Mapping Online Engagement: A DEMATEL-Based Analysis of Instructor Perspectives

This study investigated instructors’ perspectives on key factors influencing students’ engagement in online learning environments. The aim was to uncover hidden relationships and understand the roots of low engagement among university students in virtual settings. The study sought to understand how these factors might mutually influence each other. A systematic literature review was conducted to identify factors influencing online engagement. The review informed a Decision-Making Trial and Evaluation Laboratory (DEMATEL) framework, which was applied through expert interviews with instructors to model the cause-and-effect relationships among the identified factors. The analysis revealed eight core (causal) factors, including course content, instructor–student interaction, feedback, course design, prior experience, academic skills and abilities, LMS structure and interface, and university support, as the most significant drivers of student engagement. In contrast, seven secondary (affected) factors, including system interaction, time on task, student–student interaction, motivation, student–content interaction, course activities, and collaborative learning, were found to be less influential. The study also reported that relationships among the factors were interchangeable, reflecting mutual influence across interconnected elements. This study contributes to the body of knowledge by offering a structured, empirically grounded causal model that provides a comprehensive understanding of the elements influencing students’ online engagement and their interrelationships. It paves the way for more targeted instructional strategies and future interventions to enhance engagement in online courses.