Relationship Between Undergraduate Students’Online Learning Satisfaction and Engagement Dimensions: Strategies for Improvement

The purpose of this study is to examine the relationship between undergraduate students' satisfaction and the various dimensions of learning engagement in an online teaching environment, and to propose corresponding improvement strategies. The study employed a quantitative research design. Participants were undergraduate students from multiple disciplines, recruited through an online survey. A total of 3548 questionnaires were collected.Data were analyzed using descriptive statistics and multiple regression analysis to explore the relationships between variables. The results revealed that: the three dimensions of satisfaction—satisfaction with online teaching effectiveness, satisfaction with the technology platform, and overall satisfaction—are significantly correlated with online learning engagement; the four dimensions of online learning engagement have a significant positive impact on both satisfaction with the technology platform and satisfaction with online teaching effectiveness;in online learning engagement, cognitive and performance aspects have a significant positive impact on overall satisfaction,furthermore, gender differences in online learning satisfaction and engagement have been noted. This study concludes that attention should be paid to diverse interactions in online teaching. Teachers should tailor their instructions according to students’ gender differences and disciplines to better achieve the corresponding teaching goals. Improving online learners' engagement, particularly focusing on enhancing students’ cognitive and performance engagement, is essential.