Influence of Online Learning Quality, Lecturer Support, and Academic Self-Efficacy on Student Engagement

Abstract

The rapid expansion of online learning in higher education has transformed the way students interact with course content, instructors, and peers, making student engagement a critical indicator of learning success. This study investigates the influence of online learning quality, lecturer support, and academic self-efficacy on student engagement in an online learning environment. Using a quantitative research design, data were collected from university students through a structured questionnaire measuring the four key constructs. The data were analyzed using multiple regression analysis to examine the direct effects of each independent variable on student engagement. The results reveal that all three variables—online learning quality, lecturer support, and academic self-efficacy—have significant positive effects on student engagement. Among these, academic self-efficacy emerged as the strongest predictor, indicating that students’ confidence in their academic abilities plays a central role in shaping their level of participation and involvement. Online learning quality also significantly contributes to engagement, emphasizing the importance of well-designed, interactive, and accessible digital learning environments. Additionally, lecturer support was found to positively influence engagement, highlighting the role of instructor presence, feedback, and communication in fostering an engaging learning experience. These findings suggest that improving both structural and psychological aspects of online education can enhance student engagement. The study contributes to the growing body of literature on online learning by providing empirical evidence on key factors that influence engagement and offers practical implications for educators and institutions aiming to optimize online learning experiences.