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
Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework
TL;DR: The causal relationships among the three presences in the Community of Inquiry (CoI) framework are explored and tested in this paper.
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School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective
TL;DR: In this paper, a longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic selfconcept and subjective task value), and school engagement (behavioral, emotional, and cognitive engagement).
930
Sociocognitive self-regulatory mechanisms governing transgressive behavior.
Albert Bandura,Gian Vittorio Caprara,Claudio Barbaranelli,Concetta Pastorelli,Camillo Regalia +4 more
TL;DR: Perceived academic and self-regulatory efficacy concurrently and longitudinally deterred transgressiveness both directly and by fostering prosocialness and adherence to moral self-sanctions for harmful conduct.
721
Community of inquiry as a theoretical framework to foster epistemic engagement and cognitive presence in online education
Peter Shea,Temi Bidjerano +1 more
TL;DR: The study validates an instrument designed to measure teaching, social, and cognitive presence indicative of a community of learners within the community of inquiry (CoI) framework and determined that 70% of the variance in the online students' levels of cognitive presence can be modeled based on their reports of their instructors' skills in fostering teaching presence.
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