FACTORS INFLUENCING ONLINE LEARNING ENGAGEMENT: INTERNATIONAL STUDENTS’ PERSPECTIVE AND THE ROLE OF INSTITUTIONAL SUPPORT

Year 2022, , 118 - 136, 01.07.2022

Mussa Saidi Abubakarı Nurkhamid Nurkhamıd Priyanto Prıyanto

https://doi.org/10.17718/tojde.1137253

Cited By: 3

Abstract

The study was intended to model online learning engagement of international students studying in Indonesia to determine which factors affect learner engagement. A survey was conducted online, and 102 international students filled the questionnaire. Partial Least Squares-Structural Equation Modeling (PLS-SEM) technique was used for data analysis. The results show that the variables: university support (T = 2.881, P< 0.01), motivation (T = 3.411, P< 0.01), and personal innovativeness (T = 2.426, P< 0.05) were the significant predictors of international students’ engagement in online learning. Other variables like instructor interactivity, student-material interaction, student-student interactions, and self-regulated learning didn’t significantly affect learner engagement. The findings of this exploration can be used as empirical data for higher education institutions’ managers when developing support programs for international students during their studies in a destination country. Other findings’ implications and recommendations are discussed.

Keywords

International students, institutional support, motivation, online learning, self-regulated learning, student engagement

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