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

TL;DR: In this article , a longitudinal structural equation model was used to examine the relationship between engagement and generic skills in college students' perceptions of the learning environment, engagement, generic skills, and GPA.

TL;DR: In this article, the authors describe course design elements most valued by adult learners in blended learning environments that combine face-to-face contact with Web-based learning and identify the online course features and the instructional design goals selected as most important by a sample of 67 adults and compares the group rankings with those of various subgroups based on gender, pre-course technology and self-direction skills and experiences, and preferred learning strategies as measured by Assessing the Learning Strategies of Adults (ATLAS).

TL;DR: In this paper, a prospective investigation considered how systemising and support from teachers and parents influence motivation, self-efficacy and science performance of science students, and found that teachers' autonomy support and systemising were significantly positively related to motivation and selfefficacy.