Factors affecting student behavioural engagement in an inquiry-based online learning environment

Abstract

The technological innovations and changing learning environments are influencing student engagement more than ever before. These changing learning environments are affecting the constructs of student behavioural engagement in the online environment and require scrutiny to determine how to facilitate better student learning outcomes. Specifically, the recent literature is lacking in providing insights into how students engage and interact with online content in the self-regulated environment, considering the absence of direct teacher support. This paper investigates how instructional design, informed by the factors relating to behavioural engagement, can influence the student-content interaction process within the fabric of inquiry-based learning activities. Two online learning modules on introductory science topics were developed to facilitate students’ independent study in an asynchronous online environment. The study revealed that students showed high commitment to engage and complete the tasks that required less manipulative, pro-active effort during the learning process. The findings also revealed that instructional guidance significantly improved the behavioural engagement for student groups with prior learning experience and technology skills. This study highlights several issues concerning student engagement in a self-directed online learning environment and offers possible suggestions for improvement. The findings might contribute to informing the practice of teachers and educators in developing online science modules applicable to inquiry-based learning.

Exploring students' perceptions and the significance of social and cognitive presence in their educational voyage

“…Cognitive engagement is sparked in the first stage by the introduction of demanding and thought-provoking stimuli. Designing triggering events that pique learners' interest and inspire them to learn more can be done using realworld challenges, authentic settings, or intriguing questions (Archer-Kuhn et al, 2020;Al Mamun & Lawrie, 2023). The learners then take part in exploratory activities to find resources and information to deal with the triggering event.…”

“…Another element is social connection, which enhances cognitive presence through meaningful communication with students and teachers through online forums or team projects (Joksimovi et al, 2015). Task design is a further element that, in accordance with Al Mamun and Lawrie (2023), fosters cognitive presence and engagement through realistic, well-structured tasks that are in line with learning objectives. Efficient instructor facilitation aids students in building cognitive presence through scaffolding and timely feedback.…”

A Review of The Use of Online Module to improve English-speaking Skills among University Students

“…According to Trilestari and Almunawaroh (2021), the fundamental benefit of online modules is that students are responsible for exploring the online module on their own, with instructors' tasks limited to organising and observing students' learning performance. Al Mamun et al (2016) back up this claim by stating that the online modular method gives students a lot of flexibility in managing the resources in the online module. Furthermore, online modules can accommodate a variety of learning methods.…”

Detection of Student Engagement in E-Learning Environments Using EfficientnetV2-L Together with RNN-Based Models

“…In the realm of online learning, challenges such as lack of motivation and focus often arise, directly impacting engagement [12]. Unlike physical classrooms where teachers gauge engagement through facial expressions and social cues such as yawning, body posture, and glued eyes, assessing engagement in online environments proves significantly more intricate.…”