Promoting distance learners’ cognitive engagement and learning outcomes: Design-based research in the Costa Rican National University of Distance Education

To explore effective learning design for students’ cognitive engagement, a design-based case study was conducted in a quality control course in the Costa Rican National University of Distance Education between the 2011 and 2012 academic years. The course was revised for the 2012 provision in terms...

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Autores principales:	K. P. Joo, Carmen Andrés, Rick Shearer
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	distance higher education transactional distance cognitive engagement learning outcomes design-based research Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b1755036b29646f9b9ffafa18e683406
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id	oai:doaj.org-article:b1755036b29646f9b9ffafa18e683406
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spelling	oai:doaj.org-article:b1755036b29646f9b9ffafa18e6834062021-12-02T17:00:37ZPromoting distance learners’ cognitive engagement and learning outcomes: Design-based research in the Costa Rican National University of Distance Education10.19173/irrodl.v15i6.19081492-3831https://doaj.org/article/b1755036b29646f9b9ffafa18e6834062014-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1908https://doaj.org/toc/1492-3831 To explore effective learning design for students’ cognitive engagement, a design-based case study was conducted in a quality control course in the Costa Rican National University of Distance Education between the 2011 and 2012 academic years. The course was revised for the 2012 provision in terms of the assignment structure, the number of face-to-face sessions, and facilitation strategies. This study documents how the course redesign impacted the distance learners’ cognitive engagement and learning outcomes. Theories of cognitive engagement and transactional distance informed the design-based investigation. Research findings indicate that the design revisions positively influenced both students’ cognitive engagement and learning outcomes within this distance higher education context; however, the student performance represented by their assessment grades might not always reflect this improvement. K. P. JooCarmen AndrésRick ShearerAthabasca University Pressarticledistance higher educationtransactional distancecognitive engagementlearning outcomesdesign-based researchSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 6 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance higher education transactional distance cognitive engagement learning outcomes design-based research Special aspects of education LC8-6691
spellingShingle	distance higher education transactional distance cognitive engagement learning outcomes design-based research Special aspects of education LC8-6691 K. P. Joo Carmen Andrés Rick Shearer Promoting distance learners’ cognitive engagement and learning outcomes: Design-based research in the Costa Rican National University of Distance Education
description	To explore effective learning design for students’ cognitive engagement, a design-based case study was conducted in a quality control course in the Costa Rican National University of Distance Education between the 2011 and 2012 academic years. The course was revised for the 2012 provision in terms of the assignment structure, the number of face-to-face sessions, and facilitation strategies. This study documents how the course redesign impacted the distance learners’ cognitive engagement and learning outcomes. Theories of cognitive engagement and transactional distance informed the design-based investigation. Research findings indicate that the design revisions positively influenced both students’ cognitive engagement and learning outcomes within this distance higher education context; however, the student performance represented by their assessment grades might not always reflect this improvement.
format	article
author	K. P. Joo Carmen Andrés Rick Shearer
author_facet	K. P. Joo Carmen Andrés Rick Shearer
author_sort	K. P. Joo
title	Promoting distance learners’ cognitive engagement and learning outcomes: Design-based research in the Costa Rican National University of Distance Education
title_short	Promoting distance learners’ cognitive engagement and learning outcomes: Design-based research in the Costa Rican National University of Distance Education
title_full	Promoting distance learners’ cognitive engagement and learning outcomes: Design-based research in the Costa Rican National University of Distance Education
title_fullStr	Promoting distance learners’ cognitive engagement and learning outcomes: Design-based research in the Costa Rican National University of Distance Education
title_full_unstemmed	Promoting distance learners’ cognitive engagement and learning outcomes: Design-based research in the Costa Rican National University of Distance Education
title_sort	promoting distance learners’ cognitive engagement and learning outcomes: design-based research in the costa rican national university of distance education
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/b1755036b29646f9b9ffafa18e683406
work_keys_str_mv	AT kpjoo promotingdistancelearnerscognitiveengagementandlearningoutcomesdesignbasedresearchinthecostaricannationaluniversityofdistanceeducation AT carmenandres promotingdistancelearnerscognitiveengagementandlearningoutcomesdesignbasedresearchinthecostaricannationaluniversityofdistanceeducation AT rickshearer promotingdistancelearnerscognitiveengagementandlearningoutcomesdesignbasedresearchinthecostaricannationaluniversityofdistanceeducation
_version_	1718382232061607936

Promoting distance learners’ cognitive engagement and learning outcomes: Design-based research in the Costa Rican National University of Distance Education

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