Student behavioural engagement in self-paced online learning

Abstract

It remains a challenge in online settings to engage students as independent learners without teacher presence. This has led to increasing attention investigating the factors influencing student engagement in this context. As part of a PhD study, this paper investigates students' behavioural engagement with online learning modules without teacher supervision or peer support. The study examines three key constructs of behavioural engagement: student engagement with the task, effort level the student applies to task-completion and finally, following instructions. First, the findings suggest that student engagement was high in ‘video' and 'feedback' sections as compared to ‘simulation’ activities. Second, students invested high effort in task-completion when the learning modules were delivered with instructional guidance. Finally, non-visual learners exhibit more difficulty following instructions in unsupported online settings. The results of this study will contribute to the burgeoning research field promoting the development of online modules that encourage participation of diverse learners.