Online learning in higher education: Examining the predictors of students’ online engagement

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dc.contributor.authorVezne R.
dc.contributor.authorYildiz Durak H.
dc.contributor.authorAtman Uslu N.
dc.date.accessioned2024-07-22T08:03:10Z
dc.date.available2024-07-22T08:03:10Z
dc.date.issued2023
dc.description.abstractIn this study, the effects of remote learning attitude, extrinsic and intrinsic goal orientation on the dimensions of online engagement were examined. 293 teacher candidates at a state university in Turkey participated in the research. PLS-SEM was used to analyze the data. In all models, relationships related to online collaboration with peers, online communication with instructor, participation in online classes, and completing assignments and tasks were confirmed. The relationships between the attitude towards attending online courses and the skills and emotional dimensions of engagement were confirmed. The relationships between intrinsic goal orientation (IGO) and skills and emotional dimensions of engagement are significant. Extrinsic goal orientation (EGO) is only related to the performance dimension of engagement. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
dc.identifier.DOI-ID10.1007/s10639-022-11171-9
dc.identifier.issn13602357
dc.identifier.urihttp://akademikarsiv.cbu.edu.tr:4000/handle/123456789/12162
dc.language.isoEnglish
dc.publisherSpringer
dc.rightsAll Open Access; Bronze Open Access; Green Open Access
dc.titleOnline learning in higher education: Examining the predictors of students’ online engagement
dc.typeArticle

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