The structure of student engagement in online learning
A bi‐factor exploratory structural equation modelling approach
Bibliographic Data
| ID | 21499345 |
|---|---|
| Authors | Vo Ngoc Hoi (0000-0001-5962-8108, Department of Foreign Languages Quy Nhon University Quy Nhon Vietnam, corresponding author), Ho Le Hang (Department of Foreign Languages Ho Chi Minh City Open University Ho Chi Minh City Vietnam) |
| Year | 2021 |
| Volume | 37 |
| Issue | 4 |
| Pages | 1141-1153 |
| Publication date | 2021-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.12551 |
| OpenAlex | W3154207661 |
| Language | EN |
| Citations received | 40 |
| References cited | 53 |
Enhancing student engagement plays a critical role in reducing student drop‐out rate in online learning as students usually feel isolated and disconnected in this learning environment. This requires a clear conceptualization of the student engagement construct and its underlying structure. However, the conceptual understanding of the student engagement construct has long been impeded by the inconsistency in its multidimensional structure and the conceptual ambiguity among its components. This study aims to examine the underlying structure of student engagement in online learning based on the bi‐factor exploratory structure equation modelling framework (B‐ESEM). Four competing models representing the underlying structure of student engagement in online learning were compared based on their degree of fit to survey data from 363 students in an online undergraduate program. Students' responses to the online learning engagement questionnaire were best represented by a B‐ESEM model that provided simultaneous assessment of a global engagement factor and specific factors of behavioural, cognitive, affective and social engagement while controlling for item cross‐loadings. However, behavioural engagement only retained limited specificity once the global engagement factor was taken into account. The study findings offer a solution to reconcile the inconsistency in the multidimensional structure of student engagement and reduce the conceptual ambiguity among its components, thus contribute to better measuring student engagement in online learning
Ambiguity · Conceptualization · Developmental psychology · Exploratory factor analysis · Mathematics education · Psychometrics · Structural equation modeling · Student engagement · Computer Science · Grit, Self-Efficacy, and Motivation · Online and Blended Learning · Online Learning and Analytics · Psychology · Social Psychology · Artificial Intelligence
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Understanding the effects of teacher credibility on students' cognitive engagement in online learning
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The impact of AI tools enabled student engagement on academic performance, employability, and empowerment in Ha'il Region, Saudi Arabia
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Bayesian Structural Equation Modeling With Cross-Loadings and Residual Covariances
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To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?
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On the Performance of Maximum Likelihood Versus Means and Variance Adjusted Weighted Least Squares Estimation in CFA
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On the Use, the Misuse, and the Very Limited Usefulness of Cronbach’s Alpha
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Engagement, disengagement and performance when learning with technologies in upper secondary school
Understanding the determinants of learner engagement in Moocs
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The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement
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Interrelations of Behavioral, Emotional, and Cognitive School Engagement in High School Students
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Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence
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Students' multidimensional profiles of math engagement
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| Unique citing works | 40 |
|---|---|
| Citations per year | 6,67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 40 |