Factors affecting learner engagement in online learning environments

The aim of this research is to determine the factors affecting learner participation in online learning environments. The research, in which the simultaneous transformational mixed research method was used, was carried out with the participation of 513 learners who were enrolled in distance education or Massive Open Online Courses (MOOC) programs at various state universities in Turkey and attended at least one online course in the 2020-2021 academic year. Data from 429 participants for quantitative research and 385 participants for qualitative research were used. According to the results of the research, no significant difference was found between men and women in course completion and course dropout. Although there was no difference in educational status in dropping a course, it was observed that the rate of course completion increased as the education level increased. No significant difference was found between age range and course dropout / completion. The finding of a relationship between learner engagement and motivation was obtained from both qualitative and quantitative data. It has been found that students who are motivated by instructional materials have higher course completion rates and lower course dropout rates. It was found that those who did not drop out made more effort to reach their goals than those who dropped out. Qualitative findings regarding the factors affecting participation in the course are generally gathered under the themes of environmental, personal, instructor, instructional and technological. It is thought that the study will contribute to the instructional design of the systems and to support the participants.