The Structure of Student Engagement in Online Learning: A Bi-Factor Exploratory Structural Equation Modelling Approach

Autor/inn/en	Hoi, Vo Ngoc; Le Hang, Ho
Titel	The Structure of Student Engagement in Online Learning: A Bi-Factor Exploratory Structural Equation Modelling Approach
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 4, S.1141-1153 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoi, Vo Ngoc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12551
Schlagwörter	Learner Engagement; Electronic Learning; Structural Equation Models; Factor Analysis; Undergraduate Students; Questionnaires + Suchen Sie Ihr Suchwort? Faktorenanalyse; Fragebogen
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01