Research Article
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Year 2022, Volume 23, Issue 3, 118 - 136, 01.07.2022

Abstract

References

  • Abubakari, M. S., & Mashoedah. (2021). Online Learning Engagement Model for International Students in Indonesia amid Covid-19 Period: A Conceptual Model Proposal. International Journal of Distance Education and E-Learning, 6(2), 15–30. https://doi.org/10.36261/ijdeel.v6i2.1859
  • Agarwal, R., & Prasad, J. (1998). A Conceptual and Operational Definition of Personal Innovativeness in the Domain of Information Technology. Information Systems Research, 9(2), 204–215. https://doi. org/10.1287/isre.9.2.204
  • Akpan, I. D., & Umobong, M. E. (2013). Analysis of Achievement Motivation and Academic Engagement of Students in the Nigerian Classroom. Academic Journal of Interdisciplinary Studies, 2(3), 385– 390. https://doi.org/10.5901/ajis.2013.v2n3p385
  • Al-Busaidi, K. A., & Al-Shihi, H. (2012). Key factors to instructors’ satisfaction of learning management systems in blended learning. Journal of Computing in Higher Education, 24(1), 18–39. https://doi. org/10.1007/s12528-011-9051-x
  • Ali, A., & Ahmad, I. (2011). Key Factors for Determining Student Satisfaction in Distance Learning Courses: A Study of Allama Iqbal Open University. Contemporary Educational Technology, 2(2), 118–134. https://doi.org/10.30935/cedtech/6047
  • Alivernini, F., & Lucidi, F. (2008). The academic motivation scale (AMS): Factorial structure, invariance, and validity in the Italian context. TPM - Testing, Psychometrics, Methodology in Applied Psychology, 15(4), 211–220.

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

Year 2022, Volume 23, Issue 3, 118 - 136, 01.07.2022

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.

References

  • Abubakari, M. S., & Mashoedah. (2021). Online Learning Engagement Model for International Students in Indonesia amid Covid-19 Period: A Conceptual Model Proposal. International Journal of Distance Education and E-Learning, 6(2), 15–30. https://doi.org/10.36261/ijdeel.v6i2.1859
  • Agarwal, R., & Prasad, J. (1998). A Conceptual and Operational Definition of Personal Innovativeness in the Domain of Information Technology. Information Systems Research, 9(2), 204–215. https://doi. org/10.1287/isre.9.2.204
  • Akpan, I. D., & Umobong, M. E. (2013). Analysis of Achievement Motivation and Academic Engagement of Students in the Nigerian Classroom. Academic Journal of Interdisciplinary Studies, 2(3), 385– 390. https://doi.org/10.5901/ajis.2013.v2n3p385
  • Al-Busaidi, K. A., & Al-Shihi, H. (2012). Key factors to instructors’ satisfaction of learning management systems in blended learning. Journal of Computing in Higher Education, 24(1), 18–39. https://doi. org/10.1007/s12528-011-9051-x
  • Ali, A., & Ahmad, I. (2011). Key Factors for Determining Student Satisfaction in Distance Learning Courses: A Study of Allama Iqbal Open University. Contemporary Educational Technology, 2(2), 118–134. https://doi.org/10.30935/cedtech/6047
  • Alivernini, F., & Lucidi, F. (2008). The academic motivation scale (AMS): Factorial structure, invariance, and validity in the Italian context. TPM - Testing, Psychometrics, Methodology in Applied Psychology, 15(4), 211–220.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Mussa Saidi ABUBAKARI> (Primary Author)
Kondoa Islamic Secondary School
0000-0003-3782-281X
Palestine, State of


Nurkhamid NURKHAMID This is me
Yogyakarta State University
0000-0002-2083-4737
Indonesia


Priyanto PRIYANTO This is me
Yogyakarta State University
0000-0001-6095-8550
Indonesia

Publication Date July 1, 2022
Application Date June 17, 2021
Acceptance Date
Published in Issue Year 2022, Volume 23, Issue 3

Cite

APA Abubakarı, M. S. , Nurkhamıd, N. & Prıyanto, P. (2022). FACTORS INFLUENCING ONLINE LEARNING ENGAGEMENT: INTERNATIONAL STUDENTS’ PERSPECTIVE AND THE ROLE OF INSTITUTIONAL SUPPORT . Turkish Online Journal of Distance Education , 23 (3) , 118-136 . Retrieved from https://dergipark.org.tr/en/pub/tojde/issue/70682/1137253