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
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References
Expectancy-Value Theory of Achievement Motivation.
TL;DR: The expectancy-value theory of motivation is discussed, focusing on an expectancy- value model developed and researched by Eccles, Wigfield, and their colleagues, and its components are compared to those of related constructs, including self-efficacy, intrinsic and extrinsic motivation, and interest.
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Computer self-efficacy: development of a measure and initial test
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Blended Learning: Uncovering Its Transformative Potential in Higher Education
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TL;DR: The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.
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Goodness-of-fit indexes in confirmatory factor analysis : The effect of sample size
TL;DR: In this paper, the influence of sample size on different goodness-of-fit indices used in confirmatory factor analysis (CFA) was examined and the results are consistent with the observation that the amount of random, unexplained variance varies inversely with sample size.
The revised two-factor study process questionnaire : R-SPQ-2F
TL;DR: A revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students is produced, using fewer items.