Exploring Student Engagement Factors in a Blended Undergraduate Course

Show simple item record

dc.contributor.author Edwards, Rebecca L.
dc.contributor.author Davis, Sarah K.
dc.contributor.author Hadwin, Allyson F.
dc.contributor.author Milford, Todd M.
dc.date.accessioned 2021-03-29T20:48:05Z
dc.date.available 2021-03-29T20:48:05Z
dc.date.copyright 2020 en_US
dc.date.issued 2020
dc.identifier.citation Edwards, R. L., Davis, S. K., Hadwin, A. F., & Milford, T. M. (2020). Exploring Student Engagement Factors in a Blended Undergraduate Course. The Canadian Journal for the Scholarship of Teaching and Learning, 11(3). https://doi.org/10.5206/cjsotl-rcacea.2020.3.8293 en_US
dc.identifier.uri https://doi.org/10.5206/cjsotl-rcacea.2020.3.8293
dc.identifier.uri http://hdl.handle.net/1828/12812
dc.description.abstract Student engagement is an important factor in academic performance and comprises four dimensions: behavioural, cognitive, emotional (Fredericks 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. en_US
dc.language.iso en en_US
dc.publisher he Canadian Journal for the Scholarship of Teaching and Learning en_US
dc.subject blended learning en_US
dc.subject case study en_US
dc.subject trace data en_US
dc.subject student engagement en_US
dc.subject student success en_US
dc.subject student achievement en_US
dc.subject apprentissage hybride en_US
dc.subject étude de cas en_US
dc.subject données de traces en_US
dc.subject engagement des étudiants en_US
dc.subject réussite des étudiants en_US
dc.title Exploring Student Engagement Factors in a Blended Undergraduate Course en_US
dc.type Article en_US
dc.description.scholarlevel Faculty en_US
dc.description.reviewstatus Reviewed en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UVicSpace


My Account