Student Engagement in Distance Learning

Student engagement in distance learning was studied based on a model that includes three dimensions of engagement: behavioural, emotional and cognitive. In this study, the author aimed to ascertain how the approach to distance learning during the COVID-19 pandemic related to the other elements of each dimension of student engagement. The sample consisted of 1,167 students from the University of Ljubljana. A descriptive research method was used. Hypotheses were tested using Spearman’s rho coefficients, which confirmed the presence of statistically significant correlations between the study approach and other elements of engagement. Students who study more actively and in depth are more behaviourally, emotionally, and cognitively engaged in their studies. The validated research hypotheses also confirm the correlations between the different dimensions of engagement, thus providing insights into the multiple manifestations of student engagement. The findings can serve as a basis for developing didactic models that support student engagement through activities that promote active and in-depth learning, regardless of the context or mode of delivery of studies.