How Do Undergraduate Engineering Students' Technical and Social Challenges in Online Learning Impact Their Engagement?

This research study describes the rapid growth of fully online engineering degree programs, driven by technological advancements, evolving societal needs, and increased demand for flexible learning environments, and highlights the need to understand students' technical and social challenges. This study examines how perceptions of these challenges impact student engagement in fully online undergraduate engineering programs, defined as students' self-reported efforts toward their course activities. Focusing on mechanical and software engineering disciplines and examining gender differences, we surveyed 63 undergraduates at a large southwestern U.S. research university via an online survey. Exploratory factor analysis (EFA) identified key dimensions of technical and social challenges, followed by regression analysis and two-way analysis of variance (ANOVA) to assess their relationship with engagement and variation by discipline and gender. The findings reveal that technical challenges, such as navigating learning platforms and troubleshooting technology issues, significantly reduce student engagement by hindering access to and interaction with course materials. Contrary to previous research, perceptions of technical or social challenges did not vary by discipline or gender, suggesting that engineering students universally face similar challenges in online learning. These results emphasize the need for institutions to address technical barriers in online learning environments. By creating more supportive and accessible systems, institutions can enhance engagement and improve educational outcomes for online engineering students.