What to Blend? Exploring the Relationship between Student Engagement and Academic Achievement via a Blended Learning Approach

Autor/inn/en	Argyriou, Paraskevi; Benamar, Kenza; Nikolajeva, Milena
Titel	What to Blend? Exploring the Relationship between Student Engagement and Academic Achievement via a Blended Learning Approach
Quelle	In: Psychology Learning and Teaching, 21 (2022) 2, S.126-137 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Argyriou, Paraskevi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/14757257221091512
Schlagwörter	Blended Learning; Learner Engagement; Academic Achievement; Learning Activities; Undergraduate Students; Cognitive Psychology; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Schulleistung; Lernaktivität; Kognitive Psychologie; Ausland
Abstract	The present study investigated whether student engagement with different online blended learning activities predicts academic performance as measured via a multiple-choice online exam for an undergraduate cognitive psychology course. Higher completion rates of weekly online quizzes predicted final exam performance. Findings are discussed in relation to using online learning resources to enhance student engagement and performance and learning analytics to identify students in need of further support. Since findings only revealed one significant predictor, more research is required to identify additional factors influencing academic achievement in an online blended learning approach. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01