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Investigating student engagement in blended learning settings using experience sampling and structural equation modeling
Manwaring, Kristine C. · Larsen, Ross · Graham, Charles R. · Henrie, Curtis R. · Halverson, Lisa R.

Published9 July 2017
JournalThe Internet and Higher Education
Volume 35, Issue October 2017, Pages 21-33
CountryUnited 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 focusTeaching presence, Cognitive presence
PopulationUniversity
Data analysisStructural equation modelling
ContributionPractical
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."
LanguageEnglish
ISSN1096-7516
RefereedYes
DOI10.1016/j.iheduc.2017.06.002
URLhttps://www.academia.edu/36747150/Investigating_student_engagement_in_blended_learning_settings_using_experience_sampling_and_structural_equation_modeling
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