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Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement Cover

Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement

Open Praxis
Volume 12 (2020): Issue 2
By:  and    
Open Access
|Jun 2019
Figures & tables

Figures & Tables

Table 1

The Cronbach ` coefficients of the Scale of Online Learning Readiness, the e-Learning Styles Scale, and the Student Engagement Scale

ScaleCronbach α
The Scale of Online Learning Readiness.87
The e-Learning Styles Scale.86
The Student Engagement Scale.85

[i] The Cronbach α co-efficients of the scales used in the present study changed between .85 and .87, which indicates that data is reliable.

Figure 1

Histogram and Normal Distribution Curves for the Standardized Predicted Values.

Figure 2

Scattering Diagrams for the Standardized Residual Values and Standardized Predictive Values.

Table 2

Evidence showing that there is no multicollinearity problem with the results obtained

Student Engagement Scale and Factors
CriterionBehavioralAffectiveCognitive
Durbin-Watson1,5-2,51,752,001,87
Tolerance1-R2 > 0,200,59-0,990,52-0,720,64-0,76
VIFVIF < 101,01-1,681,37-1,911,30-1,57
CICI < 3017,23826,4324,64
Table 3

Results of the Multiple Regression Analysis of the Behavioral Engagement Factor

VariableBRDR2bTpPairwise rPartial r
Constant9,2859,952.000
Online Learning ReadinessSelf-directed learning [X1]0,4150,4020,1620,3628,203.000.34.33
Computer/internet self-efficacy[X2]0,1300,4110,0070,0932,096.037.09.08

[i] R = 0,411 R2 = 0,169 F = 53,321 sd = 2;525 p =.000

[ii] Behavioral Engagement = 9,285 + 0,415 X1 + 0,130 X2

Table 4

Results of the Multiple Regression Analysis of the Affective Engagement Factor

VariableBRDR2bTpPairwise rPartial r
Constant7,6994,160.000
Online Learning ReadinessLearner control [X1]0,6830,2860,0820,2354,854.000.21.20
Self-directed -learning [X2]0,3330,3040,0110,1733,029.003.13.13
Motivation for learning [X3]-0,3970,3200,010-0,176-3,089.002-.13-.13
Online communication self-efficacy [X4]0,2990,3330,0080,1122,221.027.10.09

[i] R = 0,333 R2= 0,111 F = 16,308 sd = 4;523 p = .000

[ii] Affective Engagement = 7,699 + 0,683 X1 + 0,333 X2 – 0,397 X3 + 0,299 X4

Table 5

Results of the Multiple Regression Analysis of the Cognitive Engagement Factor

VariableBRDR2bTpPairwise rPartial r
Constant8,4105,618.000
Online Learning ReadinessSelf-directed learning [X1]0,6650,5000,2500,3838,418.000.35.30
Learner control [X2]0,2770,5100,0100,1052,488.015.11.09
e-Learning StylesAudio-visual -learning style [X3]0,1590,5320,0230,1593,766.000.16.14
Logical learning style [X4]-0,3100,5440,013-0,177-4,267.000-.19-.15
Intuitive learning style [X5]0,2820,5610,0190,1603,760.000.16.14

[i] R = 0,561 R2= 0,315 F = 47,846 sd = 5;521 p = .000

[ii] Cognitive Engagement = 8,410 + 0,665 X1 + 0,277 X2 + 0,159 X3 – 0,310 X4 + 0,282 X5

DOI: https://doi.org/10.5944/openpraxis.12.2.1072 | Journal eISSN: 2304-070X
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Language: English
Page range: 175 - 189
Submitted on: Dec 19, 2019
Accepted on: Apr 15, 2020
Published on: Jun 30, 2019
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
Student engagement,
online learning readiness,
e-learning style

© 2019 Esin Ergün, Fatma Betül Kurnaz Adıbatmaz, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

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