A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments

TL;DR: In this article, the authors examined the ability of students' ratings of engagement and instructional practices to predict their learning in a cooperative (team-based) framework, and found that feelings about team-based learning and perceptions of instructional guidance had significant effects on learning, beyond other predictors.

TL;DR: The traditional classroom setting has transitioned from a solely face-to-face, teacher-oriented instructional approach to an integrated, mixed-mode classroom learning dynamic as discussed by the authors, which is called mixedmode learning.

TL;DR: Student classroom-aggregated perception of teacher autonomy support and structure is important to nurture behavioural engagement, however, it is found no extra benefit of combining these two dimensions of teaching practices.