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

TL;DR: A tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing is presented, and preliminary results from the use of this tool are revealed.

TL;DR: In this paper, the authors review and critique four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective which highlights the critical role of the socio political context; and, finally, the holistic perspective which takes a broader view of engagement.

TL;DR: This paper assessed the dimensionality of and relations between adolescents' achievement-related beliefs and self perceptions, focusing on subjective valuing of achievement and self-perception of task difficulty, and found that achievement related beliefs separate into three task values factors (interest, perceived importance, and perceived utility) and two task difficulty factors (perceptions of difficulty and perceptions of effort required to do well).

TL;DR: Wethenus the findings from the CoI framework's literature review are examined to identify potential pathways for research and the opportunities for identifyingfactor moderate and/ororextend the relationship between the framework's componentsandonline course outcomes.