The structure of student engagement in online learning: A bi‐factor exploratory structural equation modelling approach

• Published in: Journal of computer assisted learning Vol. 37; no. 4; pp. 1141 - 1153
• Main Authors: Hoi, Vo Ngoc, Le Hang, Ho
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Inc 01.08.2021; Wiley; Wiley Subscription Services, Inc
• Subjects: Ambiguity; bi‐factor ESEM; Distance learning; Educational Environment; Electronic Learning; Factor Analysis; hierarchically ordered constructs; item fallibility; Learner Engagement; Modelling; Multivariate statistical analysis; online learning; Questionnaires; Structural equation modeling; Structural Equation Models; student engagement; Student participation; Students; Undergraduate Students
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12551

Enhancing student engagement plays a critical role in reducing student drop‐out rate in online learning as students usually feel isolated and disconnected in this learning environment. This requires a clear conceptualization of the student engagement construct and its underlying structure. However, the conceptual understanding of the student engagement construct has long been impeded by the inconsistency in its multidimensional structure and the conceptual ambiguity among its components. This study aims to examine the underlying structure of student engagement in online learning based on the bi‐factor exploratory structure equation modelling framework (B‐ESEM). Four competing models representing the underlying structure of student engagement in online learning were compared based on their degree of fit to survey data from 363 students in an online undergraduate program. Students' responses to the online learning engagement questionnaire were best represented by a B‐ESEM model that provided simultaneous assessment of a global engagement factor and specific factors of behavioural, cognitive, affective and social engagement while controlling for item cross‐loadings. However, behavioural engagement only retained limited specificity once the global engagement factor was taken into account. The study findings offer a solution to reconcile the inconsistency in the multidimensional structure of student engagement and reduce the conceptual ambiguity among its components, thus contribute to better measuring student engagement in online learning. Lay Description What is currently known about the subject matter? Student engagement is an important indicator of online learning outcomes and an early sign of student disengagement and dropout. Understanding student engagement in online learning is a critical endeavour that requires adequate conceptualization and operationalization of the construct. The conceptual understanding of student engagement is impeded by the inconsistency in its dimensional structure and the conceptual ambiguity among its components. What does this paper add to the existing body of research? We adopt a bi‐factor exploratory structural equation modelling approach to examine the underlying structure of student engagement in online learning. Students' responses to the online student engagement questionnaire were best represented by a bi‐factor model. The global factor of student engagement and specific components of behavioural, cognitive, affective and social engagement can be simultaneously assessed. Implications of study findings for practitioners The bi‐factor exploratory structural equation model has potential to address concerns about the inconsistency in the multidimensional structure of student engagement in online learning and the conceptual ambiguity among its components. Self‐report items might not be appropriate for the assessment of behavioural engagement as they better represent the global engagement factor. Self‐report items are more suitable for assessing internal psychological processes associated with cognitive, affective and social engagement components.