Daniel L Hoffman, Faye Furutomo, Ariana Eichelberger, Paul McKimmy
{"title":"Matters of Frequency, Immediacy and Regularity: Engagement in an Online Asynchronous Course.","authors":"Daniel L Hoffman, Faye Furutomo, Ariana Eichelberger, Paul McKimmy","doi":"10.1007/s10755-023-09646-9","DOIUrl":null,"url":null,"abstract":"<p><p>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 <i>timing</i> 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 (<i>n</i> = 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.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":"1-23"},"PeriodicalIF":2.2000,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9995721/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Innovative Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s10755-023-09646-9","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
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.
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.