Factors of online learning engagement and their impact on value co-creation among students

A structural equation modelling approach

Bibliographic Data

ID12428006
AuthorsAnjali Singh (0000-0002-3185-2949, Amity University Amity Business School, , Lucknow, corresponding author), Azra Ishrat (Amity University Amity Business School, , Lucknow), Tripti Barthwal (Lal Bahadur Shastri Institute of Management and Development Studies School of Management, , Lucknow), Ankur Rani (0000-0002-2121-0483, Dr B R Ambedkar University Delhi School of Management, , New Delhi), Manish Kumar Mishra (0000-0002-8193-3499, Amity University), Manish Mishra (0000-0003-1620-6022, Amity University Amity Business School, , Lucknow)
Year2025
Volume33
Issue2
Pages199-222
Publication date2025-03-12
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueOn the Horizon The International Journal of Learning Futures (JOURNAL)
Journal identifiersISSN: 1074-8121 • E-ISSN: 2054-1708
PublisherEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/oth-11-2024-0075
OpenAlexW4408420331
LanguageEN
Citations received2
References cited60

Purpose The study aims to identify the key factors influencing online learning engagement and explore their impact on value co-creation among students. It seeks to offer insights into enhancing student experiences in digital education environments. Design/methodology/approach This study uses a quantitative research design, using structural equation modelling (SEM) to analyse data collected via structured questionnaire. Participants were graduate students from tier 1 cities in India, representing diverse academic disciplines. The study focuses on four key dimensions of online learning engagement: behavioural, cognitive, emotional and social. SEM was used to investigate the relationships between engagement factors, student motivation and value co-creation in online learning. Findings The results reveal that behavioural and social engagement (SE) are strong positive predictors of student motivation, fostering active participation and a sense of community. Conversely, cognitive and emotional engagement negatively correlates with motivation, highlighting the need to manage these dimensions to avoid decreasing student motivation carefully. Research limitations/implications The study is limited to graduate students from tier 1 cities in India. Further research could explore diverse student groups across educational contexts to validate the results. The study highlights the need for a balanced approach to online learning design. Practical implications Educators and administrators can use the findings to design more engaging and motivating online learning environments. Emphasis on fostering behavioural and SE, alongside managing cognitive and emotional aspects, can lead to enhanced student motivation and better value co-creation in digital education settings. Social implications The study emphasises the importance of community building in online learning environments, which can improve students’ educational experience and outcomes. Promoting engagement through social interaction may help bridge gaps in social connectivity, particularly in remote learning contexts, contributing to a more inclusive and supportive learning environment. Originality/value This research offers novel insights into the relationship between different dimensions of online learning engagement and value co-creation. Using SEM, the study presents a robust framework for understanding how engagement factors influence motivation and educational outcomes, adding value to online education strategies and fostering more effective learning experiences

Cognition · Knowledge management · Mathematics education · Structural equation modeling · Student engagement · Value (mathematics · Computer Science · Online and Blended Learning · Online Learning and Analytics · Psychology

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