ISSN: 2222-6990
Open access
Online learning is now at the forefront of the educational landscape because of the recent COVID-19 pandemic, which calls for the quick adoption and integration of innovative technology-learning strategies that promote continuous learning. Hence, this quantitative study sought to increase student engagement in an online learning environment by examining how the environment, behavior, and cognition affect how well students perceive their learning experiences. A total of 255 respondents from public universities in Malaysia were gathered using a questionnaire that was adapted from a previous study by Martin & Bolliger (2018). There are four sections with related questions to measure the three types of interaction in online learning. In general, the results revealed that the learner-to-instructor and the learner-to-content interaction are considered significant elements that may make or break the online learning environment. The study's results may be used as a guide for educators and learners to enhance the present and future performance in the online learning environment.
Abbas, T. M. (2016). Predictors of satisfaction among nontraditional students in tourism and hospitality higher education: A structural equation modeling approach. Journal of Hospitality and Tourism Education, 28(3), 113–126.
https://doi.org/10.1080/10963758.2016.1189830.
Abdallah, M., Mohammadnoor, I., Abdallah, S., & Hanan, L. (2020). Student engagement level in an e-Learning environment: clustering using K-means. American Journal of Distance Education,34(2),137-156.
https://doi.org/10.1080/08923647.2020.1696140.
Agustina, D., Matra, S. D., & Karimah, S. (2020). Challenges of having online learning activities: university students’ perspectives. In the International English Language Teachers and Lecturers Conference. Malang: Universitas Negeri Malang (pp. 9-14).
Alzahrani, L., & Seth, K. P. (2021). Factors influencing students’ satisfaction with continuous use of learning management systems during the COVID-19 pandemic: An empirical study. Education and Information Technologies, 26(6), 6787–6805. https://doi.org/10.1007/s10639-021-10492-5.
Pratama, A. H. F., & Arief, S. (2019). Pengaruh pemanfaatan e-learning, lingkungan teman sebaya, dan motivasi belajar terhadap prestasi belajar. J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial), 6(1), 1. https://doi.org/10.18860/jpips.v6i1.7811.
Andoh, C. B. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8(1) pp. 136-155.
Arifiati, N., Nurkhayati, E., Nurdiawati, E., Pamungkas, G., Adha, S., Purwanto, A., Julyanto, O., & Azizi, E. (2020). University students online learning system during covid-19 pandemic: advantages, constraints and solutions. In Systematic Reviews in Pharmacy, 11(7).
Arkorful, V. (2014). The role of e-learning, advantages and disadvantages of
its adoption in higher education. 2. 396.
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments, Distance Education, 40:1, 133-148,
DOI:10.1080/01587919.2018.1553562.
Attardi, S. M., Barbeau, M. L., & Rogers, K. A. (2018). Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students. Anatomical Sciences Education 11: 592–604.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bao, W. (2020). COVID ?19 and online teaching in higher education: A case study of
Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191.
Banna J., Grace, L. M. F., Stewart, M., Fialkowski, M. K. (2015). Interaction matters: Strategies
to promote engaged learning in an online introductory nutrition course. J Online Learn Teach,11(2), 249-261.
Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students' online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and information technologies, 26(6), 7321–7338.
https://doi.org/10.1007/s10639-021-10589-x.
Chauhan, S., Goyal, S., Bhardwaj, A. K., & Sergi, B. S. (2022). Examining continuance intention in business schools with digital classroom methods during COVID-19: a comparative study of India and Italy. Behaviour and Information Technology, 41(8), 1596–1619. https://doi.org/10.1080/0144929X.2021.1892191.
Cohen, J. A. (2020). A fit for purpose pedagogy: online learning designing and
teaching. Development and Learning in Organizations, 35(4), 15–17. https://doi.org/10.1108/DLO-08-2020-0174.
Colorado, J. T., & Eberle, J. (2012). Student demographics and success in online
learning environments. Emporia State Research Studies, 46(1), 4-10.
Dewantoro, A., & Rachmawati, I. (2020). Analysis of Evaluation and Exploratory
Studies on Student’s Resilience of Online Learning during Pandemic of Covid-19. https://ejournal.radenintan.ac.id/index.php/konseli.
Dixson, M. D. (2010). Creating effective student engagement in online courses: What
do students find engaging? Journal of the Scholarship of Teaching and Learning, 1-13.
Elayan, N. T. F. (2021). Advantages and Disadvantages of University Online
Learning from (Doctoral dissertation, Middle East University).
Fatonia, N. A., Nurkhayatic, E., Nurdiawatid, E., Fidziahe, G. P., Adhag, S., Irawanh,
A. P., & Azizik, E. (2020). University students online learning system during Covid-19 pandemic: Advantages, constraints and solutions. Systematic reviews in pharmacy, 11(7), 570-576.
Ghazali, A. F., Othman, A. K., Sokman, Y., Zainuddin, N. A., Suhaimi, A., Mokhtar, N.
A., & Yusoff, R. M. (2021). Investigating social cognitive theory in online distance and learning for decision support: The case for community of inquiry. International Journal of Asian Social Science, 11(11), 522–538.
https://doi.org/10.18488/journal.1.2021.1111.522.538.
Gillett-Swan, J. (2017). The challenges of online learning: supporting and engaging
the isolated learner. J. Learn. Design 10, 20–30. doi: 10.5204/jld. v9i3.293.
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student
engagement: an empirical study of MOOC videos. In Proc. L&S 2014 (pp. 41–50). New York: ACM Press.
Hermawan, D. (2021). The rise of e-learning in covid-19 pandemic in private
university: challenges and opportunities. IJORER: International Journal of Recent Educational Research, 2(1), 86-95.
Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022) Engagement in online
learning: Student attitudes and behavior during COVID-19. Front. Educ, 7. doi: 10.3389/feduc.2022.851019.
Ilias, A., Baidi, N., Ghani, E. K., & Razali, F. M. (2020). Issues on the use of online
learning: an exploratory study among university students during the COVID-19 pandemic. Universal Journal of Educational Research, 8(11), 5092-5105.
Jie, C. Y., & Ali, N. M. (2021). COVID-19: What are the challenges of online
learning? A literature review. International Journal of Advanced Research in Future Ready Learning and Education, 23(1), 23-29.
Kabir, A., David, A. J., & Christine, M. (2020). Challenges of online learning in Nigeria. Proceedings of the Seventh ACM Conference on Learning @ Scale (L@S '20). Association for Computing Machinery, New York, NY, USA, 417–420.
King, K. (2014). 8 China’s Higher Education Engagement with Africa: A Different Partnership and Cooperation Model? Open Edition Journal, (5),149-173.
https://doi.org/10.4000/poldev.1788.
Krause, K. L., & Coates, H. (2008). Students’ engagement in first-year university. Assessment and evaluation in higher education,33(5),493–505.
https://doi.org/10.1080/02602930701698892.
Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, (141), 5–20. doi:10.1002/ir.v2009:141.
Ladyshewsky, R. (2013). Instructor presence in online courses and student satisfaction. The International Journal for the Scholarship of Teaching and Learning, 7(1), 1-23. Available at: https://doi.org/10.20429/ijsotl.2013.070113.
Lear, J. L., Ansorge, C., & Steckelberg, A. (2010). Interactivity/community process model for the online education environment. Journal of online learning and teaching, 6(1), 71-77.
Lim, C. P. (2004). Engaging learners in online learning environments. TechTrends, 48(4), 16.
Lim, J. R. N., Rosenthal, S., Sim, Y. J. M., Lim, Z. Y., & Oh, K. R. (2021). Making
online learning more satisfying: the effects of online-learning self-efficacy, social presence and content structure. Technology, Pedagogy and Education, 30(4), 543–556. https://doi.org/10.1080/1475939X.2021.1934102.
Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning,22(1), 205- 222. doi:10.24059/olj.v22i1.1092.
Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of
Distance Education, 3(2), 1-7.
http://aris.teluq.uquebec.ca/portals/598/t3_moore1989.pdf.
Moore, J. (2014). Effects of online interaction and instructor presence on students’
satisfaction and success with online undergraduate public relations courses. Journalism & Mass Communication Educator, 69(3), 271-288. Available at: https://doi.org/10.1177/1077695814536398.
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during covid-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4), S27–S31.
https://doi.org/10.12669/pjms.36.COVID19-S4.2785.
Nassr, R. M., Aborujilah, A., Aldossary, D. A., & Aldossary, A. A. A. (2020). Understanding education difficulty during covid-19 lockdown: Reports on Malaysian university students’ experience. IEEE Access, 8, 186939–186950.
https://doi.org/10.1109/ACCESS.2020.3029967.
Paudel, P. (2021). Online education: Benefits, challenges and strategies during and
after COVID-19 in higher education. International Journal on Studies in Education, 3(2), 70-85.
Perets, E. A., Chabeda, D., Gong, A. Z., Huang, X., Fung, T. S., & Ng, K. Y. (2020). Impact of the emergency transition to remote teaching on student engagement in a non-stem undergraduate chemistry course in the time of COVID-19.J. Chem Educ,97(9), 2439–2447. doi: 10.1021/acs.jchemed.0c00879.
Rahmat, N. H. (2018). Educational psychology: A tool for language research. PEOPLE: International Journal of Social Sciences,4(2), 655-668.
http://dx.doi.org/10.20319/pijss.2018.42.655668.
Rahmat, N. H., Wahid, H., Dzuradeen, N., & Kadir, N. (2020). Are students engaging in online classroom?European Journal of Education Srudies, 7(12). 212-222. doi:10.46827/ejes.v7i12.3408.
Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning: A
meaningful synthesis for educators. Quarterly Review of Distance Education, 12(2).
Ryan, J. J. D., & Denis, D. E. (2022). Challenges and
opportunities of online learning in the Philippine context: Thriving in the New Normal. 13th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E) (IC4E 2022). Association for Computing Machinery, New York, NY, USA, 178–183.
Simamora, R. M. (2020). The Challenges of online learning during the COVID-19
pandemic: An essay analysis of performing arts education students. Studies in Learning and Teaching, 1(2), 86-103.
Siron, Y., Wibowo, A., & Narmaditya, B. S. (2020). Factors affecting the adoption of
e-learning in indonesia: lesson from COVID-19. Journal of Technology and Science Education, 10(2), 282--295-. https://doi.org/10.3926/jotse.1025.
Tareen, H., & Haand, M. T. (2020). A case study of UiTM post-graduate students’
perceptions on online learning: Benefits & challenges. International Journal of Advanced Research and Publications, 4(6), 86-94.
Tuovinen, J. E. (2000). Multimedia distance education interactions. Educational
Media International, 37(1), 16-24.
University Tecnology Malaysia. (2021). Online distance learning. UTM News
Hub(italic).https://news.utm.my/2021/07/online-distance-learning-odl-traditionally-defined-as-the-geographically-separated-students/.
Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction,
course design, and evaluation in distance education. International journal of educational telecommunications, 6(4), 339-362.
Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: Do
perceptions and readiness matter? Distance Education, 41(1), 48–69. https://doi.org/10.1080/01587919.2020.1724768.
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without
stopping learning: China’s education emergency management policy in the COVID-19 outbreak J. Risk Financial Manage. 13 55.
Zizka, L., & Probst, G. (2022). Learning during (or despite) COVID-19: business
students’ perceptions of online learning. Quality Assurance in Education. https://doi.org/10.1108/QAE-12-2021-0188.
In-Text Citation: (Sokman et al., 2022)
To Cite this Article: Sokman, Y., Azizan, N., Othman, A. K., Musa, M. H., Aziz, A. A., & Sakkanayok, K. (2022). Exploring Online Environment: The Case For Social Cognitive Theory. International Journal of Academic Research in Business and Social Sciences, 12(9), 1352 – 1371.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode