Students' Digital Technology Attitude, Literacy and Self-Efficacy and Their Effect on Online Learning Engagement

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  • Author(s): Seyum Getenet (ORCID Seyum Getenet (ORCID 0000-0001-8338-4326); Robert Cantle (ORCID Robert Cantle (ORCID 0000-0002-1792-9276); Petrea Redmond (ORCID Petrea Redmond (ORCID 0000-0001-9674-1206); Peter Albion (ORCID Peter Albion (ORCID 0000-0001-7911-5537)
  • Language:
    English
  • Source:
    International Journal of Educational Technology in Higher Education. 2024 21.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: [email protected]; Web site: https://www.springer.com/gp/biomedical-sciences
    • Peer Reviewed:
      Y
    • Source:
      20
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Student Attitudes; Self Efficacy; Electronic Learning; Learner Engagement; Digital Literacy; Foreign Countries; Universities; Educational Technology; College Freshmen
    • Subject Terms:
      Australia
    • Accession Number:
      10.1186/s41239-023-00437-y
    • ISSN:
      2365-9440
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1407134