Improving student engagement and behavioural outcomes via persistence among distance learners
Student engagement assists distance learners gain specific skills and to realise the worth of their rewarding educational experience. However, if persistence is not adequately present, the distance learners might quit an online course. Thus, this study aimed to investigate the relationship betwe...
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/16461/1/39460-132451-1-PB.pdf http://journalarticle.ukm.my/16461/ https://ejournal.ukm.my/akademika/issue/view/1255 |
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| Summary: | Student engagement assists distance learners gain specific skills and to realise the worth of their rewarding educational
experience. However, if persistence is not adequately present, the distance learners might quit an online course. Thus,
this study aimed to investigate the relationship between online student engagement towards student satisfaction and
learning outcomes and to examine the moderating effect of persistence between online student engagement towards
student satisfaction and learning outcomes. The research model was tested upon engagement theory as an underlying
theory to support the research framework. Purposive sampling technique was used to collect data via online survey
questionnaires for three weeks. The research hypotheses are examined through correlation and path analysis of 321
distance learners from one of the public universities in Malaysia using Partial Least Square (PLS) 3.0. Results of
analysis demonstrated that persistence was found to moderate the relationship between online student engagement
towards student satisfaction and learning outcomes. This finding implies that distance learners who commit themselves
to a goal will highly likely persist, and the more courses a student finishes, the closer he or she will be to graduating.
Based on the results, this research suggests the management of Malaysian distance education institutions to create
rapport between online programme staff and distance learners at an early stage. Additionally, online programmes
must promote and establish support networks for distance learners to resolve personal or professional difficulties in
improving retention and preventing them from dropping out of online programmes. |
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