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Students' Cognitive Engagement in Online Learning Environments: Learning Strategies and Motivations
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, , Purdue University, United States

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Researchers of online learning environments have begun to shift their focus to better understand the unique needs associated with online learners. However, little has been done to look at how students engage with their online courses through their learning strategies and motivations and how this impacts their learning outcomes. This study explores the concept of cognitive engagement in online learning in relation to students' experiences and background and will help researchers and educators to better understand the following questions: (1) what strategies and motivations are students utilizing (deep, superficial, or achieving), and (2) to establish if students' cognitive engagement is impacted by background experiences, such as program focus (engineering or education) or gender.

Citation

Richardson, J. & Newby, T. (2004). Students' Cognitive Engagement in Online Learning Environments: Learning Strategies and Motivations. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4028-4033). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .

Keywords

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References

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