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

TL;DR: Investigation of activity-level student engagement in blended learning classes at the university level showed that course design and student perception variables had a greater influence on engagement than individual student characteristics and that student multitasking had a strong negative influence on engaged students.

TL;DR: The authors provide definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field and present cohesive descriptions concerning how motivation relates to learning, and produce a novel and insightful combination of issues and findings from studies of motivation and or learning across the authors' collective range of scientific fields.

TL;DR: A new paradigm of professional development is presented which has important implications for understanding the role of social media in teacher professional learning as well as in reshaping what the authors consider as effective professional development.

TL;DR: For instance, the authors found that there was not a uniform association of higher behavioral engagement and student interaction with peers, but it was the interaction with other students and the teacher that was predictive of increased engagement.