The shift to online learning during the COVID-19 pandemic forced higher education institutions to reimagine how students learn, interact, and engage. But what truly determines whether students stay engaged in a virtual classroom? A recent collaborative study by researchers from SEGi University, Universiti Teknologi MARA (UiTM), and HELP University sheds light on this pressing question.
Titled “Interactivity Factors and Student Engagement in the Use of Emerging Technologies in Higher Education,” the study explores how different variables—student behaviour, content quality, instructor presence, and digital platforms—shape engagement in online learning.
The research, involving 103 undergraduate students, found that:
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Content factors and student characteristics are the strongest predictors of engagement.
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Surprisingly, instructor presence, digital platforms, and even emerging technologies themselves showed minimal direct impact on student engagement.
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High-quality, relevant content and opportunities for peer collaboration are more impactful than instructor-led delivery or sophisticated tech tools.
These findings challenge long-held assumptions that technology and teaching presence alone ensure student involvement. Instead, the study suggests that active, student-centered strategies—such as collaborative projects, real-world content, and peer-led discussion—may be the key to sustaining motivation in online learning environments.
This research was co-authored by Dr Gurnam Kaur Sidhu from SEGi University and supported by a matching grant scheme from the Research Management Centre at UiTM and SEGi.
🔗 Read the full study:
https://ajue.uitm.edu.my/wp-content/uploads/2024/10/11-Chan-Yuen-Fook.-INTERACTIVITY-FACTORS-AND-STUDENT-ENGAGEMENT.pdf