Development of Student-Engagement-Based Digital Learning Strategies in Higher Education

Abstract

This study aims to understand the development of digital learning strategies based on student engagement in higher education. The phenomena examined include how students experience engagement, faculty-student interactions, the design of participatory activities, and socio-technical barriers in digital learning. A qualitative approach was used with a case study design, involving students, faculty, and e-learning administrators as participants. Data were collected through semi-structured interviews, participant observation, and academic documentation, and were analyzed using thematic analysis. The findings revealed four main themes: the meaning of student engagement, faculty-student interactions, participatory digital learning activities, and socio-technical barriers. These findings indicate that student engagement is influenced by the quality of interactions, pedagogical design, technological support, and socio-cultural context, rather than merely the use of digital platforms. The implications of this research include enriching the theory of student engagement with a focus on student experiences, providing pedagogical practice recommendations for faculty, and offering institutional policy considerations to support inclusive and meaningful digital learning. Further research is recommended to expand the institutional context and types of study programs, as well as to explore phenomenological methods or comparative studies to delve deeper into student engagement strategies.