Date

12-4-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Jeffrey S. Savage

Keywords

engagement, online learning, post-secondary, course clarity, utility value

Disciplines

Curriculum and Instruction

Abstract

The purpose of this quantitative, predictive, correlational study was to examine how well course clarity and utility value predict student engagement among online learners at a Canadian post-secondary institution. This study is important because it can provide educators and curriculum developers with insights into the factors that positively impact student engagement. Supporting student engagement ensures learners receive a beneficial education and that the institution delivers relevant, engaging programming to retain its students. The sample comprised 68 online post-secondary learners studying at a college in Canada. Data were collected using portions of the Online Learning Climate Scale, the Expectancies and Values in Higher Education Instrument, and the Online Student Engagement Scale, sent via their online learning management system and hosted on the online survey platform Qualtrics. The results of the multiple linear regression analysis indicated a significant predictive relationship between student engagement and course clarity and utility value. These results indicate that course clarity and utility value do impact student engagement scores. It is recommended that further research examine diversity within the demographic sample, compare asynchronous and synchronous online learning environments, and employ a mixed-methods methodology to gain a more comprehensive understanding of online student engagement.

Download

Share

COinS