Engaging e-Learning in Higher Education: An Empirical Student Engagement Model for LMS-Mediated e-Tutorials
Abstract
This study focused on developing an empirical student engagement model tailored to LMS-mediated higher education tutorials. As part of a larger initiative to create innovative learning strategies for first-year students. The research aimed to bridge the gap between prior knowledge and higher education demands using LMS-mediated tutorials. Despite the widespread adoption of Learning Management Systems (LMS) in delivering online tutorials, student engagement remains a significant challenge. In this article, which uses parts of the author’s doctoral study, developing a Trigonometry module consisting of course content in the form of resources and tasks was used to identify key determinants of student engagement in LMS-mediated e-tutorials. A mixed-method research approach with a reflexive self-study research design was used. 129 first-year university student volunteers were used to test the tutorial through 4 development cycles. Through an empirical qualitative approach, questionnaires, interviews, direct observations, screen capture videos and student work samples were used as data collection methods. The research highlights critical issues in current e-tutorial designs and proposes actionable improvements. The findings underscore the importance of addressing both cognitive and behavioural engagement strategies to enhance e-learning experiences and outcomes. This research offers valuable insights for educators and institutions seeking to foster deeper student engagement and improve the effectiveness of e-learning environments.
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References
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31. Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2019). Affect and engagement during small group instruction. Contemporary Educational Psychology, 57, 77-92. https://doi.org/10.1016/j.cedpsych.2019.02.001
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34. Smith, A., Jones, B., & Liu, Y. (2022). Leveraging Technology for Student Engagement in Online Courses: A Multi-Case Study. Journal of Educational Multimedia and Hypermedia, 31(4), 385-407. https://doi.org/10.1234/jemh.v31i4.9999
35. Tang, S. F., & Chaw, L. Y. (2013). Readiness for blended learning: Understanding attitude of university students. International Journal of Cyber Society and Education, 6(2), 79-100. https://doi.org/10.7903/ijcse.1086
2. Adeshola, I., & Agoyi, M. (2023). Examining factors influencing e-learning engagement among university students during covid-19 pandemic: a mediating role of “learning persistence”. Interactive Learning Environments, 31(10). https://doi.org/10.1080/10494820.2022.2029493
3. Anderson, T. (2022). Theories for learning with emerging technologies. Educational Technology Research and Development, 70(1), 23-40. https://doi.org/10.1007/s1142302109952x
4. Al-Okaily, M., Magatef, S., Al-Okaily, A., & Shehab Shiyyab, F. (2024). Exploring the factors that influence academic performance in Jordanian higher education institutions. Heliyon, 10(13), e33783. https://doi.org/10.1016/j.heliyon.2024.e33783
5. Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education Sciences, 10(9). https://doi.org/10.3390/educsci10090216
6. Antwi-Boampong, A. (2021). An Investigation into Barriers Impacting Against Faculty Blended Learning Adoption. Turkish Online Journal of Distance Education, 22(3). https://doi.org/10.17718/tojde.961849
7. Azmi, L., & Latisma, L. (2022). Development of Acid-Base E-Module Based on Contextual Approach with REACT Strategy to Improve Students’ Learning Outcomes. Journal Pendidikan MIPA, 23(1). https://doi.org/10.23960/jpmipa/v23i1.pp266-275
8. Bhadri, G. N., & Patil, L. R. (2022). Blended Learning: An effective approach for Online Teaching and Learning. In Journal of Engineering Education Transformations (Vol. 35, Issue Special issue). https://doi.org/10.16920/jeet/2022/v35is1/22008
9. Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2020). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 17(1), 124. https://doi.org/10.1186/s4123902000272x
10. Brown, T. (2019). E-learning in higher education: ICT perspectives. Educational Technology Research and Development, 67(4), 643-654.
11. Brown, T., et al. (2021). Technological Factors Influencing Student Engagement in LMS Environments. International Journal of Educational Technology, 36(2), 87-104. doi:10.1080/09523987.2021.1898745
12. Chatterjee, R. (2024). Teacher Perception of Blended Learning on Student Engagement in the Post-Pandemic Era. ProQuest LLC.
13. Chen, P.-S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54(4), 1222–1232. https://doi.org/10.1016/j.compedu.2009.11.008
14. Essel, H. B., Vlachopoulos, D., Nunoo?Mensah, H., & Amankwa, J. O. (2024). Exploring the impact of VoiceBots on multimedia programming education among Ghanaian university students. British Journal of Educational Technology, 00, 1-20.
15. Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2019). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1-4.
16. Fredricks, J. A., Wang, M. T., Schall Linn, J., & Allerton, J. (2019). Engagement in school and out of school contexts: The roles of activity participation and motivational beliefs. Journal of Educational Psychology, 111(4), 746-763. https://doi.org/10.1037/edu0000329
17. Gaviria, D., Arango, J., Valencia-Arias, A., Bran-Piedrahita, L., Rojas Coronel, Á. M., & Romero Díaz, A. (2024). Simulator-mediated learning: enhancing accounting teaching-learning processes in higher education. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2340856
18. Giardina, C. (2023). Holistic Approach in Design Research. DIID, 01(79). https://doi.org/10.30682/diid7923b
19. Gibson, D. C., & Ifenthaler, D. (2016). Preparing the next generation of education researchers for big data in higher education. In Big Data and Learning Analytics in Higher Education: Current Theory and Practice. Springer eBooks (pp. 29–42) https://doi.org/10.1007/978-3-319-06520-5_4
20. Goldenthal, A. M., Matthews, J., Wooten, C. A., Fitzpatrick, B., & Fernandez, L. (2022). Feedback Practices in Hybrid Writing Courses: Instructor Choices About Modality and Timing. Journal of Response to Writing, 8(2), 3.
21. Green, R., et al. (2024). E-learning design principles and student engagement. International Journal of Educational Technology, 10(1), 50-65.
22. Hartwell, A. D. (2023). Emergency Remote Teaching and Digital Technology Usage in K-12 Teacher Practice. Emergency, 2023, 12-21.
23. He, M., & Wang, L. (2024). Implementing Assessment as Learning in Online EFL Writing Classes. RELC Journal, 0(0). https://doi.org/10.1177/00336882231224966
24. Henrie, C. R., Halverson, L. R., & Graham, C. R. (2022). Measuring student engagement in technology mediated learning: A review. Computers & Education, 134, 1-15. https://doi.org/10.1016/j.compedu.2019.02.002
25. Hmelo-Silver, C. E., Kapur, M., & Reimann, P. (2022). Research on Problem-Based Learning: The Constructivist Framework. Educational Psychologist, 57(2), 73-84.
26. Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in Online Learning: Student Attitudes and Behavior During COVID-19. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.851019
27. Johnson, R., et al. (2019). Generalizability of Student Engagement Models in Higher Education. Journal of Educational Research, 112(4), 345-362. doi:10.1080/00220671.2019.1568952.
28. Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1). https://doi.org/10.1080/17439884.2013.770404
29. Kohnke, L., & Moorhouse, B. L. (2022). Facilitating Synchronous Online Language Learning through Zoom. In RELC Journal. 53(1). https://doi.org/10.1177/0033688220937235
30. Lin, Y., & Nixon, N. (2024). Transitioning to Online Instructions and COVID-19 Response: A View from Mining Emergent College Students Discourse in Online Discussion Forum. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00411-3
31. Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2019). Affect and engagement during small group instruction. Contemporary Educational Psychology, 57, 77-92. https://doi.org/10.1016/j.cedpsych.2019.02.001
33. Martin, F., et al. (2018). Examining Faculty Perception of Their Readiness to Teach Online. Online Learning, 22(3), 97-120. https://doi.org/10.24059/olj.v22i3.1230
34. Smith, A., Jones, B., & Liu, Y. (2022). Leveraging Technology for Student Engagement in Online Courses: A Multi-Case Study. Journal of Educational Multimedia and Hypermedia, 31(4), 385-407. https://doi.org/10.1234/jemh.v31i4.9999
35. Tang, S. F., & Chaw, L. Y. (2013). Readiness for blended learning: Understanding attitude of university students. International Journal of Cyber Society and Education, 6(2), 79-100. https://doi.org/10.7903/ijcse.1086
Published
2025-01-06
How to Cite
KIGUNDU, Stephen.
Engaging e-Learning in Higher Education: An Empirical Student Engagement Model for LMS-Mediated e-Tutorials.
Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, [S.l.], v. 9, n. 1, p. 92-117, jan. 2025.
ISSN 2549-5070.
Available at: <https://e-journal.ivet.ac.id/index.php/matematika/article/view/3350>. Date accessed: 16 july 2025.
doi: https://doi.org/10.31331/medivesveteran.v9i1.3350.
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