Journal Article10.1016/j.iheduc.2024.100974
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments
Jing Ma,M.-H Zheng,Xiaoxiao Feng +2 more
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About: This article is published in Internet and Higher Education. The article was published on 01 Oct 2024. The article focuses on the topics: Situated & Perspective (graphical).
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Adaptive instructional designs in blended learning to enhance student engagement and self-regulation
Jinsong Zou,Songyu Jiang,Songyu Jiang +2 more
References
An Approach for Scaffolding Students Peer-Learning Self-Regulation Strategy in the Online Component of Blended Learning
TL;DR: In this paper, the authors proposed an approach for scaffolding students peer-learning self-regulation strategy in the online component of blended learning, which involves forming online peer learning groups based on learning potential and affinity structures; leveraging the design of learning system features to instigate group dynamic elements for facilitating and motivating small group peer learning, as well as promoting pro-social behavior by offering incentives for combating the inherent problems of reluctance to students' peer learning participation.
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Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support.
Jingxian Zhao,Yue Qin +1 more
TL;DR: In this paper, a survey of 1,800 college students from a provincial undergraduate normal university in Guizhou Province in China was conducted through the revised Perceived Teacher Autonomy Support Scale, Deep Learning Scale, Self-Efficacy Scale, and Perceived Peer Support Scale (Mean age = 21 years old, SD = 1.34).
Effects of teaching presence on learning engagement in online courses
TL;DR: In this article , the structural equation modeling analysis result indicates that the five dimensions of teaching presence (i.e., design and organization, discourse facilitation, direct instruction, assessment, and technological support) accounted for 45.3% of behavioral engagement, 34.3%, and 40.9% of emotional engagement.
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The role of motivation between perceived teacher support and student engagement in science class
TL;DR: In this article, the authors investigated the relationships among the middle school students' perceptions of science teacher support, students' motivation and students' engagement in learning science, and found that students perceived teacher support positively.
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Investigating relationships among regulated learning, teaching presence and student engagement in blended learning: An experience sampling analysis
TL;DR: This paper explored the relationship among regulated learning, teaching presence and student engagement in blended learning and found that perceived teacher support and instructional design fit had a significant positive effect on cognitive and emotional engagement and were crucial contextual factors that influenced intraindividual variance in learning engagement.