Students' Perceptions of Engagement in Online Courses and Its Effect on Academic Performance

• In Event: Highlighting Learner Experiences With Online Instruction

Abstract

The study aims to further understand students’ perceptions of peer interactions, assess the Theory of Involvement in online learning environments, and identify factors of student engagement. Data were collected from 1,514 undergraduate online students (Mage = 25.96 years old; SD = 7.64; 1,259 female, 232 male, 12 non-binary, and 1 gender fluid). The results indicated that 94% of the sample want opportunities for peer interaction in their online courses. Structural Equation Modeling (SEM) revealed that students who demonstrated high levels of engagement were more likely to perform well on measures of academic performance. SEM analyses indicated a sense of community was related to student engagement. Lastly, there were no significant differences in student engagement by gender, ethnicity, or living arrangements.

Authors

• Khaerannisa Cortes, Arizona State University

• Becky Kochenderfer-Ladd, Arizona State University