Both authors of this study have been involved in the School of Business at Umeå University Student Association (HHUS) and is due this discovery deficiencies and problems within the association. The pressure to engage in HHUS is compared with other financial organizations around the country very low. This led us to consider why this is the case. From experience we know that communication between the association and its members are not functioning optimally. Communication itself is essential for motivating students and for that motivation should be high for the students to experience good quality on the engagement.   The purpose of this study is to identify lines of communication and motivational factors that affect students who are members of HHUS to get involved or not. By demonstrating and explaining any shortcomings of this study, we show how these deficiencies affect engagement in HHUS. In carrying out this study we have used the theories in communication, motivation and service quality.   The study has been conducted in an objective manner with a positivistic approach. Through a deductive research approach with elements of induction, we start from theories in the above areas that concern our problem. Based on these theories, we have created a questionnaire that we distributed to all members of the HHUS group at Facebook, 113 of them completed the questionnaire. Based on the collected data received the survey have been analyzed by using SPSS.   Our study shows that the communication channels that work least well for HHUS is the plasma screen, closely followed by the website. Best working channels was communication through Facebook and friends. We also discovered weakness in communication between HHUS and their members, which affects the ability to motivate students. What motivates students to become involved proves to be both to develop personally, but also to sharpen their resume. The biggest reason that students choose not to get involved is because they perceive the work environment within HHUS to be bad.   Finally, we also examined how the quality of service commitment HHUS delivers. Through the use of a gap analysis, we investigated whether there were any deficiencies in the service. There has revealed that HHUS not really know what students want to engage in and as a result of this, they are also poor at adapting their entries by students' preferences.

Denna studie undersöker vilka designelement som påverkar distansstudenters upplevda engagemang i online-lärmiljöer, mer specifikt den etablerade digitala lärplattformen Moodle. Studiens syfte är att upptäcka och analysera vad som kan utvecklas, för att ytterligare inspirera till engagemang hos universitetsstudenter i Sverige. En kvalitativ metod användes, där studien tillämpade semistrukturerade intervjuer och användartester med sju deltagande studenter för att samla in empirisk data. En tematisk analys användes för att identifiera flera teman som påverkar studenters engagemang. Dessa teman inkluderar: information och navigation, struktur och gränssnitt, social och gemenskap, brist på stöd, begränsad interaktion, kommunikation och tekniska problem. Resultaten visade bland annat att bättre strukturering av innehåll, mindre komplicerat användargränssnitt och navigation, bättre social interaktion och effektivt studentstöd, väsentligt skulle bidra till att förbättra studenters upplevda engagemang. Dessa resultat understryker också institutionens och lärarens ansvar att skapa en känsla av gemenskap och stöd för att förbättra upplevelsen med att studera på distans. Insikterna från resultaten visar på flera praktiska utvecklingsområden på den undersökta lärplattformen. Studien bidrar till kunskap kring den pågående utvecklingen av distansundervisningen sedan pandemins spår. Där förståelsen kring hur lärplattformar kan utvecklas, kan skapa en bättre och mer engagerande lärande-upplevelse i framtiden. / This study explores which design elements affect distance students' experienced engagement in online learning environments, specifically focusing on the established digital learning platform, Moodle. The aim of the study is to discover and analyze areas for improvement that could further inspire engagement among university students in Sweden. A qualitative method was implemented by utilizing semi-structured interviews and user tests on seven participants to gather empirical data. A thematic analysis was used to discover several themes that influence student engagement in the current distance education environment. These themes include: information and navigation, structure and interface, social and community aspects, lack of support, limited interaction, communication, and technical issues. The results indicated that better content structuring, a less complicated user interface and navigation, improved social interaction, and effective student support could significantly enhance students' engagement. These findings also underscore the institution's and teachers responsibility to foster a sense of community and support to improve the experience of distance education. Insights from the results suggest several practical areas for development on the investigated learning platform. This study contributes to the knowledge about the ongoing development of distance education, post pandemic. Understanding how learning platforms can be developed can create a better and more engaging learning experience in the future.