The DOI matches its Crossref record; 38 of the 38 references it cites were found in a registry or an index.
Learner Engagement in Blended Learning Environments: A Conceptual Framework
Open accessAbstract
Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction. Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations. Developing definitions, models, and measures of the factors that indicate learner engagement is important to establishing whether changes in instructional methods (facilitators) result in improved engagement (measured via indicators). This article reviews the existing literature on learner engagement and identifies constructs most relevant to learning in general and blended learning in particular. We present a possible conceptual framework for engagement that includes cognitive and emotional indicators, offering examples of research measuring these engagement indicators in technology-mediated learning contexts. Finally, we suggest future studies to test the framework, which we believe can support advances in blended learning engagement research that is increasingly real-time, minimally intrusive, and maximally generalizable across subject matter contexts.
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Cites
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Cited by
Heilporn, G., Lakhal, S., & Bélisle, M. (2021) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00260-3 · Cited by 381
Yustina, Y., Syafii, W., & Vebrianto, R. (2020) · Jurnal Pendidikan IPA Indonesia · doi:10.15294/jpii.v9i3.24706 · Cited by 223
Online learner engagement: Conceptual definitions, research themes, and supportive practices
Martin, F., & Borup, J. (2022) · Educational Psychologist · doi:10.1080/00461520.2022.2089147 · Cited by 220
(2023) · doi:10.3102/00346543221105550 · Cited by 159
Engagement and disengagement in online learning
Bergdahl, N. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104561 · Cited by 133
Unpacking student engagement in higher education learning analytics: a systematic review
Bergdahl, N., Bond, M., Sjöberg, J., Dougherty, M., & Oxley, E. (2024) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-024-00493-y · Cited by 138
Saqr, M., López-Pernas, S., & Vogelsmeier, L. V. D. E. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104934 · Cited by 26
Role of internet self-efficacy and interactions on blended learning effectiveness
Panigrahi, R., Srivastava, P. R., Panigrahi, P. K., & Dwivedi, Y. K. (2022) · Journal of Computer Information Systems · doi:10.1080/08874417.2021.2004565 · Cited by 19
Chapter 1: Problem-based learning: A 21st-century teaching and learning strategy
Research Unit Self-Directed Learning, F. O. E., Golightly, A., Sebatana, M. J., & School of Mathematics, S. A. T. E. (2023) · NWU Self-Directed Learning Series · doi:10.4102/aosis.2023.bk409.01 · Cited by 1
Metadata
- Authors
- Halverson, L. R., & Graham, C. R.
- Venue
- Online Learning
- Publisher
- The Online Learning Consortium
- Published
- 2019-06-01
- Volume
- 23
- Issue
- 2
- ISSN
- 1092-8235 (ISSN-L)
- 2472-5730
- 2472-5749
- OpenAlex
- W2947952740
- Cited by
- 437
- References
- 38
- FWCI
- 98.46
- Type
- journal article
- Language
- en
- Open access
- diamond
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