Online engagement of students
Investigating the drivers of online teaching competencies and innovative teaching
Bibliographic Data
| ID | 21632350 |
|---|---|
| Authors | Ghasem Salimi (0000-0002-7180-3455, Shiraz University, corresponding author), Ali Karimi (0009-0000-6601-7006, Shiraz University), Elham Heidari (0000-0001-5216-9674, Shiraz University) |
| Year | 2025 |
| Volume | 33 |
| Issue | 5 |
| Pages | 3380-3392 |
| Publication date | 2025-05-28 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2024.2443779 |
| OpenAlex | W4405849328 |
| Language | EN |
| References cited | 54 |
There has been limited research on how online teaching competencies and innovative teaching can impact students’ online engagement. The purpose of this study was to investigate the effect of online teaching competencies and innovative teaching on the online engagement of students. Three hundred and fifty-two data sets were analyzed using the structural equation model. The results revealed that instructors’ online teaching competencies have a direct and significant effect on innovative teaching competencies and the online engagement of students. Furthermore, the online teaching competencies of instructors did not have a significant indirect effect on students’ online engagement through the mediating effect of innovative teaching competencies. The findings of the current study highlight the importance of each of the variables mentioned in relation to online students’ engagement and emphasize the need for instructors and managers to pay more attention to them
Mathematics education · Medical education · Online Teaching · Pedagogy · Structural equation modeling · Student engagement · Teaching method · Computer Science · Medicine · Online and Blended Learning · Organizational and Employee Performance · Psychology · Technology-Enhanced Education Studies
Classroom emotional climate, student engagement, and academic achievement.
Engaging online learners
Measuring Student Engagement in the Online Course
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
Engagement in Online Learning
Engaging learners in the emergency transition to online learning during the Covid-19 pandemic
Applying the self-determination theory (SDT) to explain student engagement in online learning during the Covid-19 pandemic
Examining the adoption of emergency remote teaching and virtual learning during and after Covid-19 pandemic
Profiling teachers' readiness for online teaching and learning in higher education
The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning
The longitudinal trajectories of online engagement over a full program
The effect of teachers' self- innovativeness on accountability, distance learning self-efficacy, and teaching practices
Promoting preservice teachers’ psychological and pedagogical competencies for online learning and teaching
Faculty readiness for online crisis teaching
Student engagement in online learning in Latin American higher education during the Covid‐19 pandemic
The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs
Investigating synchronous and asynchronous class attendance as predictors of academic success in online education
A professional development framework for online teaching
University teacher competencies in a virtual teaching/learning environment
| Citation velocity | historical |
|---|---|
| Highly cited | No |