Exploring the Determinants Affecting the Students’ Engagement with Online Learning: A Preliminary Investigation

Hassan, Junaid; Nika, Fayaz Ahmad

doi:10.1007/978-3-030-64987-6_11

Cited by 5 publications

(4 citation statements)

References 36 publications

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“…Perceived usefulness of e‐learning is a key determinant of user acceptance and uptake of e‐learning technologies. Many studies have linked learners' perceptions of usefulness of online learning to engagement with online learning (for example, Hassan & Nika, 2021 ; Sahin & Shelley, 2008 ) and PUs mediating role within the technology acceptance model (Huynh & Thi, 2014 ). How learners perceive the usefulness of learning activities is linked with how they direct their strategies for learning (Liaw & Huang, 2013 ).…”

Section: Research Model and Hypothesesmentioning

confidence: 99%

Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19

Fabian

Smith

Taylor‐Smith

et al. 2022

Brit J Educational Tech

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The COVID‐19 pandemic disrupted education across the world as campuses closed to restrict the spread of the virus. UK universities swiftly migrated to online delivery. The experiences of students and staff during this transition can inform our return to campus and our ability to deal with future disruption. This study draws on Moore's theory of transactional distance to understand factors influencing student study skills engagement and participation in online learning during this period. We surveyed students ( n = 178) in a computing school at a UK university. A partial least squares (PLS) analysis was used to explore the influence of transactional distance (between students/teachers and between students/students), access to e‐learning capital, and perceived usefulness on two measures: study skills engagement and participation in online collaborative activity. Results show that transactional distance influences participation, and e‐learning capital influences study skills engagement. Our findings suggest that if universities continue with aspects of online learning for previously on‐campus students they should provide access to infrastructure and training on utilising the online ecosystem to avoid disadvantaging students. Further investment in students' e‐learning capital, such as signposting and adapting existing resources, is also necessary to support this key influence in study skills engagement. Practitioner notes What is already known about this topic Moore's transactional distance theory recognises that the significant distance of distance learning is not of time or place, but rather a communication and psychological distance between the learner and teacher that is affected by the structure of the course, the dialogue between the learner and teacher, and the autonomy of the learners. Transactional distance affects student engagement. Studies using Davis' technology acceptance model have found perceived usefulness of the virtual learning environment to be an important factor in student engagement with online learning. Computer self‐efficacy is a factor related to engagement with digital learning technologies. What this paper adds This study identifies the relationship between factors of transactional distance (transactional distance between student and teacher TDST and transactional distance between students TDSS) with study skills engagement and participation, as mediated by perceived usefulness. We introduce the term e‐learning capital as a measure of self‐expressed ability (skills and resources) to utilise the online learning environment. This e‐learning capital influences students study skills engagement but not participation. Transactional distance between students and teacher did not directly affect study s...

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Section: Research Model and Hypothesesmentioning

confidence: 99%

Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19

Fabian

Smith

Taylor‐Smith

et al. 2022

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Past studies have identified several determinants of student engagement in online teaching. Hassan and Nika (2021) found that perceived usefulness, perceived ease of use, facilitation conditions, perceived self-efficacy, social influence, trust, and awareness influence student's online learning. On the other hand, Blieck et al (2019) found that student engagement in online and blended learning is determined by the factors -credibility, transparency, flexibility, accessibility, interactivity, personalization, and productivity.…”

Section: Discussionmentioning

confidence: 97%

Teaching Online during Covid-19 crisis:  Lived Experience of Faculty Members of Nepali Business Schools

Shrestha,

Tamrakar

2023

Journal of Education and Research

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COVID-19 pandemic disrupted the teaching-learning activities of almost all universities across the globe. To continue the teaching-learning activities, most of the universities switched to online mode of teaching. Using hermeneutic phenomenological methodology, this study explored the lived experiences of the faculty members of business schools who began teaching online during this pandemic. The data were collected through conversational interviews with seven faculty members who were teaching undergraduate and graduate courses in various business schools in Nepal. The analysis of data revealed six themes: (1) Faculty members were caught off guard, (2) Sneaking a peek by students, (3) Building a bridge by the faculty members, (4) Faculty members were holding on the past, (5) Students were dragging their feet, and (6) Faculty members were trying to climb a mountain without a rope. The findings suggest that the faculty members felt that they were not prepared to teach online and did not receive enough logistical support from their institutions. They also showed their skepticism regarding the effectiveness of online teaching. The implications of the study have been highlighted and some of the limitations have been indicated.

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“…However, there is no unified position from the user's end regarding the success or failure of these developments. It relies mostly on the affirmation by an individual in terms of the extent to which it satisfies the need (Hassan & Nika, 2021). In that capacity, the subject of elements that tend to bear on the consumer's mindset has received considerable attention from the last few years.…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Emerging Market & Mobile Technology Usage: Evaluating intention to use Mobile Banking in India

Hassan¹,

Nika²

2022

Gurukul Business Review

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Purpose: This paper aims to explore the determinants that influence the intention to adopt Mobile banking services among the users of Northern India. Design/methodology/approach - Using the Purposive sampling, a sample of 403 users provided opinions about their intention to adopt Mobile Banking services. Findings - Using Structural Equation Modeling (SEM), the responses were analyzed, and the outcome uncovered that seven dimensions impact users' expectation to recognize mobile banking while two determinants have a negative impact. Research limitations/implications - This study was none less than an exception. The main limitation of the study was that respondents were selected from urban areas. Likewise, only the users of Mobile Banking were considered while non-users were not considered and the last being that the findings drawn from this investigation are based on cross-sectional data. Future studies should implement longitudinal studies. Practical implications - This study will serve as a base for the banks as far as understanding user needs are concerned. Besides, it will help the banks to devise the strategies as far as the successful implementation of Mobile Banking is concerned. Further, this study will provide insight into what banks should do if they have to improve the adoption rate of mobile banking. Originality/value - This paper is a maiden attempt that investigates the determinants of mobile Banking adoption as far as users of the Northern part of the country are concerned.

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Exploring the Determinants Affecting the Students’ Engagement with Online Learning: A Preliminary Investigation

Cited by 5 publications

References 36 publications

Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19

Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19

Teaching Online during Covid-19 crisis:  Lived Experience of Faculty Members of Nepali Business Schools

Emerging Market & Mobile Technology Usage: Evaluating intention to use Mobile Banking in India

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Exploring the Determinants Affecting the Students’ Engagement with Online Learning: A Preliminary Investigation

Cited by 5 publications

References 36 publications

Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19

Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19

Teaching Online during Covid-19 crisis:&nbsp; Lived Experience of Faculty Members of Nepali Business Schools

Emerging Market & Mobile Technology Usage: Evaluating intention to use Mobile Banking in India

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Product

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Teaching Online during Covid-19 crisis: Lived Experience of Faculty Members of Nepali Business Schools