Predicting student engagement in online learning from socio-demographic characteristics, online learning self-efficacy, and cultural attributes
作者
Nikki LaGrone
關鍵字
cultural dimensions, online learning, online learning self-efficacy, online student engagement, socio-demographics
中文摘要
The continuing need to understand and evaluate student engagement, specifically in the online learning environment, is critical for researchers and instructional designers. To design online learning for optimal learning outcomes, researchers must account for the individual cultural and cognitive characteristics of the learner. By examining cultural attributes of the learner, instructional designers will be able to design online instruction as a more inclusive learning environment. This correlational research study aimed to investigate the relationship between learner cultural attributes and online student engagement. Additionally, the extent to which learner socio-demographic factors and online learning self-efficacy are related to online student engagement were explored. This study used Hofstede’s cultural dimensions theory, sociocultural theory, and Bandura’s self-efficacy theory to explain the influence of various factors on student engagement in an online learning environment. Hofstede’s cultural dimensions was the lens by which learner cultural attributes were identified. Data were collected from 358 undergraduate and graduate students at two public universities in Illinois. Results from hierarchical regression showed that 1) among socio-demographic factors, age income, and education level significantly. Predicting Student Engagement in Online Learning from Socio-Demographic Characteristics, Online Learning Self-Efficacy, and Cultural Attributes predicted online student engagement; 2) self-efficacy significantly and strongly predicted online student engagement; and 3) learner cultural attributes of uncertainty avoidance, masculinity/femininity and long-term orientation were associated with increased online engagement. Findings are discussed in the context of the need among instructional designers, faculty, and administrators for information that informs online instruction strategies, and the development of online course practices to support diverse online learners and increase online student engagement.
引註本文
■ APA Format
LaGrone N.(2025). Predicting student engagement in online
learning from socio-demographic characteristics, online learning self-efficacy, and cultural attributes. Journal of General Education: Concept & Practice, 13(Suppl 1), 111-140. https://doi.org/10.6427/JGECP.202512/SP.0004
附件下載