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
A micro-perspective on students’ behavioral engagement in the context of teachers’ instructional support during seatwork: Sources of variability and the role of teacher adaptive support
TL;DR: This paper investigated to what extent variation in observational measures of behavioral student engagement during seatwork is due to students versus teachers, teacher-student dyads, or situational (i.e., variation in time) effects.
Examining effects of instructional strategies on student engagement in blended online courses
TL;DR: In this paper , a conceptual framework of instructional strategies indicated as fostering student engagement in the relevant literature was presented, divided in eight categories (structure, pace, relevance, active, choice, relationships, explanations, guide).
Multiple mediators in the relationship between perceived teacher autonomy support and student engagement in math and literacy learning
TL;DR: This paper examined the role of academic self-concept, mastery goals, and academic emotions as mediators in the relationship between perceived teacher autonomy support and student engagement in matricular learning.
Student engagement and teaching presence in blended learning and emergency remote teaching
TL;DR: In this article , the authors used a between-subject model to compare engagement among 147 students receiving blended learning and 137 students receiving emergency remote teaching at a local university and found that the students who received ERT were significantly more engaged than those who received blended learning, while the two groups did not differ in their perceptions of teaching presence.