, and construct validity. Face validity was assessed by qualitative interviews with the participants and by calculating the impact scores of each item. Content validity was assessed using the content validity ratio and content validity index. Exploratory factor analysis and confirmatory factor analysis were used for construction reliability. Convergent validity was calculated by average variance extract (AVE) and composite reliability (CR). Concurrent validity was checked by comparing the correlation between the Lee scale and the educational engagement questionnaire of Schaufeli’s study. Reliability was evaluated by calculating Cronbach's alpha and test-retest reliability. The data were analyzed using SPSS version 18 and LISREL version 8.8. The level of significance was considered 0.05. Results: In this study, 579 (66.86%), 569 (65.7%), and 679 (78.41%) of the students were under the age of 22 years, women, and passing an undergraduate or associate degree, respectively. Based on the results, the items were revised with face validity. The content validity ratio value of the questionnaire items was estimated between 0.76 and 1, and the content validity index was estimated at 0.79. According to the factor analysis, four factors were extracted ((1) psychological motivation; (2) management and effective communication; (3) cognitive problem-solving; and (4) peer collaboration). Regarding the convergence validity results, AVE values were greater than 0.5, and CR values were greater than 0.7. The concurrent validity results were calculated at 0.61. The Cronbach's alpha obtained for the whole scale was 0.95. Conclusions: Our findings showed that the e-learning scale is valid and reliable for measuring the participation of nursing and midwifery students in e-learning, and this scale can improve academic engagement in online classes in nursing and midwifery schools.

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Section: Discussionmentioning

confidence: 99%

Validation of the Persian Version of the Engagement in E-Learning Scale in Students of the School of Nursing and Midwifery in Iran

Sanjari

Soleimani

2023

Middle East J Rehabil Health Stud

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“…Examining the circumstances and factors related to online learning is crucial to ascertain methods for enhancing the learning experiences of students and establishing more conducive educational environments in Higher Education. During the COVID-19 pandemic, various aspects emerged in online learning platforms [8].…”

Section: Online Learning Skillsmentioning

confidence: 99%

Unleashing the Potential of Technology-Driven Learning Management Systems for Student-Centric Excellence to Empower Higher Education

Sharma,

Bharti,

Pandey

2024

RAiSE-2023

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“…Edumadze and Govender Smart Learning Environments (2024) 11:19 • Student engagement, learner interaction, and teacher presence explained many differences in student satisfaction and how much they thought they were learning in online learning environments (Gray & DiLoreto, 2016, p. 1). • Different things inside and outside the classroom can affect students' engagement (Vezne et al, 2023(Vezne et al, , p. 1866). • Students actively engaged in learning tend to do better in school (Deci & Ryan, 2000, as cited in Vezne et al, 2023, p. 1866.…”

Section: Introductionmentioning

confidence: 99%

The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country

Edumadze,

Govender

2024

Smart Learn. Environ.

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While massive open online courses (MOOCs) promise to democratise access to education, the literature reveals a nuanced understanding of engagement in these settings, especially in resource-constrained environments. Blended MOOCs combine MOOCs and physical classroom settings of contents and instructions. This study extends this discourse by focusing on blended MOOCs, which remain under-explored in the context of developing countries. The blended MOOC at the University of Cape Coast (UCC), Ghana, deals with third-party MOOCs as open educational resources (OERs) integrated with campus-based courses. UCC students have been using such blended MOOCs since 2016, when all level 100 students were mandated to enrol in a course entitled Information Technology Skills (ITS101). ITS101 is aligned to courses in a MOOC platform called Alison as an OER. Students' engagement is key to their continued use and satisfaction with online learning, such as MOOCs. However, among all the e-learning modes, students' engagement is the lowest in MOOCs, leading to high dropout rates. Blended MOOCs are one of the techniques recommended to reverse the undesirability of MOOCs, including engagement. However, few studies have been conducted on students' engagement in blended MOOCs, especially among university students in sub-Saharan Africa using MOOCs as OERs. Thus, this paper aims to measure student engagement in blended MOOCs using the revised Community of Inquiry for university students in a developing country. The rationale is to determine whether factors affect engagement positively or negatively. A two-stage cluster sampling technique was used to determine the participants for this study. A list of blended MOOC classes offered at UCC was obtained from the staff's mailing list. In the first stage, academic levels (100, 200, 300 and 800) were randomly selected from the strata using a lottery sampling technique. In the second stage, another simple random selection of blended MOOC courses or classes was used within each selected academic level. All students in the selected classes were then included in the study. Partial Least Squares Structural Equation Modelling was used to validate the model on the predictive relationships existing among the four presences (cognitive, learning, social and teaching) and engagement. Results from the structural model analysis proved a statistically significant predictive relationship among the constructs within the model. Learning presence had the most significant effect on student engagement. Thus, it should be included as one of the presences in the community of inquiry.

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Online learning in higher education: Examining the predictors of students’ online engagement

Cited by 21 publications

References 69 publications

Validation of the Persian Version of the Engagement in E-Learning Scale in Students of the School of Nursing and Midwifery in Iran

Validation of the Persian Version of the Engagement in E-Learning Scale in Students of the School of Nursing and Midwifery in Iran

Unleashing the Potential of Technology-Driven Learning Management Systems for Student-Centric Excellence to Empower Higher Education

The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country

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