000			02988nam a22002657a 4500
003			KOHA
005			20241014100441.0
008			240924d2024 cy ||||| |||| 00| 0 eng d
040			_aCY-NiCIU _beng _cCY-NiCIU _erda
041			_aeng
090			_aYL 3360 _bO25 2024
100	1		_aObiajunwa, Francis Ikenna
245	1	0	_aOPTIMIZING STUDENT INTERACTION IN THE VIRTUAL CLASSROOM: STRATEGIES FOR ENHANCED ENGAGEMENT IN ONLINE LEARNING ENVIRONMENTS / _cFRANCIS IKENNA OBIAJUNWA ; SUPERVISOR, ASST. PROF. DR. DOKUN IWALEWA OLUWAJANA
264			_c2024
300			_a66 sheets ; _c30 cm _e+1 CD ROM
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
502			_aThesis (MSc) - Cyprus International University. Institute of Graduate Studies and Research Management Information Systems
520			_aWith the Covid 19 pandemic making lots of schools, especially secondary schools, metamorphous to more of online learning, concerns have been raised on techniques to increase students' interactivity in online classes for secondary schools. Thus, the current study investigated the effect of psychological traits (need for fame and fear of missing out) on sustaining their engagement in online classes, and the effect of this engagement on their loyalty. This study investigates the relationships between the need for fame (NFF), fear of missing out (FOMO), sustaining student engagement (SSE), and course satisfaction (CS) in the context of online learning. Employing a rigorous empirical approach, the research evaluates the measurement model's convergent validity, internal validity, and discriminant validity. Results confirm the reliability and validity of the measurement model. The inner model analysis reveals significant findings. NFF emerges as a positive predictor of both SSE and FOMO, substantiating the impact of diverse motivational factors on online student engagement. FOMO, in turn, positively influences SSE and mediates the relationship between NFF and SSE. Additionally, SSE demonstrates a positive association with CS, highlighting the pivotal role of sustained engagement in overall course satisfaction. The structural model explains a substantial portion of the variance in CS, SSE, and FOMO. Theoretical contributions include enriching the conceptualization of student engagement by incorporating NFF as a motivational factor and providing a nuanced understanding of the interplay between FOMO, NFF, SSE, and CS. Practical implications underscore the importance of recognizing diverse student motivations and tailoring engagement strategies accordingly. Recommendations for implementation guide educators and institutions in fostering an inclusive and engaging online learning environment.
650		0	_aManagement information systems _vDissertations, Academic
700	1		_aOluwajana, Dokun Iwalewa _esupervisor
942			_2ddc _cTS
999			_c292830 _d292830