Exploring Connectivism through Online Engagement

Abstract

Open Distance Learning (ODL) is understood as an important method to allow the lectures, lesson learnings, and information to flow freely and ideas to be the driving force of efficiency boundaryless anywhere anytime. This paper proposes a short analysis and evaluation of online engagement in ODL. The objective of the research contains three main parts of the online learning influence. The objectives cover learner-to-learner engagement, learner-to-instructor engagement, and learner-to-content engagement. Generally, the research is about exploring connectivism through online engagement based on the three major objective sections within an ODL sphere. The paper presents the quantitative survey based on male and female respondents range from high school to the highest level of education. The survey instruments include four major sections which are demographic profile, learner-to-learner interaction, learner-to-instructor interaction, and learner-to-content interaction with a total of 116 respondents. Findings, in general, show the students’ interactions, preferences, behaviors, attitudes, mindsets, opinions, participations, supports, and motivations as the main factors in connectivism through online engagement. The research study can be used to reflect the effectiveness of online engagement and set as a standard framework that can be applied across universities, higher institutions, and even schools. The academicians, lecturers, researchers, and teachers can refer to this study research as a means of evaluating, improving, and enhancing their existing practices, their capabilities, and expertise to engage students through online engagement. from Korean online university students participated in their study, which aimed to establish an instrument for measuring student involvement in e-learning environments. Based on the results of the data analysis from the literature review, the instrument with 24 items was constructed after getting expert opinion, validity, and reliability analysis. Factor analyses, both exploratory and confirmatory, were also performed. Emotional motivation, peer participation, intellectual problem – skills solving, connection with instructors, community engagement, and learning management are among the six elements discovered in this study. It is intended to assist instructors and curriculum designers in identifying variables that will increase student engagement in e-learning situations and, as a result, avoid students falling out of online courses.