Matters of Frequency, Immediacy and Regularity: Engagement in an Online Asynchronous Course.

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Innovative Higher Education Pub Date : 2023-03-09 DOI:10.1007/s10755-023-09646-9
Daniel L Hoffman, Faye Furutomo, Ariana Eichelberger, Paul McKimmy
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Abstract

Many models of online student engagement posit a "more is better" relationship between students' course-related actions and their engagement. However, recent research indicates that the timing of engagement is also an important consideration. In addition to the frequency (how often) of engagement, two other constructs of timing were explored in this study: immediacy (how early) and regularity (in what ordered pattern). These indicators of engagement were applied to three learning assessment types used in an online, undergraduate, competency-based, technology skills course. The study employed advanced data collection and learning analytics techniques to collect continuous behavioral data over seven semesters (n = 438). Results revealed that several indicators of engagement predicted academic success, but significance differed by assessment type. "More" is not always better, as some highly engaged students earn lower grades. Successful students tended to engage earlier with lessons regardless of assessment type.

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频率、即时性和规律性问题:参与在线异步课程。
许多在线学生参与度模型认为,学生与课程相关的行为与其参与度之间存在“越多越好”的关系。然而,最近的研究表明,参与的时机也是一个重要的考虑因素。除了参与的频率(频率)外,本研究还探讨了其他两种时间结构:即时性(多早)和规律性(按什么顺序)。这些参与度指标被应用于在线、本科生、基于能力的技术技能课程中使用的三种学习评估类型。该研究采用了先进的数据收集和学习分析技术,在七个学期内收集了连续的行为数据(n = 438)。结果显示,参与度的几个指标可以预测学业成功,但显著性因评估类型而异。“更多”并不总是更好的,因为一些高度投入的学生的成绩较低。无论评估类型如何,成功的学生都倾向于更早地参与课程。
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来源期刊
Innovative Higher Education
Innovative Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
9.10%
发文量
46
期刊介绍: Innovative Higher Education is a refereed scholarly journal that strives to package fresh ideas in higher education in a straightforward and readable fashion. The four main purposes of Innovative Higher Education are: (1) to present descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; (2) to focus on the effect of such innovations on teaching and students; (3) to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and (4) to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.
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