Influencing Factors of Learners’ Cognitive Engagement in an Online Learning Environment

Lin, Lin; Wang, Junyi; Meng, Xin

doi:10.3991/ijet.v17i17.33851

Cited by 5 publications

(3 citation statements)

References 15 publications

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“…Moreover, it is further de ned by Abubakair and colleagues as the relationship between importance and assimilation, signi cant and positive psychological effects on learning [17], [18]. According to Li et al [34] , cognitive engagement shows how much a student is psychologically invested in learning [33]. It refers to the psychological effort students put into their academic work during learning.…”

Section: Student Learning Engagementmentioning

confidence: 99%

“…This conception of learning engagement can also refer to the student's participation and recognition in school and related activities. In addition, other studies show that learning engagement is the student's investment, involvement, identi cation, and dedication to the learning process [33]. Moreover, it is further de ned by Abubakair and colleagues as the relationship between importance and assimilation, signi cant and positive psychological effects on learning [17], [18].…”

Section: Student Learning Engagementmentioning

confidence: 99%

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Enhancing Student Engagement in Online Education: The Role of Self-Regulation and Teacher Support in Zambia

Daniel,

Msafiri,

WAN

et al. 2024

Preprint

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This study examined the opportunities and difficulties of online learning in Zambia's higher education system, emphasizing the effects of self-regulation as a mediator between student participation in the classroom and online interactions that teachers guide. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation between student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Further, it highlights the importance of activities to improve students’ learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions in online learning. It calls on school administrators to develop innovative ways to make participating in online learning more smoothly.

show abstract

Section: Student Learning Engagementmentioning

confidence: 99%

Section: Student Learning Engagementmentioning

confidence: 99%

Enhancing Student Engagement in Online Education: The Role of Self-Regulation and Teacher Support in Zambia

Daniel,

Msafiri,

WAN

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…There also have been studies exploring other factors affecting cognitive engagement in online learning contexts. The factors include teacher–student interaction, perceived peer support, digital literacy, gamification and educational affordance (Lin et al., 2022). However, to delve deeper into the topic, it is necessary to conduct additional studies on independent and mediating factors influencing cognitive engagement in online learning contexts.…”

Section: Introductionmentioning

confidence: 99%

A dual‐process motivation mediation model to explain female high school students' cognitive engagement and disengagement in emergency remote teaching and online learning in South Korea

Bong,

Cho,

Liu

et al. 2023

Brit J Educational Tech

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High attrition/dropout rates and low engagement have been major concerns of online educators. This study examined female high school students' cognitive engagement and disengagement in an online learning context during the COVID‐19 pandemic through the lens of self‐determination theory's basic psychological needs. We investigated an extended dual‐process motivation mediation model that emphasizes the mediating role of the need for competence, including an additional factor, technology self‐efficacy, in a South Korean high school context (n = 235). Results from structural equation modelling provided evidence for the proposed model. Our findings indicated that the exogenous variables (ie, perceived autonomy support, perceived teacher control and technology self‐efficacy) predicted cognitive engagement and disengagement with the mediating role of competence need satisfaction and competence need frustration. We found distinct processes including (a) “autonomy support‐competence need satisfaction‐cognitive engagement”, (b) “teacher control‐competence need frustration‐cognitive disengagement”, (c) “technology self‐efficacy‐competence need satisfaction‐cognitive engagement” and (d) “technology self‐efficacy‐competence need frustration (negative effect)‐cognitive disengagement”. This study suggests using autonomy support strategies to fulfil students' competence needs in online learning contexts. We also found a possible role of technology self‐efficacy in influencing psychological competence needs, cognitive engagement and cognitive disengagement in online learning contexts. Implications of the findings are discussed. Practitioner notesWhat is already known about this topic High attrition/dropout rates and low engagement have been major concerns of online educators. Emergency remote teaching (ERT) has implications for online teaching beyond the ERT paradigm. Self‐determination theory (SDT) has been adopted and adapted with the goal of determining how to achieve need satisfaction, optimize learner motivation and enhance student engagement in classroom settings. What this paper adds This study applied a dual‐process motivation mediation model to investigate both cognitive engagement and disengagement among female high school students in an ERT online learning environment. The extended dual‐process motivation mediation model examined the role of an additional factor, technology self‐efficacy in cognitive engagement and disengagement in online learning. This study examined the role of direct, indirect and cross‐over effects focusing on both bright and dark aspects of the dual‐process motivation mediation model in online learning in a South Korean girls' high school during ERT. Implications for practice and/or policy This study proposes the use of autonomy support strategies in online learning contexts. Teachers should understand their students and provide support that addresses competence need satisfaction to enhance student cognitive engagement in online learning contexts. More efforts should be made to prepare teachers for designing online learning experiences that increase students' competence need satisfaction and decrease competence need frustration.

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Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

Kangwa,

Msafiri,

Wan

et al. 2024

Discov Educ

View full text Add to dashboard Cite

This study examined the opportunities and difficulties of online learning in Zambia’s higher education system, emphasizing the effects of self-regulation as a mediator between teacher-scaffolded online interactions and student learning engagement. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Hence, there was a need to explore how these can be mitigated through enhanced self-regulation and contribute to better educational outcomes and the broader context of pedagogical innovation. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation on student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Furthermore, this study emphasizes the importance of interactive online learning activities to improve students’ learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions and calls on educators and administrators to develop innovative ways to make participating in online learning smoother.

show abstract

Influencing Factors of Learners’ Cognitive Engagement in an Online Learning Environment

Cited by 5 publications

References 15 publications

Enhancing Student Engagement in Online Education: The Role of Self-Regulation and Teacher Support in Zambia

Enhancing Student Engagement in Online Education: The Role of Self-Regulation and Teacher Support in Zambia

A dual‐process motivation mediation model to explain female high school students' cognitive engagement and disengagement in emergency remote teaching and online learning in South Korea

Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

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