Digital Literacy and Online Learning Success: The Mediating Role of Engagement Quality
Abstract
Digital transformation has fundamentally changed educational practices by expanding the use of online learning platforms, virtual classrooms, digital resources, learning management systems, and technology supported instructional approaches. Although online learning can provide flexibility, accessibility, and personalized educational opportunities, successful participation requires students to possess adequate digital knowledge and skills. Digital literacy enables learners to locate, evaluate, create, communicate, and use digital information effectively for academic purposes. However, possessing digital skills alone may not guarantee successful online learning. Students must also engage meaningfully with learning materials, instructors, peers, and digital learning activities. This study examines the relationship between digital literacy and online learning success and investigates the mediating role of engagement quality. Digital literacy is conceptualized through information literacy, communication skills, content creation, digital problem solving, online safety, and effective technology use. Engagement quality represents the depth, consistency, meaningfulness, and effectiveness of students' behavioral, cognitive, emotional, and interactive participation in online learning. Online learning success is conceptualized through academic performance, learning achievement, course completion, knowledge acquisition, satisfaction with learning outcomes, and achievement of educational objectives. The study is theoretically grounded in the Technology Acceptance Model, the Community of Inquiry Framework, and student engagement theory. A quantitative cross sectional research design is proposed using a structured questionnaire administered to students enrolled in online or blended learning programs. Partial Least Squares Structural Equation Modeling using Smart PLS is recommended because the model contains latent constructs and a mediation relationship. Illustrative results indicate that digital literacy has a significant positive effect on engagement quality and online learning success. Engagement quality has a significant positive effect on online learning success. Mediation analysis further indicates that engagement quality significantly mediates the relationship between digital literacy and online learning success. The findings suggest that digitally literate students are better positioned to participate meaningfully in online learning, manage digital resources, communicate effectively, solve technology related problems, and sustain productive academic engagement. The study contributes to educational technology literature by demonstrating that the benefits of digital literacy may operate partly through the quality rather than simply the frequency of students' engagement. Practical implications include developing digital literacy programs, designing interactive online courses, improving instructor presence, providing technical support, and creating learning activities that promote meaningful cognitive and collaborative engagement. The study concludes that effective online learning requires both technological competence and high quality engagement.
Copyright Notice Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication. Copyrights for articles published in IJSSA journal are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author’s responsibility to bring an infringement action if so desired by the author.
