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CC BY V4.0, Open Access
CC BY V4.0, Open
Conference poster
From screen to student: University educators' perceptions of cognitive engagement in online learning
2025 ASCILITE Future-Focused: Educating in an Era of Continuous Change (Adelaide, Australia, 30/11/2025–03/12/2025)
28/11/2025
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Abstract
The growth of online learning in higher education, accelerated by technological advancements and the COVID-19 pandemic, has highlighted the importance of accessibility and flexibility for students. Within this context, cognitive engagement refers to the mental effort students invest in understanding and internalising content (Martin & Borup, 2022), which is positively linked to student satisfaction and academic performance (Fredricks et al., 2019). As such, fostering cognitive engagement should be a central focus in the design and delivery of online learning.
This study explores how university educators perceive students' cognitive engagement in online learning. Limited research examines how university educators' perceptions align with learning designers and students on cognitive engagement in online learning. Understanding this is important as misalignment may impact student learning outcomes. Sixteen teachers (male: 8; female: 8) from two Australian universities completed a survey containing five Likert-scale items (from 1 = strongly disagree to 5 = strongly agree) exploring their perceptions of students' cognitive engagement across learner-to-teacher, learner-to-learner and learner-to-content interactions (Moore, 1989).
Details
- Title
- From screen to student: University educators' perceptions of cognitive engagement in online learning
- Creators
- Dhiaan Sidhu - Southern Cross UniversityPolly K. Lai - Southern Cross University
- Conference
- 2025 ASCILITE Future-Focused: Educating in an Era of Continuous Change (Adelaide, Australia, 30/11/2025–03/12/2025)
- Identifiers
- 991013331728202368
- Copyright
- © Sidhu, D. & Lai, P. K. 2025.
- Academic Unit
- Centre for Teaching and Learning
- Language
- English
- Resource Type
- Conference poster
- Local Fields
- Evidence Based Practice - SoLT