Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement
Abstract This study utilised students' online engagement, digital technology attitude, digital literacy, and self-efficacy theories to develop and test a model connecting these factors within a regional university in Australia. A field survey collected data from 110 first-year students. AMOS 28...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2024-01-01
|
| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41239-023-00437-y |
| _version_ | 1797349784778964992 |
|---|---|
| author | Seyum Getenet Robert Cantle Petrea Redmond Peter Albion |
| author_facet | Seyum Getenet Robert Cantle Petrea Redmond Peter Albion |
| author_sort | Seyum Getenet |
| collection | DOAJ |
| description | Abstract This study utilised students' online engagement, digital technology attitude, digital literacy, and self-efficacy theories to develop and test a model connecting these factors within a regional university in Australia. A field survey collected data from 110 first-year students. AMOS 28 was employed for measurement and structural model path analysis. The study initially examined the impact of students' attitudes and digital literacy on their self-efficacy. Subsequently, the effects of self-efficacy on five dimensions of online engagement were assessed: social, collaborative, cognitive, behavioural, and emotional. The findings indicated that positive student attitudes and digital literacy significantly contributed to self-efficacy, which, in turn, positively affected the engagement dimensions. This suggests that when designing and facilitating online, blended, or technology-enhanced courses in higher education, educators should pay attention to various elements of engagement. The study highlights the importance of considering students' attitudes and digital literacy in fostering self-efficacy and enhancing online learning engagements. Further research and implications for future studies are also recommended. |
| first_indexed | 2024-03-08T12:35:27Z |
| format | Article |
| id | doaj.art-7183cff733834e2f910f706048548758 |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-03-08T12:35:27Z |
| publishDate | 2024-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-7183cff733834e2f910f7060485487582024-01-21T12:30:17ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402024-01-0121112010.1186/s41239-023-00437-yStudents' digital technology attitude, literacy and self-efficacy and their effect on online learning engagementSeyum Getenet0Robert Cantle1Petrea Redmond2Peter Albion3School of Education, Springfield Education City, University of Southern QueenslandSchool of Education, Springfield Education City, University of Southern QueenslandSchool of Education, Springfield Education City, University of Southern QueenslandSchool of Education, Springfield Education City, University of Southern QueenslandAbstract This study utilised students' online engagement, digital technology attitude, digital literacy, and self-efficacy theories to develop and test a model connecting these factors within a regional university in Australia. A field survey collected data from 110 first-year students. AMOS 28 was employed for measurement and structural model path analysis. The study initially examined the impact of students' attitudes and digital literacy on their self-efficacy. Subsequently, the effects of self-efficacy on five dimensions of online engagement were assessed: social, collaborative, cognitive, behavioural, and emotional. The findings indicated that positive student attitudes and digital literacy significantly contributed to self-efficacy, which, in turn, positively affected the engagement dimensions. This suggests that when designing and facilitating online, blended, or technology-enhanced courses in higher education, educators should pay attention to various elements of engagement. The study highlights the importance of considering students' attitudes and digital literacy in fostering self-efficacy and enhancing online learning engagements. Further research and implications for future studies are also recommended.https://doi.org/10.1186/s41239-023-00437-yEngagementDigital technologyDigital literacySelf-efficacyOnline learningStudents |
| spellingShingle | Seyum Getenet Robert Cantle Petrea Redmond Peter Albion Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement International Journal of Educational Technology in Higher Education Engagement Digital technology Digital literacy Self-efficacy Online learning Students |
| title | Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement |
| title_full | Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement |
| title_fullStr | Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement |
| title_full_unstemmed | Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement |
| title_short | Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement |
| title_sort | students digital technology attitude literacy and self efficacy and their effect on online learning engagement |
| topic | Engagement Digital technology Digital literacy Self-efficacy Online learning Students |
| url | https://doi.org/10.1186/s41239-023-00437-y |
| work_keys_str_mv | AT seyumgetenet studentsdigitaltechnologyattitudeliteracyandselfefficacyandtheireffectononlinelearningengagement AT robertcantle studentsdigitaltechnologyattitudeliteracyandselfefficacyandtheireffectononlinelearningengagement AT petrearedmond studentsdigitaltechnologyattitudeliteracyandselfefficacyandtheireffectononlinelearningengagement AT peteralbion studentsdigitaltechnologyattitudeliteracyandselfefficacyandtheireffectononlinelearningengagement |