Influencing Factors of Learners’ Cognitive Engagement in an Online Learning Environment

This study used the Pedagogical Affordance-Social Affordance-Technical Affordance (PST) model as basis in designing a questionnaire to investigate the influencing factors of learners’ cognitive engagement in an online learning environment. Moreover, the influencing degrees of educational, social, an...
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Gespeichert in:

Autor*in:	Lin Lin [verfasserIn] JunYi Wang [verfasserIn] XianYun Meng [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	Online learning environment Learners Cognitive engagement PST model Technological affordance Educational affordance

Übergeordnetes Werk:	In: International Journal of Emerging Technologies in Learning (iJET) - Kassel University Press, 2017, 17(2022), 17
Übergeordnetes Werk:	volume:17 ; year:2022 ; number:17

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3991/ijet.v17i17.33851

Katalog-ID:	DOAJ078898420

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callnumber-first	T - Technology
author	Lin Lin
spellingShingle	Lin Lin misc T58.5-58.64 misc Online learning environment misc Learners misc Cognitive engagement misc PST model misc Technological affordance misc Educational affordance misc Education misc L misc Information technology Influencing Factors of Learners’ Cognitive Engagement in an Online Learning Environment
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topic_title	T58.5-58.64 Influencing Factors of Learners’ Cognitive Engagement in an Online Learning Environment Online learning environment Learners Cognitive engagement PST model Technological affordance Educational affordance
topic	misc T58.5-58.64 misc Online learning environment misc Learners misc Cognitive engagement misc PST model misc Technological affordance misc Educational affordance misc Education misc L misc Information technology
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title	Influencing Factors of Learners’ Cognitive Engagement in an Online Learning Environment
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title_full	Influencing Factors of Learners’ Cognitive Engagement in an Online Learning Environment
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title_sort	influencing factors of learners’ cognitive engagement in an online learning environment
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title_auth	Influencing Factors of Learners’ Cognitive Engagement in an Online Learning Environment
abstract	This study used the Pedagogical Affordance-Social Affordance-Technical Affordance (PST) model as basis in designing a questionnaire to investigate the influencing factors of learners’ cognitive engagement in an online learning environment. Moreover, the influencing degrees of educational, social, and technological affordances on learners’ cognitive engagement in an online learning environment were estimated. Research results demonstrated that the overall Cronbach’s α of the questionnaire was 0.883, KMO was 0.859, and cumulative variance interpretation rate after rotation was 79.199%. Thus, the designed questionnaire has very good reliability and validity. Educational affordance can significantly improve learners’ superficial and deep learning engagements. Social and technological affordances can significantly increase learners’ superficial learning engagement, but they cannot significantly increase deep learning engagement. Online learning contact time has significant differences under the 1% and 10% levels. Research results can provide some references to explore the relationship between the PST model and cognitive engagement and improve the overall affordance of an online learning environment.
abstractGer	This study used the Pedagogical Affordance-Social Affordance-Technical Affordance (PST) model as basis in designing a questionnaire to investigate the influencing factors of learners’ cognitive engagement in an online learning environment. Moreover, the influencing degrees of educational, social, and technological affordances on learners’ cognitive engagement in an online learning environment were estimated. Research results demonstrated that the overall Cronbach’s α of the questionnaire was 0.883, KMO was 0.859, and cumulative variance interpretation rate after rotation was 79.199%. Thus, the designed questionnaire has very good reliability and validity. Educational affordance can significantly improve learners’ superficial and deep learning engagements. Social and technological affordances can significantly increase learners’ superficial learning engagement, but they cannot significantly increase deep learning engagement. Online learning contact time has significant differences under the 1% and 10% levels. Research results can provide some references to explore the relationship between the PST model and cognitive engagement and improve the overall affordance of an online learning environment.
abstract_unstemmed	This study used the Pedagogical Affordance-Social Affordance-Technical Affordance (PST) model as basis in designing a questionnaire to investigate the influencing factors of learners’ cognitive engagement in an online learning environment. Moreover, the influencing degrees of educational, social, and technological affordances on learners’ cognitive engagement in an online learning environment were estimated. Research results demonstrated that the overall Cronbach’s α of the questionnaire was 0.883, KMO was 0.859, and cumulative variance interpretation rate after rotation was 79.199%. Thus, the designed questionnaire has very good reliability and validity. Educational affordance can significantly improve learners’ superficial and deep learning engagements. Social and technological affordances can significantly increase learners’ superficial learning engagement, but they cannot significantly increase deep learning engagement. Online learning contact time has significant differences under the 1% and 10% levels. Research results can provide some references to explore the relationship between the PST model and cognitive engagement and improve the overall affordance of an online learning environment.
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title_short	Influencing Factors of Learners’ Cognitive Engagement in an Online Learning Environment
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