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
Student engagement scale: development, reliability and validity
Selim Günüç,Abdullah Kuzu +1 more
TL;DR: In this article, the authors developed a student engagement scale for higher education and evaluated the student's engagement with the university, campus, and class, and found that a higher student engagement score was regarded as an indicator that the student had a high level of engagement in higher education, while a lower score demonstrated that student engagement with campus and class was weak or that disengagement could occur.
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Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor
TL;DR: The results reveal that an instructor's course preparation is significantly positively related to the students' viewing activities, while instructor's guidance and assistance has a significant impact on theStudents' completing learning tasks.
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Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis
Virginie Hospel,Benoît Galand +1 more
TL;DR: In this paper, the authors investigate specific, additive and combined effects of teachers' autonomy support and structure on students' engagement, and highlight the links between classroom context, especially structure, and the three components of engagement.
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Experts speaking: Crucial teacher attributes for implementing blended learning in higher education
TL;DR: A holistic approach is utilizes a holistic approach to identify related teacher attributes that critically influence the implementation of blended learning in higher education.
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Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching
TL;DR: A systematic review of the literature on faculty member's adoption and use of online tools for face-to-face instruction identifies six influences that cut across the literature: faculty member’s interactions with technology, academic workload, institutional environment, interactions with students, the instructor's attitudes and beliefs about teaching, and opportunities for professional development.
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