Investigating Student Strategy in Online Learning: The Role of Student Interaction and Engagement in Online Distance Learning among UiTM Students

Fauziah Saadah Abdul Halim, Turisiana Ahmad Buhari, Dr Noor Hanim Rahmat and Dr Lee Sze Seau
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Fauziah Saadah Abdul Halim: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia
Turisiana Ahmad Buhari: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia
Dr Noor Hanim Rahmat: Associate Professor, Akademi Pengajian Bahasa, Universiti Teknologi MARA, Pasir Gudang, Johor, Malaysia
Dr Lee Sze Seau: Faculty of Social Sciences and Liberal Arts, USCI University, Kuala Lumpur, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 8, 4104-4118

Abstract: The increasing accessibility and flexibility of online distance learning have transformed the educational domain. Despite positive changes, the effectiveness of online learning still hinges on student interaction and engagement. The study explored engagement strategies for students in online distance learning. Participants completed a 19-item Likert-scale survey based on Moore’s (1993) three types of interaction: learner-to-learner, learner-to-instructor, and learner-to-content. The survey, adapted from Martin and Bolliger’s (2018) framework, addressed effective strategies for enhancing these interactions and identified the most and least valuable engagement strategies. Survey results showed that students generally prefer peer support to motivate task completion, a teaching style that encourages active participation, and user-friendly content. Students highly value active participation, multiple communication tools for staying connected, instructor encouragement, ongoing interactions after classes, peer support, and content accessibility. Nevertheless, they place less importance on immediate assistance from asynchronous activities, online activities that enhance critical thinking, seeking help from peers, collaborative learning for understanding, and synchronous activities offering immediate assistance. The findings can add to the body of knowledge and improve online distance education by further researching strategies and impacts on different types of learners, learning styles, and diverse cultural backgrounds to foster equality and inclusion in online education.

Date: 2024
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