Revisiting online learner engagement: exploring the role of learner characteristics in an emergency period

Abstract

This study aims to investigate the influence of learners’ characteristics on their engagement during online education due to the COVID-19 pandemic. The investigated learner characteristics included digital literacy, self-directed learning, motivation for learning, and perceived stress. The data were collected from the undergraduate learners and the proposed moderated mediation model was tested. The findings showed that all learner characteristics are significant predictors of online learner engagement. Besides, self-directed learning and motivation significantly mediate the relationship between digital literacy and engagement while perceived stress significantly moderates the relationship of digital literacy with self-directed learning, but not with motivation for learning.

Keywords:

• Online learning
• engagement
• digital literacy
• self-directed learning
• motivation
• stress
• COVID-19

Additional information

Notes on contributors

Mehmet Kara

Mehmet Kara has a doctoral degree in the field of Computer Education and Instructional Technology. He is currently an Assistant Professor at Amasya University, Turkey. His research interests include open and distance learning, computing education, and teacher training.