{"title":"Student Learning and Engagement in a Blended Environment","authors":"Lijia Lin","doi":"10.4018/978-1-7998-8047-9.ch068","DOIUrl":null,"url":null,"abstract":"The chapter investigated students' behavioral, emotional, and cognitive engagement, as well as their learning in a blended environment. A convergent mixed methods research design was used in which quantitative data (face-to-face attendance, online system login, and survey) were collected from 71 undergraduate students, and qualitative data (focus group interview) were collected from six of these students. These data were further analyzed and integrated. The quantitative results showed that students' online login, the behavioral engagement indicator, had a positive impact on their learning, which was supported by qualitative findings. Further analysis revealed the mixture of students' engagement, such as confusion vs. interesting feelings to online discussions and frustration vs. not much effort using the online system.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"16 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research Anthology on Developing Effective Online Learning Courses","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-7998-8047-9.ch068","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
Abstract
The chapter investigated students' behavioral, emotional, and cognitive engagement, as well as their learning in a blended environment. A convergent mixed methods research design was used in which quantitative data (face-to-face attendance, online system login, and survey) were collected from 71 undergraduate students, and qualitative data (focus group interview) were collected from six of these students. These data were further analyzed and integrated. The quantitative results showed that students' online login, the behavioral engagement indicator, had a positive impact on their learning, which was supported by qualitative findings. Further analysis revealed the mixture of students' engagement, such as confusion vs. interesting feelings to online discussions and frustration vs. not much effort using the online system.
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