The impact of technological and social factors on students’ engagement in online learning: Evidence based on self-determination theory

Abstract

This study addresses and investigates university students’ engagement and perspectives on utilising online learning in Bangladesh. The goal of this study is to pinpoint the variables that affect students' engagement technologically and socially and to understand the level of students' engagement in an online learning environment. This research used the quantitative method. The respondents to this research were undergraduate and postgraduate students from both private and public universities in Bangladesh, located in different locations. The number of respondents was 201. A structured questionnaire obtained via Google Form was used to determine the level of engagement and understanding of using online learning. SPSS was used to analyse the data that had been gathered. Outcome has demonstrated that the technological factor influences students’ engagement, such as the necessity of a device or gadget. Also, social factors like engagement in classes and mental health issues positively influence students’ engagement in online learning. Overall engagement in online classes is low because there is less communication and assistance from classmates, and students' engagement during online learning is influenced by mental health issues. The self-determination theory has been adopted to represent this study’s variables and also to understand students’ engagement in online learning. This research's recommendations, based on the findings, include the necessity for serious measures to support students' psychological wellbeing and their personal and financial concerns, and that more engagement with classmates should be ensured and improved by the academicians and university authority.