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Online learning environment and student engagement: the mediating role of expectancy and task value beliefs
Journal article   Open access   Peer reviewed

Online learning environment and student engagement: the mediating role of expectancy and task value beliefs

Hoi Vo and Hang Ho
The Australian educational researcher, Vol.51(5), pp.2183-2207
01/11/2024
DOI: https://doi.org/10.1007/s13384-024-00689-1
Appears in  Recent Faculty of Education Publications
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Abstract

Online learning Student engagement Online learning environment Expectancy value beliefs Basic psychological needs Educational technology and computing Teaching and instruction technologies
This study contributes to a more nuanced understanding of student engagement in online learning by exploring the effects of salient online learning environment con‑ ditions on student engagement and the motivational pathways through which they affect engagement. Survey data were collected from 351 undergraduate students enrolled in various online undergraduate programs at a large open university in Vietnam. Results of structural equation modelling revealed that course clarity and task relevance had significant indirect effects on students' behavioural, cognitive, and affective engagement via their expectancy and task value beliefs. Teacher sup‑ port was found to have indirect effect on student engagement only via expectancy beliefs whereas student connectedness predicted neither students' motivation nor engagement in online learning. Results of the study are discussed in light of existing theoretical and empirical evidence on the intricate relationships between learning environment, motivation, and student engagement. Implications for practice are also offered to help create an online learning environment that has potential to foster stu‑ dent engagement and alleviate disengagement and dropout.

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