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<p>This study investigates the employability skills of engineering students in southern Tamil Nadu during the COVID-19 pandemic, focusing on the development of technical and soft skills through online education. It also explores how learning analytics mediates the relationship between students perceived learning analytics support as a mediating variable, their knowledge of e-learning, and employability outcomes. A structured questionnaire was used to gather information from 156 undergraduate engineering students about employability outcomes, e-learning utility, along with e-learning skills and knowledge. Cronbach’s alpha, Composite Reliability, as well as AVE were used to confirm validity and reliability. Covariance-Based Structural Equation Modelling (CB-SEM) using AMOS was employed to examine direct and mediation relationships among the variables. Learning analytics shows a significant positive association with employability skills (β = 0.385, <i>p</i> &lt; 0.001) and has a strong direct effect on e-learning usefulness (β = 0.295, <i>p</i> &lt; 0.001). Furthermore, it mediates the influence of e-learning knowledge on employability (β = 0.340, <i>p</i> &lt; 0.001) and partially mediates the association among e-learning interaction as well as employability (β = 0.180, <i>p</i> = 0.001). Results demonstrate the value of learning analytics in improving online education for employability skills development. The study offers recommendations for educators, institutions, and policymakers to align engineering education with industry skill requirements.</p>

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An Investigation into the Influence of Online Learning on the Employability Skills of Engineering Students

  • 期刊论文

  • 发表日期：

    2026年4月6日

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  • G. Haneesha,
  • R. Sujithra,
  • V. Bini Marin,
  • A. S. Afna,
  • F. Dinusha Masil,
  • M. Muthu Kumari

摘要

This study investigates the employability skills of engineering students in southern Tamil Nadu during the COVID-19 pandemic, focusing on the development of technical and soft skills through online education. It also explores how learning analytics mediates the relationship between students perceived learning analytics support as a mediating variable, their knowledge of e-learning, and employability outcomes. A structured questionnaire was used to gather information from 156 undergraduate engineering students about employability outcomes, e-learning utility, along with e-learning skills and knowledge. Cronbach’s alpha, Composite Reliability, as well as AVE were used to confirm validity and reliability. Covariance-Based Structural Equation Modelling (CB-SEM) using AMOS was employed to examine direct and mediation relationships among the variables. Learning analytics shows a significant positive association with employability skills (β = 0.385, p < 0.001) and has a strong direct effect on e-learning usefulness (β = 0.295, p < 0.001). Furthermore, it mediates the influence of e-learning knowledge on employability (β = 0.340, p < 0.001) and partially mediates the association among e-learning interaction as well as employability (β = 0.180, p = 0.001). Results demonstrate the value of learning analytics in improving online education for employability skills development. The study offers recommendations for educators, institutions, and policymakers to align engineering education with industry skill requirements.