21 year old 4th year Applied Psychology BSc(Hons) student at the Institute of Art Design and Technology (IADT)
The aim of this project was to investigate if a relationship existed between an individual's level of autonomy and their level of engagement in the online learning environment. Both the Index of Autonomous Functioning Scale and the Online Student Engagement Scale were used to measure these variables, along with an initial demographic survey logging age and gender. Higher autonomous functioning was employed as a potential predictor of better performance and engagement in online learning.
This research aims to build on existing findings which suggest a relationship between higher autonomous functioning and better overall academic performance in an in person learning environment. The objectives of the research were to provide direction for future studies into online learning through insight into both motivators and student preference.
The results of this study found no significant relationship between gender and autonomous functioning on online engagement for undergraduates. Qualitative findings found an overall preference for in-person learning, finding the external motivators such as socialising and routine to be more academically engaging.
An mixed-methods investigation of Autonomy as a predictor of engagement and performance in the online learning environment for undergraduate students.