American Journal of Distance Education Volume 20, Number 1, ISSN 0892-3647
This study investigated the degree to which students cognitively engage with their online courses. Cognitive engagement was defined as the integration and utilization of students' motivations and strategies in the course of their learning. Given this, the study utilized J. B. Biggs's (1987a) Study Process Questionnaire to measure motivations and strategies in general, rather than for a specific task. Statistically significant findings were observed for program focus, gender, age, and prior online experience in accordance with students' learning strategies and motivations. Specifically, the findings indicate that as students gain experience with online learning, they come to take more responsibility for their own learning. The findings have implications for how instructors facilitate online courses as well as how designers organize online courses.
Richardson, J.C. & Newby, T. (2006). The Role of Students' Cognitive Engagement in Online Learning. American Journal of Distance Education, 20(1), 23-37. Retrieved March 23, 2019 from https://www.learntechlib.org/p/99061/.
Using a Glossary Random Entry Tool on Moodle online learning sites to improve students’ engagement – A pilot study
Ying Jin, Michelle Thunders & Rachel Page, Massey University, New Zealand
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 438–441
Loay Alnaji, Al Ain University of Science and Technology; Hanadi Salameh, Middle East University; Esra'a Al Khatib, Brunei University; Suzan Yousef, Jordan University
Journal of e-Learning and Knowledge Society Vol. 10, No. 3 (Sep 30, 2014)
Students’ Perceptions of Online Learning and Instructional Tools: A Qualitative Study of Undergraduate Students Use of Online Tools
David Armstrong, University of San Francisco, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 1034–1039
Peggy Ertmer, Purdue University, United States; Nuray Temur Gedik, Middle East Technical University, Turkey; Jennifer Richardson & Tim Newby, Purdue University, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 4679–4687
David Armstrong, University of San Francisco/Santa Clara University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 2457–2460
Undergraduate Students’ Perceptions of the Value of Online Discussions: A Comparison between Education and Engineering Students
Peggy Ertmer, Purdue University, United States; Nuray Temur Gedik, Middle East Technical University, Turkey; Jennifer Richardson, Dazhi Yang & Tim Newby, Purdue University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 366–371
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.