Exploring intensive longitudinal measures of student engagement in blended learning

In this exploratory study we used an intensive longitudinal approach to measure student engagement in a blended educational technology course, collecting both self-report and observational data. The self-report measure included a simple survey of Likert-scale and open-ended questions given repeate...

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Autores principales:	Curtis R Henrie, Robert Bodily, Kristine C Manwaring, Charles R Graham
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	student engagement blended learning measurement Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/95ce01a289114f9f8ff131fb3770573b
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spelling	oai:doaj.org-article:95ce01a289114f9f8ff131fb3770573b2021-12-02T16:59:54ZExploring intensive longitudinal measures of student engagement in blended learning10.19173/irrodl.v16i3.20151492-3831https://doaj.org/article/95ce01a289114f9f8ff131fb3770573b2015-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2015https://doaj.org/toc/1492-3831 In this exploratory study we used an intensive longitudinal approach to measure student engagement in a blended educational technology course, collecting both self-report and observational data. The self-report measure included a simple survey of Likert-scale and open-ended questions given repeatedly during the semester. Observational data were student activity data extracted from the learning management system. We explored how engagement varied over time, both at the course level and between students, to identify patterns and influences of student engagement in a blended course. We found that clarity of instruction and relevance of activities influenced student satisfaction more than the medium of instruction. Student engagement patterns observed in the log data revealed that exploring learning tools and previewing upcoming assignments and learning activities can be useful indicators of a successful learning experience. Future work will investigate these findings on a larger scale. Curtis R HenrieRobert BodilyKristine C ManwaringCharles R GrahamAthabasca University Pressarticlestudent engagementblended learningmeasurementSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 3 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	student engagement blended learning measurement Special aspects of education LC8-6691
spellingShingle	student engagement blended learning measurement Special aspects of education LC8-6691 Curtis R Henrie Robert Bodily Kristine C Manwaring Charles R Graham Exploring intensive longitudinal measures of student engagement in blended learning
description	In this exploratory study we used an intensive longitudinal approach to measure student engagement in a blended educational technology course, collecting both self-report and observational data. The self-report measure included a simple survey of Likert-scale and open-ended questions given repeatedly during the semester. Observational data were student activity data extracted from the learning management system. We explored how engagement varied over time, both at the course level and between students, to identify patterns and influences of student engagement in a blended course. We found that clarity of instruction and relevance of activities influenced student satisfaction more than the medium of instruction. Student engagement patterns observed in the log data revealed that exploring learning tools and previewing upcoming assignments and learning activities can be useful indicators of a successful learning experience. Future work will investigate these findings on a larger scale.
format	article
author	Curtis R Henrie Robert Bodily Kristine C Manwaring Charles R Graham
author_facet	Curtis R Henrie Robert Bodily Kristine C Manwaring Charles R Graham
author_sort	Curtis R Henrie
title	Exploring intensive longitudinal measures of student engagement in blended learning
title_short	Exploring intensive longitudinal measures of student engagement in blended learning
title_full	Exploring intensive longitudinal measures of student engagement in blended learning
title_fullStr	Exploring intensive longitudinal measures of student engagement in blended learning
title_full_unstemmed	Exploring intensive longitudinal measures of student engagement in blended learning
title_sort	exploring intensive longitudinal measures of student engagement in blended learning
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/95ce01a289114f9f8ff131fb3770573b
work_keys_str_mv	AT curtisrhenrie exploringintensivelongitudinalmeasuresofstudentengagementinblendedlearning AT robertbodily exploringintensivelongitudinalmeasuresofstudentengagementinblendedlearning AT kristinecmanwaring exploringintensivelongitudinalmeasuresofstudentengagementinblendedlearning AT charlesrgraham exploringintensivelongitudinalmeasuresofstudentengagementinblendedlearning
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Exploring intensive longitudinal measures of student engagement in blended learning

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