دورية أكاديمية
Exploring Student Engagement Factors in a Blended Undergraduate Course
| العنوان: | Exploring Student Engagement Factors in a Blended Undergraduate Course |
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| اللغة: | English |
| المؤلفون: | Edwards, Rebecca L., Davis, Sarah K., Hadwin, Allyson F., Milford, Todd M. |
| المصدر: | Canadian Journal for the Scholarship of Teaching and Learning. Dec 2020 11(3). |
| الإتاحة: | University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learner Engagement, Blended Learning, Undergraduate Students, Student Behavior, Cognitive Processes, Psychological Patterns, Personal Autonomy, Low Achievement, Integrated Learning Systems, Foreign Countries, Academic Achievement |
| مصطلحات جغرافية: | Canada |
| تدمد: | 1918-2902 |
| مستخلص: | Student engagement is an important factor in academic performance and comprises four dimensions: behavioural, cognitive, emotional (Fredricks et al., 2004), and agentic (Reeve, 2013). Blended courses provide unique opportunities for instructors to use trace data collected during learning to understand and support student engagement. This mixed-methods case study compared the student engagement of two groups of students with a history of low prior academic achievement. The groups were (a) students who ultimately did well in the course and (b) students who did poorly. Data came from two primary sources: (a) log file data from the course LMS, and (b) trace data derived from authentic learning tasks. Data represented five indicators: (a) behavioural engagement, (b) cognitive engagement, (c) emotions experienced during learning, (d) agency or proactive approaches to studying, and (e) overall academic engagement. Findings indicated students who moved achievement groups showed higher levels of behavioural engagement, cognitive engagement, and agentic or proactive approaches to studying and overall engagement. Additionally, students who remained in the low achievement group showed higher levels of positive deactivating emotions (e.g., relief). Implications for future research on student engagement and designing teaching to increase engagement in blended courses are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1282614 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1918-2902 |
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