This study investigates university students' perceptions of online engagement, particularly focusing on interactions between learners, instructors, and course content. With the shift to online learning driven by the COVID-19 pandemic, understanding these perceptions is critical for optimizing digital learning environments. The research employed a quantitative approach, utilizing a structured survey distributed to 171 students from various faculties. The survey instrument, based on Martin & Bolliger’s (2018) framework, assessed three types of engagement: learner-to-learner, learner-to-instructor, and learner-to-content. Findings indicate that peer support significantly enhances students' motivation and reduces dropout rates. Moreover, effective instructor communication, active participation, and meaningful feedback are highly valued by students. Content-wise, students appreciate activities that promote critical thinking and provide immediate assistance. Strong positive correlations were observed among all types of engagement, highlighting their significant relationships. These insights are crucial for educators and institutions aiming to develop strategies that foster a supportive and engaging online learning environment. Pedagogical implications and suggestions for future research are also highlighted in this paper.
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