Student learning outcomes and online engagement in time of crisis: the role of e-learning system usability and teacher behavior

Abstract

PurposeThis research explores the effect of e-learning Moodle-based system usability on students' learning outcomes with the possible intervening role of teacher's behavior and online engagement.Design/methodology/approachIn this research, the authors followed a quantitative methodology and a deductive research approach. Data were collected from 433 students at different study levels and academic specializations in higher education institutions (HEIs) in Oman. The data have been analyzed using partial least squares structural equation modeling via Smart-PLS.FindingsThe findings of this research show that e-learning system usability affects students' learning outcomes. Moreover, the relationship between these two variables is mediated by teacher behavior and students' online engagement.Originality/valueThis study is important as it adds to the understanding of the role of e-learning system usability in predicting student outcomes. From practical perspectives, especially during the spread of the COVID-19 pandemic, this study also helps practitioners at private HEIs use e-learning systems more efficiently and effectively to improve students' engagement and learning outcomes.

The role of Teachers’ Indigenous Knowledge and Cultural Competencies in Enhancing Students’ Engagement and Learning Outcomes

“…Moreover, study results show that students' perceptions of teachers' indigenous knowledge enhance their classroom engagement. These findings can be related to the previous studies that suggested the significance of teachers' behaviors and student-teacher relationships in determining and enhancing students' level of engagement in classrooms (Dahleez et al, 2021;Roorda et al, 2017). Suppose the students are satisfied with the teachers and consider that the teachers possess the required indigenous knowledge of the literature they are going to teach.…”

“…Finally, the results showed that students' engagement bridges their perception of teachers' indigenous knowledge and cultural competencies and the learning outcomes. The previous research also supports the mediatory role of students' engagement between teachers' behaviors and competencies and students' performance (Dahleez et al, 2021;Roorda et al, 2017;Wasike, 2017). Hence, when the students positively perceive that their teachers have the required indigenous knowledge of the subject, they are teaching and possess variable cultural competencies.…”

“…Students learning outcomes include attaining desired knowledge, and cognitive, social, and interpersonal skills (Dahleez et al, 2021). Various scholars have focused on the students' learning outcomes in different contexts.…”

“…At the same time, Alhadabi and Karpinski (2020) explained the significance of university students' self-efficacy and achievement orientation goals in achieving their learning outcomes and enhance performance. More recently, students learning outcomes are linked with the adoption of digital technologies (Alqahtani et al, 2021;Amedeker, 2020;Dahleez et al, 2021;Luczak & Kalbag, 2018;Walton et al, 2005).…”

“…Previously, student engagement has been considered a bridge between the association of their socio-economic status with their performance (Tomaszewski et al, 2020). Dahleez et al (2021) demonstrated the role of students' engagement as a bridge between the teachers' behaviors and students' outcomes. They further stated that the way teachers communicate and treat their students in the classroom is essential to engage them in the learning process and enhance their learning outcomes.…”