INDIVIDUAL AND CONTEXTUAL PREDICTORS OF ENGAGEMENT IN ONLINE LEARNING ENVIRONMENTS
Abstract
This mixed-methods study examined factors that influence student engagement in online learning environments at public universities in Turkiye setting. Quantitative data were collected from 429 undergraduate students enrolled in distance learning programs and MOOCs at these universities, while 385 of the participants also provided qualitative data. The Instructional Motivation Survey and Volitional Competence Scales were used to collect the quantitative data. There were no significant gender differences in course completion or dropout rates, although educational level was positively associated with course completion. Qualitative findings supported this, identifying personal motivation for success and development as key drivers of engagement. In addition, students who were more motivated by the course had better completion rates. Environmental factors, including external support and reliable access to technology, were also significant, demonstrating the complex interaction between personal and contextual factors in shaping online learning outcomes.
Keywords
Motivation, Online learning, Engagement, MOOCs, Distance education
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