An Empirical Study on Antecedents of Student’s Engagement in Online Learning in Higher Educational Institutions (HEIs)

The present study assessed the factors impacting the effectiveness of students’ online learning engagement. The survey was conducted with 238 students of higher educational institutions (HEIs) who studied online. The study conducted factor analysis and reliability tests using EFA on SPSS. Multiple regressions were used to test the hypothesis. Impact of structural institutional support (SIS) and student’s motivation (SM) was tested on cognitive and affective online learning engagement students. The findings indicated that students’ motivation predicted online learning engagement, whereas SIS does not show significant influence on online learning engagement. The study has strong implications for educators and students to understand the significance of factors impacting students’ online learning (OL) engagement. The institutions are recommended to frame policies focusing on designing and executing online courses. This study provides a timely response to online teaching in management education.