Unpacking the dynamics of online learning in higher education through the interplay of engagement, readiness and attitudes

被引：0

作者：

Mensah Prince Osiesi ^{[1
]}

Musa Adekunle Ayanwale ^{[2
]}

Stella Oluwakemi Olatunbosun ^{[3
]}

Tolulope Oluwatoyin Olayiwola-Adedoja ^{[4
]}

Sikeade Mercy Adegboyega ^{[5
]}

Ogechukwu Rose Appah ^{[6
]}

Jamiu Oluwadamilare Amusa ^{[7
]}

机构：

[1] Nelson Mandela University,Postgraduate Studies Department

[2] University of Johannesburg,Department of Mathematics, Science and Technology Education, Faculty of Education

[3] University of Johannesburg,Department of Educational Psychology, Faculty of Education

[4] Federal University Oye Ekiti,Department of Guidance and Counselling, Faculty of Education

[5] Federal University Oye-Ekiti,Department of Science Education, Faculty of Education

[6] Federal College of Forestry,Department of Basic Science & General Studies

[7] National Open University of Nigeria,Department of Science Education, Faculty of Education

来源：

Discover Education | / 4卷 / 1期

关键词：

Online learning engagement; Online readiness; Attitudes toward online learning; Higher education; Academic achievement;

D O I：

10.1007/s44217-025-00508-4

中图分类号：

学科分类号：

摘要：

We explored the relationships among university student’s gender, online learning engagement, attitudes toward online learning, readiness, and academic achievement in a public university. While previous research highlights the importance of these factors in online learning, their combined effects remain underexplored, particularly in the Nigerian context. We employed a quantitative research design, collecting data from 353 students through a structured questionnaire. Descriptive statistics, correlation analysis, and multiple regression were used for data analysis. Our results reveal that students exhibit high engagement, readiness, and positive attitudes toward online learning. However, none of these factors significantly predicted academic achievement, suggesting that success in online learning may depend on other elements, such as instructional quality and technological infrastructure. Gender also showed no significant impact on performance. We emphasize the need for a holistic approach to online education, focusing on systemic improvements in teaching practices, course design, and support systems to enhance student success.

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