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
1
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).
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
Adaptive instructional designs in blended learning to enhance student engagement and self-regulation
Jinsong Zou,Songyu Jiang,Songyu Jiang +2 more
References
Investigating self-directed learning and technology readiness in blending learning environment
TL;DR: In this article, the authors examined the impacts of self-directed learning, technology readiness, and learning motivation on the three presences (social, teaching, cognitive) among students undertaking subjects in BL and non-BL (NBL) settings.
Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence
TL;DR: Structural equation modelling results revealed that student enrolment has a positive impact on social presence and cognitive presence, and Enrolment also positively influences learning performance through the above two presences.
404
Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment
TL;DR: In this article, a reciprocal effects model was proposed to link teachers' and students' enjoyment in class using 3-wave longitudinal data collected across the 1st 6 months of a school year from N = 69 teachers and their 1,643 students from Grades 5 to 10 (57% female).
365
A thematic analysis of the most highly cited scholarship in the first decade of blended learning research
TL;DR: This study determined the most frequently cited books, edited book chapters, and articles on blended learning, as well as the journals in which these highly cited articles appeared, and uncovered the methodologies, research questions, and theoretical frameworks in this scholarship.
313
Insights into accounting education in a COVID-19 world
TL;DR: The authors presents a compilation of personal reflections from 66 contributors on the impact of and responses to, COVID-19 in accounting education in 45 different countries around the world and identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis.
306