Factors of Learning Agility and Students' Attitudes on Online Learning
Abstract
With the widespread use of digital and information technologies in education, students' learning styles and needs are always changing. This study examines the relationships among student engagement, information literacy, perceived digital proficiency, and learning agility within a university student population. Research indicates that there exists a relationship among these factors; however, the specific pathways of influence remain inadequately comprehended. This study surveyed 323 students from a higher education institution to assist educators in improving students' learning agility and refining educational strategies. It used Structural Equation Modelling to look at the direct and indirect relationships between these variables. The results show that how engaged students are has a big effect on their information skills, which in turn affects how competent they feel with technology and how quickly they learn, with a mediator between information skills and learning agility. The study highlights the importance of enhancing student engagement and information literacy to effectively prepare students for evolving learning environments. These findings provide significant insights for formulating innovative strategies to enhance students' learning agility and overall academic performance.
Downloads
References
Astin, A. W. (2014). Student involvement: A developmental theory for higher education. In College Student Development and Academic Life (pp. 251–262). Routledge.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Bruce, C. (1997). The seven faces of information literacy.
Carnoy, M., Hallak, J., & Caillods, F. (1999). Globalization and educational reform: What planners need to know. UNESCO, International Institute for Educational Planning.
DeRue, D. S., Ashford, S. J., & Myers, C. G. (2012). Learning agility: In search of conceptual clarity and theoretical grounding. Industrial and Organizational Psychology, 5(3), 258–279.
Galés, N. L., & Gallon, R. (2019). Educational agility: Rethinking teacher education for the 21st century. Trends, challenges, and new directions. pp. 98–111.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285.
Henderson, F., Nunez-Rodriguez, N., & Casari, W. (2011). Enhancing research skills and information literacy in community college science students. The American Biology Teacher, 73(5), 270–275.
Labella, I. G., & Pérez-Valls, M. (2023). Empowering learners: Digital competence in higher education—A European perspective. In Digital competence in higher education (pp. 153–169).
Naeem, N. I. K., & Mushibwe, C. P. (2025). Navigating digital worlds: a scoping review of skills and strategies for enhancing digital resilience among higher education students on social media platforms. Discover Education, 4(1), 1–15.
Patwardhan, V., Mallya, J., Shedbalkar, R., Srivastava, S., & Bolar, K. (2022). Students’ digital competence and perceived learning: The mediating role of learner agility. F1000Research, 11.
Rasiah, R., Nathan, R. J., & Singh, S. (2023). Post-pandemic digital learning gaps in Malaysia: Infrastructure, pedagogy, and equity. [Note: Add correct publication info if available.]
Seeram, E. (2019). An overview of correlational research. Radiologic Technology, 91(2), 176–179.
Serrano, D. R., Dea-Ayuela, M. A., González-Burgos, E., Serrano-Gil, A., & Lalatsa, A. (2019). Technology-enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273–286.
Umstead, L. K., & Mayton, H. (2018). Using correlational and causal-comparative research designs in practice: Exploring relations among client variables. In Making Research Relevant (pp. 95–108). Routledge.
Vergne, J. P., & Durand, R. (2010). The missing link between the theory and empirics of path dependence: Conceptual clarification, testability issue, and methodological implications. Journal of Management Studies, 47(4), 736–759.
Zhao, Y., Llorente, A. M. P., & Gómez, M. C. S. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212.
Zhao, Y., Sánchez Gómez, M. C., Pinto Llorente, A. M., & Zhao, L. (2021). Digital competence in higher education: Students’ perception and personal factors. Sustainability, 13(21), 12184.
Copyright (c) 2025 Nur Liana Kori, Azmi Mat, Norliza Saiful Bahry, Ainunnazlee Mohd Ali, Nor Azzura Nordin
This work is licensed under a Creative Commons Attribution 4.0 International License.
Author (s) should affirm that the material has not been published previously. It has not been submitted and it is not under consideration by any other journal. At the same time author (s) need to execute a publication permission agreement to assume the responsibility of the submitted content and any omissions and errors therein. After submission of revised paper in the light of suggestions of the reviewers, the editorial team edits and formats manuscripts to bring uniformity and standardization in published material.
This work will be licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) and under condition of the license, users are free to read, copy, remix, transform, redistribute, download, print, search or link to the full texts of articles and even build upon their work as long as they credit the author for the original work. Moreover, as per journal policy author (s) hold and retain copyrights without any restrictions.
