The Impact of Students' Motivational Drive and Attitude toward Online Learning on Their Academic Engagement during the Emergency Situation
Abstract
Background: The advent of emergency remote teaching has significantly transformed the landscape of higher education through the Internet environment. The online learning environment elicits varying student engagement, apathy, and frustration. Nevertheless, digital literacy is not the exclusive factor determining students’ academic participation in online learning during an emergency. Students need an extra compelling element.
Purpose: To investigate students’ motivational urges and attitudes toward emergency online learning scenarios that impact their academic engagement.
Method: An explanatory research design was implemented in the research method to quantify the intensity and direction of the relationship between variables and elucidate the impact of a single variable on another. Two hundred-eight undergraduate students from a private higher education institution comprised the research's respondents. The structural equation modeling and Hayes' bootstrapping technique were employed to analyze the data further, which was collected through an internet-based poll. In addition, the Confirmatory Factor Analysis (CFA) method was employed to assess the reflective measurement models. This included the internal consistency (Cronbach's alpha, composite reliability), the convergent validity encompassed indicator reliability and average variance extracted (AVE), and the discriminant validity conducted using the cross-loadings approach and the Fornell-Larcker criterion.
Results: The research findings suggest that driven students are more inclined to participate in online learning during an emergency remote teaching scenario by actively controlling their study time and autonomously gaining a deeper comprehension of the academic content. Their active participation in online learning is further evidenced by their motivation derived from attention, relevance, confidence, and satisfaction in emergency remote teaching scenarios. The attitude towards online learning (AOL) fostered by these motivational elements had a negligible impact on the student effort. Furthermore, students residing in rural areas exhibit prevailing motivational elements, such as self-assurance and focus, that motivate them to invest time in creating and understanding educational resources. Concurrently, students residing in metropolitan regions exhibit a prevailing driving force in attention and satisfaction, resulting in a favorable disposition towards active academic participation in online learning by fostering the acquisition of time management abilities.
Conclusion: The results have implications for teachers developing teaching activities to encourage active student academic participation in online learning setting, considering the students’ specific needs, backgrounds, characteristics, and abilities.
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References
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