NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1218398
Record Type: Journal
Publication Date: 2019-Jun
Pages: 34
Abstractor: As Provided
ISSN: ISSN-2472-5749
Learner Engagement in Blended Learning Environments: A Conceptual Framework
Halverson, Lisa R.; Graham, Charles R.
Online Learning, v23 n2 p145-178 Jun 2019
Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction. Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations. Developing definitions, models, and measures of the factors that indicate learner engagement is important to establishing whether changes in instructional methods (facilitators) result in improved engagement (measured via indicators). This article reviews the existing literature on learner engagement and identifies constructs most relevant to learning in general and blended learning in particular. The authors present a possible conceptual framework for engagement that includes cognitive and emotional indicators, offering examples of research measuring these engagement indicators in technology-mediated learning contexts. The authors suggest future studies to test the framework, which they believe will support advances in blended learning engagement research that is increasingly real time, minimally intrusive, and maximally generalizable across subject matter contexts.
Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A