The Impact of Online Learning Platform on Learning
Engagement of Fourth-Year Students at Min Jiang
University

JIANG Huadan1 , Phadet Kakham2

Abstract

This study investigates the impact of an online learning platform (OLP) on the learning engagement of fourth-year accounting students at Min Jiang University. A mixed-methods approach was employed, combining quantitative surveys (N=30) and qualitative semi-structured interviews (n=12). The research measured six dimensions of learning engagement: behavioral, emotional, cognitive, social, academic, and reflective. Results indicate that OLP usage significantly enhances cognitive, behavioral, academic, and reflective engagement, with strong correlations between usage duration and engagement levels. However, emotional and social engagement remained moderate, highlighting limitations in current platform designs. Regression analysis revealed that cognitive engagement (β=0.48) and OLP usage duration (β=0.34) were significant predictors of academic engagement (R²=0.67). Qualitative findings uncovered
themes such as the Efficiency-Engagement Paradox and Social Disconnection, indicating that while OLPs improve efficiency, they may also foster superficial learning and a lack of collaborative depth. The study concludes with recommendations for platform design, pedagogical integration, and institutional support to foster more holistic and engaging online learning experiences.