TY - JOUR
T1 - Student engagement in a technology-mediated distance learning course
AU - Li, Kam Cheong
AU - Lam, H. K.
N1 - Publisher Copyright:
Copyright © 2015 Inderscience Enterprises Ltd.
PY - 2015
Y1 - 2015
N2 - Student engagement plays a central role in educational effectiveness and strong empirical support relates it to learning achievements. This paper reports an exploratory study on three types of engagement: behavioural, cognitive and emotional. A case-study approach was adopted to examine how six students engaged in the course with an online learning platform. Data concerning the three types of engagement were collected through weekly individual interviews over a semester Results suggest that tutorial schedules and assignment deadlines were main positive factors of behavioural engagement, and study load of other courses and work commitment were negative factors. In addition, age emerged not only as a key factor influencing the level of behavioural engagement, but also for cognitive engagement. Older students were found evidently more cogmtively engaged, which was reflected in how they studied the course. Peer group relationship and teacher support were uncovered as factors facilitating emotional engagement.
AB - Student engagement plays a central role in educational effectiveness and strong empirical support relates it to learning achievements. This paper reports an exploratory study on three types of engagement: behavioural, cognitive and emotional. A case-study approach was adopted to examine how six students engaged in the course with an online learning platform. Data concerning the three types of engagement were collected through weekly individual interviews over a semester Results suggest that tutorial schedules and assignment deadlines were main positive factors of behavioural engagement, and study load of other courses and work commitment were negative factors. In addition, age emerged not only as a key factor influencing the level of behavioural engagement, but also for cognitive engagement. Older students were found evidently more cogmtively engaged, which was reflected in how they studied the course. Peer group relationship and teacher support were uncovered as factors facilitating emotional engagement.
KW - Distance learning
KW - Interactive learning technology
KW - Learning behaviour
KW - Online learning platform
KW - Student engagement
UR - http://www.scopus.com/inward/record.url?scp=84946096772&partnerID=8YFLogxK
U2 - 10.1504/IJSS.2015.072445
DO - 10.1504/IJSS.2015.072445
M3 - Article
AN - SCOPUS:84946096772
SN - 1740-8849
VL - 10
SP - 172
EP - 191
JO - International Journal of Services and Standards
JF - International Journal of Services and Standards
IS - 4
ER -