Publication Date

2025

Document Type

Dissertation/Thesis

First Advisor

Hunt, Rebecca D.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Abstract

The continuing need to understand and evaluate student engagement, specifically in the online learning environment, is critical for researchers and instructional designers. To design online learning for optimal learning outcomes, researchers must account for the individual cultural and cognitive characteristics of the learner. By examining cultural attributes of the learner, instructional designers will be able to design online instruction as a more inclusive learning environment. This quantitative, explanatory correlational research study aimed to investigate the relationship between learner cultural attributes and online student engagement. Additionally, how learner socio-demographic factors and online learning self-efficacy are related to online student engagement were explored. This study used Hofstede’s Cultural Dimensions, Sociocultural Theory, and Bandura’s Self-Efficacy theory to explain the influence of various factors on student engagement in an online learning environment. Hofstede’s cultural dimensions was the lens by which learner cultural attributes were identified. Quantitative methods were used to collect data from 358 survey respondents at two public universities in Illinois. A blockwise regression analysis was used to evaluate the relationship among online student engagement and cultural dimensions, self-efficacy, and socio-demographic factors (race, age, gender, income and education level). Among socio-demographic factors, age, income, and education level were significant factors that inform online student engagement. The findings show there is a strong, positive statistically significant relationship between self-efficacy and online student engagement. Learners who identified with the cultural attributes of Uncertainty Avoidance, Masculinity/Femininity and Long-Term Orientation also tended to show increased online engagement. These findings will be useful in providing instructional designers, faculty, and administrators with research-based data that may inform online instruction strategies, and online course development practices to support diverse online learners and increase online student engagement.

Extent

176 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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