Learning engagement via promoting situational interest in a blended learning environment

Hui, Yan; Li, Chen; Qian, Sheng; Kwok, Lam For

doi:10.1007/s12528-019-09216-z

Cited by 22 publications

(18 citation statements)

References 21 publications

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“…Although this article also recognises that individuals can be engaged while experiencing only one of the engagement dimensions, we understand that engagement as a process is a result of a process composed of cognitive, affective, and behavioural dimensions, which is in line with the main research stream (Bond et al, 2020). While some authors hypothesise engagement as a multidimensional construct (Fredricks et al, 2004;Jang, Kim, & Reeve, 2016;Kahu, 2013), most studies in higher education analyse it as a single construct (e.g., Alt, 2017;Hui et al, 2019;Junco et al, 2013;Junco, Heiberger, & Loken, 2011;Shroff, Ting, & Lam, 2019;West, Moore, & Barry, 2015). This lack of consensus shows the need for a robust theorising of the engagement concept with quantitative analyses (Bond & Bedenlier, 2019;Henrie et al, 2015;Krause & Coates, 2008;Zaka, Fox, & Docherty, 2019).…”

Section: Theoretical Frameworksupporting

confidence: 53%

“…In higher education, the use of Twitter avails educational benefits through interactive and collaborative learning (Tur, Marín, & Carpenter, 2017). Thus, teachers have incorporated social networking sites into their class activities as a way to motivate students, foster their learning performance, and increase their engagement (Bond, Buntins, Bedenlier, Zawacki-Richter, & Kerres, 2020;Bower, 2016;Busselli, Holdan & Rota, 2019;Hui, Li, Qian, & Kwok, 2019;Junco, Elavsky, & Heiberger, 2013;Schwartz & Caduri, 2016;Soffer & Yaron, 2017;Staines & Lauchs, 2013). However, few of these studies have considered how to create engagement in a learning project conducted through Twitter (Castellanos, Haya, & Urquiza-Fuentes, 2017;Luo, Shah, & Cromptom, 2019;Schwartz & Caduri, 2016).…”

Section: Introductionmentioning

confidence: 99%

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The generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience

Pérez-López

Gurrea-Sarasa

Herrando

et al. 2020

AJET

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Twitter is a microblog that allows users to interact about a topic in online discussion. This makes it an interesting interactive tool with possibilities to increase student engagement and learning performance through active collaboration in an informal learning environment. However, few articles take a quantitative approach to investigate the creation of student engagement using this social networking site. To address this gap, we propose a series of activities conducted through Twitter to analyse the engagement generation process in a sample of 110 students in the first year of a business and administration degree at a large Spanish university. The results show that the engagement process is created through active collaborative learning and enjoyment, and that engaged students are more satisfied with the activity and perceive greater learning performance. This leads us to recommend teachers to encourage active and collaborative activities to make students more engaged and satisfied, and improve their performance.

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Section: Theoretical Frameworksupporting

confidence: 53%

Section: Introductionmentioning

confidence: 99%

The generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience

Pérez-López

Gurrea-Sarasa

Herrando

et al. 2020

AJET

View full text Add to dashboard Cite

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“…Emotional engagement refers to students’ positive or negative attitudes towards their instructors, colleagues, academics, and the educational institution to which they belong, while cognitive engagement reflects student investment in learning for understanding and mastering difficult concepts. Many studies of online students engagement have focused on the behavioural dimension of student engagement, including the number of lecture videos that are viewed, the number of posts that are made in discussion forums, and how many quizzes and assignments are completed, to measure student engagement (Hew, 2016 ; Hu & Hui, 2012 ; Hui et al, 2019 ; Ma et al, 2015 ). Fredricks et al ( 2004 ), however, demonstrated the central concern of measuring student engagement using a single dimension, which ignores its multidimensionality.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

How higher education students in Egypt perceived online learning engagement and satisfaction during the COVID-19 pandemic

2021

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This study aims to examine the influence of academic self-efficacy, perceived usefulness of online learning systems, and teaching presence on student engagement (behavioural, emotional, and cognitive engagement) and student satisfaction with online learning. Data were collected from undergraduate students who experienced a fully online learning process during the COVID‐19 pandemic. Based on social cognitive theory, the relationships among the personal and environmental influences on student behaviour and outcomes were examined using structural equation modelling. The results indicated that academic self-efficacy had significant direct relationships with behavioural engagement and emotional engagement, while perceived usefulness significantly influenced emotional engagement and cognitive engagement. Furthermore, teaching presence significantly influenced all engagement dimensions. Student satisfaction was significantly and directly influenced by behavioural engagement and emotional engagement, but not by cognitive engagement. Finally, the mediation role of each engagement dimension is proven in this study. This study was conducted in Egypt; thus, it contributes to add an empirical evidence regarding online student engagement and satisfaction in the context of a developing country.

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“…Social constructivism in the classroom also places an emphasis on the teacher's role as a facilitator of these beneficial peer-to-peer or teacher-to-student interactions. The Fuel to Learn curriculum was developed to embody social constructivist strategies within each lesson through the lens of situational interest, which has been linked to increased student attention and engagement (Hui, Li, & Qian, 2019;Krapp, Hidi, & Renninger, 1992). Through instructional design that promotes hands-on, relevant experiential learning activities grounded in social constructivism, the Fuel to Learn curriculum sought to foster the affective and cognitive domains that cultivate situational interest (Renninger & Hidi, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Elementary Teachers’ Perceptions and the Impact of a Nutrition-Integrated Pilot Curriculum

Stapp

Valliant²,

Knight³

2021

WJER

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Studies have demonstrated the positive effects of nutrition education on elementary students’ overall well-being. However, teachers continue to report a lack of instructional time, suitable curriculum, self-efficacy, and support as barriers to integrating nutrition into the daily curriculum. To address these barriers, this study developed and implemented a 16-week standards-based nutrition-integrated curriculum entitled Fuel to Learn. Participants included fourth-grade teachers (N=9) across North Mississippi. Qualitative observational data were collected via teacher feedback after each Fuel to Learn lesson through a web-based portal. Three themes emerged from the qualitative data and were categorized as follows: (a) supporting student engagement of nutrition and academic skills with integration; (b) ease of delivery with integrated methods; and (c) meeting the demands of classroom differentiation. Quantitative data were also collected at the conclusion of the study through a curriculum evaluation survey, providing further insight into teachers’ perceptions of the curriculum. Similar to the qualitative findings, survey results suggest that teachers perceived the curriculum to be engaging, suitable, and developmentally appropriate.

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Learning engagement via promoting situational interest in a blended learning environment

Cited by 22 publications

References 21 publications

The generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience

The generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience

How higher education students in Egypt perceived online learning engagement and satisfaction during the COVID-19 pandemic

Elementary Teachers’ Perceptions and the Impact of a Nutrition-Integrated Pilot Curriculum

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