Maintaining meaningful student engagement in virtual

The gap

Evidence profile

Sourced from the future work and abstract and stated research gap and stated challenges of the source papers, classified as general, drawn from work published between 2022 and 2026, spanning 4 journals. Those papers have been cited 60 times in total.

Supporting evidence — 4 representative gaps

• Can Community of Inquiry Presences Predict Student Persistence in Higher Education Online Courses? (2026) · The Journal of Educators Online · doi

  Our results make a significant contribution to support persistence in online learning. However, certain limitations must be considered. The participants were enrolled in various programs and at different levels (undergraduate and graduate). Cochran et al. (2014) found that program acted as a mediator in the relationship between certain variables and retention in online courses, while Dempsey and Zhang (2019) obtained differences in perceptions of the presences according to disciplinary differences. It is therefore possible that, in other samples, variables not considered in the present study could mediate relationships between the presences and persistence. Furthermore, we focused on direct effects of the presences on persistence while accounting for the established relationships between the presences. As recommended by Boston et al. (2010), indirect effects of the presences on persistence should also be considered, notably by introducing other variables, to better understand the complex interactions among factors for persistence. For instance, studies have demonstrated significant links between satisfaction with learning and persistence (Choi & Kim, 2018; Joo et al., 2011; Kahu et al., 2013; Kim & Park, 2015; Park & Choi, 2009; Rao & Giuli, 2010), while other studies found links between satisfaction and certain presences (Arbaugh et al., 2008; Akyol & Garrison, 2008; Caskurlu et al. 2020, Khalid & Quick, 2016; Joo et al., 2011; Liman Kaban, 2021). Reconducting the present study while considering satisfaction would allow not only testing the indirect effects of the presences on persistence, it would also enable creating and validating a more exhaustive model similar to the those mentioned above (Kember, 1989; Park, 2007; Rovai, 2003). JOURNAL OF EDUCATORS ONLINEReferences Akyol, Z., & Garrison, D. R. (2008). The Development of a Community of Inquiry Over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence. Journal of Asynchronous Learning Networks, 12(3‑4), 3‑22 Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, Theories of Cognitive Self‑Regulation, 50(2), 179‑211. https://doi. org/10.1016/0749‑5978(91)90020‑T Ali, A., & Smith, D. (2015). Comparing social isolation ef‑ fects on students attrition in online versus face‑to‑face courses in computer literacy. Issues in Informing Science and Information Technology, 12, 11–20. https://doi. org/10.28945/2258 Allen, I. E., & Seaman, J. (2011). Going the distance: Online educa‑ tion in the United States, 2011. Babson Survey Research Group and Quahog Research Group. https://files.eric.ed.gov/ fulltext/ED529948.pdf Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context.

  generalfuture workevidence 5/5
  Keywords: online presences persistence learning certain variables effects satisfaction park garrison https significant considered found courses
• Establishing Social, Cognitive, and Teaching Presence in Online Learning—A Panacea in COVID-19 Pandemic, Post Vaccine and Post Pandemic Times (2022) · Journal of Educational Technology Systems · cited 60× · doi

  While literature surrounding issues associated with transition to online learning and students’ satisfaction with online courses has started to emerge, there is paucity of work that addresses the gap in research—importance of faculty presence in online classes and how to build strong presence to create meaningful learning experiences for students especially as we continue to adapt to new normal and prepare for post-COVID world.

  generalabstractevidence 5/5
  Keywords: online learning students presence literature surrounding issues associated transition satisfaction courses started emerge there paucity
• Explanatory factors of student perception of the online educational experience (2026) · Revista Electrónica de Investigación Educativa · doi

  There is a need to understand the factors that influence students' perception of their online educational experience. There is a gap in the literature on the relationships between age, academic stress, and self-regulation, with the perception of the online educational experience. The study highlights the need to consider the specific characteristics of each course and variables associated with students' internal processes.

  generalstated research gapevidence 5/5
  Keywords: there need understand factors influence students perception online
• Digital literacy and student engagement in online learning: a mediated model of self-efficacy, IT mindfulness, and techno-eustress (2026) · Education and Information Technologies · doi

  Maintaining meaningful student engagement in virtual environments is a persistent challenge. Authentic engagement in online course retention is a topical concern among educators, institutions, and policymakers. The study identifies the need to consider psychological resources, such as self-efficacy, IT mindfulness, and techno-eustress, in the relationship between digital literacy and engagement.

  generalstated challengesevidence 5/5
  Keywords: maintaining meaningful student engagement virtual environments persistent challenge

Questions about this gap