What do students engage with the most? A comparative study between high and low achieving students within online learning environments

ABSTRACT

The purpose of the study was to explore the difference in student engagement between high achieving and low achieving senior undergraduate students who took all their courses entirely online at United States (US) higher education institutions. It aims to evaluate student engagement variables and compare them with student achievement to help instructors and institutions detect areas for improvement in student engagement that might impact student learning and achievement. This study analysed data collected from undergraduate senior-level students who responded to the National Survey of Student Engagement (NSSE) in the academic year of 2015/2016. Seven variables of student engagement were analysed. Results of the study show that high achieving students were significantly higher than low achieving students in higher-order learning, reflective and integrative learning, learning strategies, quantitative reasoning, and effective teaching practices. However, low achieving students were significantly higher than high achieving students in student–faculty interaction. No significant differences were found in collaborative learning.

KEYWORDS:

• Student engagement
• student achievement
• online learning
• NSSE

Disclosure statement

The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Additional information

Funding

The author received no financial support for the research, authorship, and/or publication of this article.

Notes on contributors

Emtinan Alqurashi

Dr. Emtinan Alqurashi earned her doctoral degree in Instructional Technology and Leadership from Duquesne University, United States and earned her master’s degree in Digital Technologies, Communication and Education from The University of Manchester, United Kingdom. Dr. Alqurashi currently works at Temple University’s Center for the Advancement of Teaching. In her role, she facilitates workshops, webinars, faculty learning communities, book groups and more to improve online learning and enhance teaching and learning through the integration of educational technology in face-to-face, online, flipped, and hybrid classes. Her research interests include online learning and the integration of technology to improve teaching and learning.