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
Teacher emotions are linked with teaching quality: Cross-sectional and longitudinal evidence from two field studies
TL;DR: This study examines the relationship between teacher emotions and teaching quality in two field studies, finding modest cross-sectional and stronger longitudinal associations, with teacher enjoyment positively and anger/anxiety negatively related to teaching quality.
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The Association between Perceived Teacher Support, Students’ ICT Self-Efficacy, and Online English Academic Engagement in the Blended Learning Context
TL;DR: This article examined the relationship between perceived teacher support, students' ICT self-efficacy, and online English academic engagement in the blended learning setting, especially in mobile-assisted foreign language instruction contexts.
Australasian Survey of Student Engagement : 2007 institution report
Hamish Coates,Kylie Hillman +1 more
- 01 Jan 2008
TL;DR: In this article, the authors present a traffic light report that summarises results that are above or below average for first-year and later-year students at the AUSSE.
Social presence and teacher involvement: The link with expectancy, task value, and engagement
TL;DR: In this article , the authors examined the relation among social presence, teacher involvement, expectancy, task value, and cognitive and behavioral engagement guided by the situated expectancy-value theory and found a mediating effect of expectancy-to-task value in link between social presence and cognitive engagement.
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Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory.
TL;DR: In this paper , the effect of teaching presence on cyber-loafing and its underlying mechanisms was examined, and the mediating roles of social presence, cognitive presence and lack of attention were also serial mediators of the association.
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