Effect of e-Learning Strategies on Learners' Academic Engagement

Given the significant impact and the spread of the COVID-19 coronavirus, higher education institutions planned and invested significantly on education technologies. Schools around the globe are shifting to online learning to slow the spread of the disease and gradually becoming away of life between teacher and student engagement. An important question iswhether this eLearning technologies are effective in engaging learners in teaching and learning practices. This paper investigates factors that may influence eLearning strategies on learner's academic engagements using findings from empirical based research. The study reviewed the learning theories which includes behaviourism, constructivism, cognitivism and connectivism. The theories of connectivism suitably fits into the goal of the study. To achieve the objective, the study adopted quantitative research, specifically, a survey was administered to a sample of 70 students to test the model developed by this study empirically. The findings indicated that learners' overall eLearning engagements was moderate. Also, the result indicates that the network teachers have a moderate positive relationship with the student's eLearning engagements while network learning and network students have a weak positive relationship with student engagements with ICTs. The eLearning model was developed for higher education institutions and postulated to be a crucial skill set for the 21st century learner.