MANAGERIAL FACTORS OF STUDENT ENGAGEMENT IN AN ONLINE EDUCATIONAL PLATFORM

Abstract

This article examines student engagement in an online educational platform as a result not only of individual motivation, but also of specific managerial characteristics of the platform environment. The study is based on the understanding that student participation in digital education is shaped by conditions of entry rules, mechanisms of recognition, algorithmic mediation, varying degrees of transparency, and the presence or absence of meaningful feedback. Its aim is to identify those managerial factors that make student participation more meaningful, more predictable, and more sustainable. The theoretical framework combines the literature on student engagement, self-determination theory, the effect of feedback, and the issue of algorithmic explainability in education. The analytical model is organized around four main domains: managerial predictability and motivational clarity, visibility and recognition of effort, transparency and algorithmic explainability, and feedback and communicative inclusion. The article argues that student engagement in a platform environment is a management-dependent variable: it is strengthened when participation is intelligible, recognition is legitimate, the system logic is understandable, and feedback is real. The text contributes to the field of administration and management by offering a managerial reading of student engagement and by opening a direction for subsequent role-based and comparative studies on online educational platforms.