The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments
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[1] Chung-Ang University
Chung-Ang University
Corea del Sur
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- Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 16, 2019
- Idioma: inglés
- Enlaces
- Dialnet Métricas: 7 Citas
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Resumen
University students, who are assumed to be digital natives, are exposed to campus e-learning environments to improve their academic performance at the beginning of their academic careers. However, previous studies of students ’ perceptions of e- learning demonstrate a lack of consistent results with respect to the prediction of their academic achievement. The goal of this study was to examine university students ’ perceptions of e-learning, based on their experiences, and the mediating roles of academic engagement and digital readiness within the university context of an e-learning environment for academic achievement. A total of 614 undergraduate students enrolled in a Korean university participated in this study. Using a partial least squares model to develop the theory, we examined students engaging in university e-learning environments in relation to their perceptions of e-learning, digital readiness, academic engagement, and academic achievement (i.e., grade point average). The results are significant for the importance of students ’ academic engagement and digital readiness as mediators in their perceptions of e-learning predicted by academic achievement. Although students positively perceived e- learning experiences on campus, they must have strong digital skills to perform academic work and commit to effortful involvement in the context of academic learning in university e-learning environments. Our results provide practical implications for ways to enhance effective adoption of e-learning environments by college students, educators, and administrators.
