Student engagement model for collaborative technology in online learning

Online learning is crucial in assisting teachers and students in their learning process anywhere and anytime. Previous research shows learning technology can improve students’ learning. However, despite the widespread use of technology in education, many students still lack of engagement in online learning. Technology itself does not guarantee active participation as students may feel disconnected, passive, or unmotivated during online lessons. Therefore, this research highlights the opportunity to investigate the use of collaborative technology which can help to increase social presence for improving student engagement in online learning. Considering this point, this research aims to explore existing frameworks and models, to design student engagement model for collaborative technology usage in online learning and to validate student engagement model for collaborative technology usage in online learning. Initially, this research has reviewed existing frameworks and models that are related to student engagement and collaborative technology. Next, enhanced student engagement model is designed and validated by using multiple linear regression statistical analysis. This research has quantitatively conducted survey with 300 to 500 secondary school students as the respondents which aged between 13 to 15 years old with no record of disability. This research has discovered that collaborative technology and social presence as independent variables have significant relationship with student engagement as dependent variable. To elaborate, the model examining collaborative technology, social presence, and student engagement is not only theoretically related but also supported by the statistical analysis. The results also show that the model is accurate, reliable and capable of producing valid conclusions. Furthermore, the research findings contribute to the body of knowledge of collaborative technology for student engagement, hence, it may become as an alternative strategy to guide teachers in strengthening students’ connectedness in online learning. As for the research limitation, it has addressed student engagement issues in online learning without focusing on any specific subjects and excluded students with disability. For future recommendations, this research can be extended to disabled students or for certain subjects which involves student engagement during online learning process.