One of the most significant issues with online education is that students disengage and eventually drop out of the course due to their inability to remain active in the online environment. Thus, disengagement from online courses has been seen as an important obstacle to the successful continuation of the online learning process. This study aimed to empirically explore the disengagement from online courses with a proposed model. A structural model was tested to explain the causal relationship among disengagement, cyberloafing, self-regulation skills, and satisfaction in online learning. The study group consisted of 843 undergraduates from a midsized institution in Turkey who were enrolled in an online course at the time of the study. Results showed that cyberloafing and satisfaction were significant predictors of disengagement, while self-regulation had an indirect effect on it. The study's findings indicated that online instructors and educational policymakers should focus more on fostering satisfaction and enhancing students' self-regulation abilities while keeping cyberloafing under control to prevent disengagement from online courses in the age of digital transformation.

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为什么学生脱离在线课程？


在线教育最重要的问题之一是，学生由于无法在在线环境中保持活跃而脱离课程并最终退出课程。因此，脱离在线课程被视为成功继续在线学习过程的重要障碍。本研究旨在通过提出的模型对在线课程的脱离进行实证探索。测试了一个结构模型来解释脱离、网络闲逛、自我调节技能和在线学习满意度之间的因果关系。该研究小组由来自土耳其一所中型机构的 843 名本科生组成，他们在研究时参加了在线课程。结果表明，网络闲散和满意度是脱离的显着预测因素，而自我调节对其有间接影响。研究结果表明，在线教师和教育政策制定者应更多地关注培养满意度和增强学生的自我调节能力，同时控制网络闲逛，以防止数字化转型时代脱离在线课程。