How to Measure Student Engagement in the Context of Blended-MOOC

Autor/inn/en	Almutairi, Fadiyah; White, Su
Titel	How to Measure Student Engagement in the Context of Blended-MOOC
Quelle	In: Interactive Technology and Smart Education, 15 (2018) 3, S.262-278 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-5659
DOI	10.1108/ITSE-07-2018-0046
Schlagwörter	Large Group Instruction; Online Courses; Blended Learning; Educational Technology; Technology Uses in Education; Learner Engagement; Evaluation Methods; Models; College Students; Cooperative Learning; Active Learning; Interaction; Interpersonal Relationship; Reflection; Thinking Skills; Foreign Countries; Teaching Methods; Saudi Arabia; United Kingdom; Malaysia; Australia; Algeria; France; Mexico; Palestine; Sweden; United States; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Analogiemodell; Collegestudent; Kooperatives Lernen; Aktives Lernen; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Denkfähigkeit; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Saudi-Arabien; Großbritannien; Australien; Algerien; Frankreich; Mexiko; Palästina; Schweden; USA
Abstract	Purpose: This paper aims to develop a model of measuring student engagement in a blended-massive open online course (MOOC) context. MOOCs are those that are delivered, usually by leading universities, with a promise to provide free high-quality education to an unlimited number of learners. They offer an opportunity for "blended" course design, where instructors can integrate MOOC content within face-to-face educational activities and components. Design/methodology/approach: Three internationally recognized existing frameworks, the National Survey of Student Engagement (NSSE), UK Engagement Survey (UKES) and Student Engagement Questionnaire (SEQ), were combined into a single model. The model was confirmed by a panel of 35 expert practitioners. A trial evaluation using the model was carried out on 13 students who had participated in a course that had adopted a blended-MOOC format. Findings: The confirmed model has nine indicators which provide information about distinct aspects of student engagement. Originality/value: It is considered to be the first model designed to measure student engagement within the blended-MOOC context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01