Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement
- Autores: Seyum Getenet, Robert Cantle, Petrea Redmond, Peter Albion
- Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 21, 2024
- Idioma: inglés
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Resumen
This study utilised students’ online engagement, digital technology attitude, digital literacy, and self-efcacy theories to develop and test a model connecting these factors within a regional university in Australia. A feld survey collected data from 110 frst-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-efcacy. Subsequently, the efects of self-efcacy on fve dimensions of online engagement were assessed: social, collaborative, cognitive, behavioural, and emotional. The fndings indicated that positive student attitudes and digital literacy signifcantly contributed to self-efcacy, which, in turn, positively afected 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-efcacy and enhancing online learning engagements. Further research and implications for future studies are also recommended.
