FOSTERING STUDENT ENGAGEMENT IN ONLINE LEARNING THROUGH STUDENT EMPOWERMENT, SELF-EFFICACY, SELF-REGULATION, AND TECHNICAL SUPPORT SERVICES

Abstract

The rapid expansion of online education in the United States, accelerated by the COVID-19 pan-demic, has significantly increased student enrollment in distance learning, highlighting the flexibility and accessibility that online education offers. However, this growth raises concerns about maintaining student engagement in online environments, which is crucial for achieving positive learning outcomes and requires careful consideration of institutional policies and practices. This study aims to provide educators with a deeper understanding of the dynamics of fostering student engagement in online learning. The link-ages between student empowerment, self-efficacy, self-regulation, and perceptions of technical support services are examined to understand better how these factors relate to student engagement. An analysis of the responses of 313 business students from a regional university in the United States supports the idea that to foster more engaged and productive students, educators and institutions play a crucial role in facilitating student empowerment and self-efficacy and developing self-regulation skills.