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Investigating Factors Influencing Students’ Engagement in Sustainable Online Education

Author

Listed:
  • Olusiji Adebola Lasekan

    (Departamento de Educación e Innovación, Universidad Católica de Temuco, Temuco 4780000, Chile)

  • Vengalarao Pachava

    (School of Business Management, NMIMS University, Hyderabad 509301, India)

  • Margot Teresa Godoy Pena

    (Languages Coordination, DITFO, Universidad de La Frontera, Temuco 4780000, Chile)

  • Siva Krishna Golla

    (School of Management Studies, National Forensic Sciences University, Gandhinagar 382007, India)

  • Mariya Samreen Raje

    (Department of Business Administration, Government First Grade College for Women, Kalaburagi 585102, India)

Abstract

Due to the COVID-19 pandemic, there has been a rapid shift from traditional classroom-based education to sustainable online classrooms. This has brought attention to the importance of comprehending the intricacies of students’ engagement during virtual learning. Drawing upon the concept of community of inquiry in cognitive, social, and teaching presence, a mixed-methods approach involved data collected via a structured questionnaire administered to 452 university students to identify the factors that influence students’ participation during online classes. Through the application of the CHAID (Chi-Squared Automatic Interaction Detection) decision tree algorithm, the quality of course content is identified as a cognitive predictor of students’ engagement. It is worth mentioning that a significant proportion of students, specifically 61.7%, demonstrated a considerable degree of engagement with faculty content due to its high quality. With respect to the role of social presence, possession of a designated private space boost (69.2%) and requiring students to use their webcams are found to be critical for students’ engagement. Lastly, teaching presence as a factor in enhancing students’ engagement is demonstrated by promoting interactive classrooms and providing rapid feedback to students by teachers. The findings demonstrate the importance of teachers’ quality course material, interactive classes, and the benefits of a physical environment free from distractions for optimizing students’ engagement.

Suggested Citation

  • Olusiji Adebola Lasekan & Vengalarao Pachava & Margot Teresa Godoy Pena & Siva Krishna Golla & Mariya Samreen Raje, 2024. "Investigating Factors Influencing Students’ Engagement in Sustainable Online Education," Sustainability, MDPI, vol. 16(2), pages 1-15, January.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:2:p:689-:d:1318027
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    References listed on IDEAS

    as
    1. Xia Zhao & Mingming Shao & Yu-Sheng Su, 2022. "Effects of Online Learning Support Services on University Students’ Learning Satisfaction under the Impact of COVID-19," Sustainability, MDPI, vol. 14(17), pages 1-17, August.
    2. Jiafeng Gu, 2022. "Impact of Living Conditions on Online Education: Evidence from China," Sustainability, MDPI, vol. 14(6), pages 1-17, March.
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