Factors Influencing Student Engagement in Online Learning at Universities

Titi Hendrawati; Suherman

Authors

Titi Hendrawati STAI Haji Agus Salim Author
Suherman STAI Haji Agus Salim Author

Keywords:

Student engagement, Online learning, Self-regulation, Instructional design, Higher education

Abstract

This study aims to examine the factors influencing student engagement in online learning at universities. The main problem addressed in this study is the low and uneven level of student engagement in online classes, especially in terms of participation, motivation, interaction, and self-regulated learning. This study used a quantitative approach with a survey design. The participants were 240 undergraduate students at STAI Haji Agus Salim who had participated in online learning for at least two semesters. Data were collected using a structured questionnaire based on five main variables: self-regulation, instructional design, academic social interaction, technological readiness, and institutional support. The data were analyzed using descriptive statistics, correlation analysis, and multiple linear regression. The findings show that self-regulation, instructional design, academic social interaction, technological readiness, and institutional support have a positive and significant effect on student engagement in online learning. Among these factors, instructional design and self-regulation were the strongest predictors of student engagement. These results indicate that student engagement in online learning is shaped by both individual learning capacity and the quality of the digital learning environment. The study concludes that universities need to strengthen interactive instructional design, improve digital infrastructure, provide consistent platform support, and help students develop self-regulated learning skills. This study contributes to the development of online learning theory and offers practical implications for improving student engagement in higher education.

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