Students' interaction with online learning activities : the role of study strategies and goals and computer attitudes

In this paper we report on a study examining the impact of individual factors students bring to online learning on the nature and extent of their engagement. Whether computer attitudes, study goals and subject interest effect students’ interaction with online coursework and how this influences learning outcomes is discussed. The results of the study suggest that designing online learning activities with opportunities for interactivity is not sufficient to engage students’ interest. In our study many students chose not to attempt the online coursework even though the material was assessable. Those who did failed to take advantage of the opportunities for interactivity available to them in the program. However, the post-test scores on the knowledge test showed that these students did learn more about the subject as a result of completing the workshop. By understanding factors that influence engagement with online learning it is hoped to better understand how to structure and deliver these types of activities to maximize their impact on student learning. Determining how to encourage students to attempt online coursework in the first place and then to interact with the material more constructively is the next step needed to successfully integrate online learning activities into the curriculum.

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