Research on the Impact of Teaching Presence, Facilitating Conditions, and Academic Self-Efficacy on University Students’ Online Learning Engagement

With the continuous integration of information technology into teaching and the impact of the COVID-19 pandemic, online learning has ushered in unprecedented opportunities and development. Online learning provides students with abundant learning resources and flexible learning methods, but it also faces the challenges of low student participation due to the separation between teachers and students. However, there is little systematic research on the impact of online learning on student engagement. This study proposes a model of the factors influencing online learning engagement and conducts a questionnaire survey among sophomores and juniors at a university in Central China using structural equation modeling technology. This paper analyzes the influence of two environmental factors, teaching presence (TP) and facilitating condition (FC), along with the personal factor of academic self-efficacy (ASE) on students’ learning engagement (EE) in an e-learning environment. The results show that TP, FC, and ASE all have significant positive effects on EE, with FC having the most significant effect. ASE functions as an intermediate variable, exerting an indirect effect on TP and EE, as well as on FC and EE. This result provides implications for future research and instructional practice.