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ERIC Number: EJ1067884
Record Type: Journal
Publication Date: 2015-Jun
Pages: 25
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: EISSN-1492-3831
Exploring Intensive Longitudinal Measures of Student Engagement in Blended Learning
Henrie, Curtis R.; Bodily, Robert; Manwaring, Kristine C.; Graham, Charles R.
International Review of Research in Open and Distributed Learning, v16 n3 p131-155 Jun 2015
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.
Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A