Problem Solving for Teaching and Learning

Askell-Williams, Helen; Orrell, Janice

doi:10.4324/9780429400902

Cited by 5 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Dans cette étude de cas à méthodes mixtes, nous avons comparé l'engagement des étudiants et des étudiantes de deux groupes qui avaient eu antérieurement de faibles résultats académiques. Les In the classroom, postsecondary students face diverse challenges across a variety of tasks (Hadwin et al 2019). Some students successfully navigate these challenges, but some students do not; students who have performed poorly in the past are more likely than their peers to perform poorly in the future (Brown, 2012;DeBerard et al, 2004;McKay et al, 2012).…”

mentioning

confidence: 99%

Exploring Student Engagement Factors in a Blended Undergraduate Course

et al. 2020

View full text Add to dashboard Cite

Student engagement is an important factor in academic performance and comprises four dimensions: behavioural, cognitive, emotional (Fredericks et al., 2004), and agentic (Reeve, 2013). Blended courses provide unique opportunities for instructors to use trace data collected during learning to understand and support student engagement. This mixed-methods case study compared the student engagement of two groups of students with a history of low prior academic achievement. The groups were (a) students who ultimately did well in the course and (b) students who did poorly. Data came from two primary sources: (a) log file data from the course LMS, and (b) trace data derived from authentic learning tasks. Data represented five indicators: (a) behavioural engagement, (b) cognitive engagement, (c) emotions experienced during learning, (d) agency or proactive approaches to studying, and (e) overall academic engagement. Findings indicated students who moved achievement groups showed higher levels of behavioural engagement, cognitive engagement, and agentic or proactive approaches to studying and overall engagement. Additionally, students who remained in the low achievement group showed higher levels of positive deactivating emotions (e.g., relief). Implications for future research on student engagement and designing teaching to increase engagement in blended courses are discussed.

show abstract

mentioning

confidence: 99%