An Empirical Study On College Students’ Learning Engagement And Its Influencing Factors In Online Learning Environment

Online learning is a new learning environment consisting of multimedia online learning resources,online learning communities and online technology platforms.It has the advantage of not being restricted by time,place and space,and can maximize the use of educational resources,effectively reduce learning costs and improve learning efficiency.Among the indicators for measuring the quality of online teaching and learning,learner engagement in learning is one of the key indicators.Student engagement affects the quality of online learning,and student engagement is influenced by a number of factors.In this paper,we analyse university students’ engagement in learning and its influencing factors from different dimensions,such as teachers,students,learning peers and learning environment,and use empirical analysis to examine the path coefficients between the factors,which is an important reference for understanding university students’ needs and taking targeted measures to improve their engagement in learning.The main research work carried out is as follows:1.Model construction.On the basis of the literature review,based on the social cognitive theory,the triadic interaction determinism,the Skinner and James model and Fredricks’ "classical three elements",the learning engagement is divided into behavioral engagement,cognitive engagement and affective engagement,with self as the core influencing factor.Taking into account other factors,the model of online learning engagement of college students was constructed and the research hypothesis was put forward.2.Questionnaire development.On the basis of literature research and interviews,a questionnaire was designed to understand the basic information of learners,their engagement in online learning and the degree of influence of each factor.The questionnaire was distributed by random sampling with the help of the Questionnaire Star platform,and 669 questionnaires were collected,of which 613 were valid.3.Data analysis.The SPSS28.0 software and Smart PLS3.3.9 software were used to conduct descriptive statistical analysis,statistical analysis of differences and model path test for each variable on the collected data.The data revealed that:(1)the self-factor had a significant positive effect on college students’ engagement in learning;(2)The teacher factor has a significant positive effect on the engagement of university students in learning;(3)The peer factor has a significant positive effect on the engagement of students in online learning;(4)The environmental factors have a significant positive influence on the behavioral and cognitive inputs in the online learning engagement of college students,but have no significant influence on the emotional input in the learning engagement.4.Suggestions for countermeasures.In response to the above analysis,four suggestions were made from different perspectives:(1)Students: stimulate motivation,enhance self-efficacy,reduce cognitive load and improve academic emotions;(2)Teachers: improve information literacy,optimise online course arrangements,and play a positive role as teachers;(3)Peers: strengthen peer support,promote peer interaction and positive peer-to-peer influence;(4)Environment: strengthen the construction of online platforms and enrich online course resources.