| Title: |
The Roles of Technology Efficacy and Networking Agency in Elementary Students' Engagement in Online and Face-to-Face Technology-Mediated Learning |
| Language: |
English |
| Authors: |
Wonjoon Cha (ORCID 0009-0007-5532-671X); Minxuan Hong (ORCID 0009-0009-9332-631X); Michael Glassman (ORCID 0000-0003-3870-8760); Eric M. Anderman (ORCID 0000-0002-3473-0971); Tzu-Jung Lin (ORCID 0000-0002-4525-1001) |
| Source: |
British Journal of Educational Technology. 2025 56(6):2623-2646. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A200364 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 4 |
| Descriptors: |
Educational Technology; Technology Uses in Education; Grade 5; Grade 4; Elementary School Students; Technological Literacy; Self Efficacy; Networks; Cooperation; Computer Mediated Communication; In Person Learning; Electronic Learning; Learning Management Systems; Student Attitudes |
| DOI: |
10.1111/bjet.13597 |
| ISSN: |
0007-1013; 1467-8535 |
| Abstract: |
Despite the growing use of learning technology in classrooms, factors predicting young students' engagement in contexts fully or partially mediated by technology remain understudied. This study investigated how fourth and fifth grade students' technology self-efficacy (ie, confidence in utilizing learning management systems) and networking agency (ie, comfort in collaborating and communicating with others online) predicted students' engagement in technology-mediated instruction in online and face-to-face environments. Hierarchical regression and moderation analyses were employed to examine the independent and joint effects of technology self-efficacy and networking agency in two cohorts of public elementary school students from a Midwestern US city. For Cohort 1 students primarily receiving synchronous online instruction in 2020-2021, higher networking agency predicted greater engagement in online learning. For Cohort 2 students primarily receiving face-to-face instruction in 2021-2022, only technology efficacy significantly predicted student engagement. As for task-specific engagement in small group activities, however, which involved heavier use of the learning management systems and applications, networking agency was a significant moderator. Notably, as students felt less comfortable with online collaboration/communication (ie, lower networking agency), technology self-efficacy had a stronger association with students' engagement. These findings suggest that while technology self-efficacy is crucial, it alone does not ensure engagement. Educators should cultivate both technical skills and a supportive, collaborative online environment to enhance engagement across technology-mediated learning contexts. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2025 |
| Accession Number: |
EJ1486251 |
| Database: |
ERIC |