Investigating student engagement in blended learning settings using experience sampling and structural equation modeling
Published | 9 July 2017 |
Journal | The Internet and Higher Education Volume 35, Issue October 2017, Pages 21-33 |
Country | United States, North America |
ABSTRACT
We investigated activity-level student engagement in blended learning classes at the university level. We used intensive longitudinal methodology to collect activity level engagement data throughout a semester for 68 students enrolled in six blended courses across two universities. We used structural equation modeling to gain a holistic understanding of learning environments, including the influence of personal characteristics, course design, and student perceptions of the learning experience on in-the-moment cognitive and emotional engagement. To investigate longitudinal relationships between emotional and cognitive engagement, we employed cross-lagged modeling techniques. Findings showed that course design and student perception variables had a greater influence on engagement than individual student characteristics and that student multitasking had a strong negative influence on engagement. Students' perceptions of the importance of the activity had a strong positive influence on both cognitive and emotional engagement. An important outcome of engagement was the students' perceptions that they were learning and improving.Keywords | emotional engagement · cognitive engagement · blended learning · structural equation modeling · intensive longitudinal methods · higher education |
CoI focus | Teaching presence, Cognitive presence |
Population | University |
Data analysis | Structural equation modelling |
Contribution | Practical |
Study aim | "... to gain a holistic understanding of learning environments, including the influence of personal characteristics, course design, and student perceptions of the learning experience on in-the-moment cognitive and emotional engagement." |
Finding | "... course design and student perception variables had a greater influence on engagement than individual student characteristics and that student multitasking had a strong negative influence on engagement. Students' perceptions of the importance of the activity had a strong positive influence on both cognitive and emotional engagement. An important outcome of engagement was the students' perceptions that they were learning and improving." |
Language | English |
ISSN | 1096-7516 |
Refereed | Yes |
DOI | 10.1016/j.iheduc.2017.06.002 |
URL | https://www.academia.edu/36747150/Investigating_student_engagement_in_blended_learning_settings_using_experience_sampling_and_structural_equation_modeling |
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