Exploring Student Engagement Factors in a Blended Undergraduate Course

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dc.contributor.authorEdwards, Rebecca L.
dc.contributor.authorDavis, Sarah K.
dc.contributor.authorHadwin, Allyson F.
dc.contributor.authorMilford, Todd M.
dc.date.accessioned2021-03-29T20:48:05Z
dc.date.available2021-03-29T20:48:05Z
dc.date.copyright2020en_US
dc.date.issued2020
dc.description.abstractStudent 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.description.reviewstatusRevieweden_US
dc.description.scholarlevelFacultyen_US
dc.identifier.citationEdwards, 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.2020.3.8293en_US
dc.identifier.urihttps://doi.org/10.5206/cjsotl-rcacea.2020.3.8293
dc.identifier.urihttp://hdl.handle.net/1828/12812
dc.language.isoenen_US
dc.publisherhe Canadian Journal for the Scholarship of Teaching and Learningen_US
dc.subjectblended learningen_US
dc.subjectcase studyen_US
dc.subjecttrace dataen_US
dc.subjectstudent engagementen_US
dc.subjectstudent successen_US
dc.subjectstudent achievementen_US
dc.subjectapprentissage hybrideen_US
dc.subjectétude de casen_US
dc.subjectdonnées de tracesen_US
dc.subjectengagement des étudiantsen_US
dc.subjectréussite des étudiantsen_US
dc.titleExploring Student Engagement Factors in a Blended Undergraduate Courseen_US
dc.typeArticleen_US

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