The role of user preferences in engagement with online learning

Abstract

Digital technology in education has become a staple of many contemporary classrooms. Educational technology offers many benefits, including access to knowledge, mobility, multiple means of engagement, accessibility, distance learning, as well as the ability to connect in unprecedented ways. There is a growing body of research that examines digital learning tools, online classroom environments, learning management systems and other technologies that are integrated into the learning process. Such research extends to analysing the positive impacts of online and blended learning; however, few studies explore the user preferences of the learners. Without assessment of the user preference, the benefits of learning through technology are often lessened. This research explores and analyses how user media preferences influence engagement and motivation in online learning. One hundred twenty-two KS3 (13-year-olds) secondary school were provided voluntary access to a purpose-built online learning resource that augmented their in-class Holocaust history curriculum with learning materials in audio, video and e-text. Data were collected through web analytics and user feedback forms. The analytical tools provided detailed quantitative data on user activity on the site, while the feedback forms yielded qualitative data on usefulness and enjoyment. Results provided insights on the usage trends and user preferences that influence engagement. These behavioural patterns reflect user motivation and learning preferences and can be utilised to personalise digital content delivery to increase engagement with online learning materials.

The Effect of Online Learning on Student Engagement: An Investigation Conducted with Respect to University Students in Malaysia

“…Online courses that are user-friendly are intuitive and highly engaging. Henderson, Selwyn, Finger and Aston (2015), cited in Ilin (2022) argues that the reason for failure in students' adaptation to online learning technology is that the online learning systems are not designed for the ease and comfort of the user rather the user is expected to adapt to the system. Al-Maroof, Alnazzawi, Akour, Ayoubi, Alhumaid, AlAhbabi, Alnnaimi, Thabit, Alfaisal, Aburayya & Salloum (2021) discovered that an online learning system which is scored high in 'perceived ease of use' that requires less effort, then the students would have the intention to continue to use the system, which will enhance student engagement.…”

Development of Online Web Learning with Ethnomatematics Content on Self Regulated Learning

“…Digital technology in education is growing. Educational technology offers many benefits, including access to knowledge, mobility, multiple means of engagement, accessibility, distance learning, and the ability to connect in unprecedented ways (Ilin, 2022). There are three main factors in using online learning, namely control over the learner, self-regulated learning, and satisfaction (Ilin, 2022).…”

“…Educational technology offers many benefits, including access to knowledge, mobility, multiple means of engagement, accessibility, distance learning, and the ability to connect in unprecedented ways (Ilin, 2022). There are three main factors in using online learning, namely control over the learner, self-regulated learning, and satisfaction (Ilin, 2022). The most important thing in online learning is the interaction between students and students and vice versa and also students with students (Hwang, 2018) so it can be said that communication competence has an important role in online learning and self-regulated learning (Lin & Dai, 2022).…”

“…Now schools and teachers are more prepared in designing and providing learning with online systems compared to before so it is hoped that this can support students in improving learning outcomes (Kennedy & Boyle, 2021). This is because a lot of research has been conducted related to the positive impact of online learning (Ilin, 2022). Online learning supports and facilitates learning activities by utilizing existing potential (Alzahrani, 2022) including accompanying parents as a substitute for teachers to control student learning at home (Susiawati, 2021) so that online learning is as effective as traditional learning (Rina Mirdayanti et al, 2022;Vivolo, 2016).…”

The Paris Conference on Education 2022: Official Conference Proceedings

“…In a recent study, Ilin (2022) stated that educational technology, now a staple of contemporary classrooms, offers many benefits, including access to knowledge, mobility, multiple means of engagement, accessibility, distance learning, and the ability to connect in unprecedented ways. However, it was pointed out that few studies explore the preferences of Sung and Yeh ( 2012) conducted an interview study that investigated Taiwanese university students' perception of incorporating language learning technology into English learning.…”