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Empirical Insights Into Remote Work-Integrated Learning: Bridging Technology and Identity
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Author(s): Saud S. Albaqami (King Abdulaziz University, Saudi Arabia), Mohammed A. Alzubaidi (King Abdulaziz University, Saudi Arabia), Alhassan Y. Almanakhrah (King Abdulaziz University, Saudi Arabia), Abdullah M. Baabdullah (King Abdulaziz University, Saudi Arabia), Ali Abdallah Alalwan (Qatar University, Qatar), Vincent Dutot (EM Normandie Business School, France)and Yogesh K. Dwivedi (ISOM Department, KFUPM Business School, King Fahd University of Petroleum & Minerals, Saudi Arabia & IRC for Finance and Digital Economy, King Fahd University of Petroleum and Minerals, Saudi Arabia)
Copyright: 2025
Volume: 33
Issue: 1
Pages: 36
Source title:
Journal of Global Information Management (JGIM)
Editor(s)-in-Chief: Zuopeng (Justin) Zhang (University of North Florida, USA)
DOI: 10.4018/JGIM.373487
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Abstract
The aim of this study is to identify and empirically validate the factors that increase students' engagement in remote work-integrated learning (WIL). The technology interactivity model was considered an appropriate theoretical foundation for proposing the conceptual model in this study. Four factors i.e. interactivity, customisation, active control, and synchronicity were derived as key predictors of student's engagement. This was also extended by considering two factors from social identity theory: social identity and personal identity. The necessary data was collected using an online questionnaire with a purposive sample of students at different levels and from different educational backgrounds. Statistical findings largely approved the impact of social identity, interactivity, customisation, and active control on the students' engagement with remote WIL. Results supported the moderating effects of telepresence and social presence on the relationships between the key independent factors: interactivity, customisation, social identity and engagement.
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