Evaluating Student Engagement and Deep Learning in Interactive Online Psychology Learning Activities

Autor/inn/en	Sugden, Nicole; Brunton, Robyn; MacDonald, Jasmine; Yeo, Michelle; Hicks, Ben
Titel	Evaluating Student Engagement and Deep Learning in Interactive Online Psychology Learning Activities
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 2, S.45-65 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sugden, Nicole) ORCID (Brunton, Robyn) ORCID (MacDonald, Jasmine) ORCID (Hicks, Ben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Learning Activities; Learner Engagement; Online Courses; Handheld Devices; Telecommunications; Learning Processes; Psychology; Learning Analytics; Authentic Learning; Problem Solving; Student Attitudes; Educational Benefits; Instructional Design; Constructivism (Learning); Foreign Countries; Virtual Classrooms; Computer Mediated Communication; Computer Games; Videoconferencing; Vignettes; College Students; Grades (Scholastic); Australia + Suchen Sie Ihr Suchwort? Lernaktivität; Online course; Online-Kurs; Telekommunikationstechnik; Learning process; Lernprozess; Psychologie; Problemlösen; Schülerverhalten; Bildungsertrag; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Computerkonferenz; Computer game; Computerspiel; Computerspiele; Collegestudent; Notenspiegel; Australien
Abstract	There is growing demand for online learning activities that offer flexibility for students to study anywhere, anytime, as online students fit study around work and family commitments. We designed a series of online activities and evaluated how, where, and with what devices students used the activities, as well as their levels of engagement and deep learning with the activities. A mixed-methods design was used to explore students' interactions with the online activities. This method integrated learning analytics data with responses from 63 survey, nine interview, and 16 focus group participants. We found that students used a combination of mobile devices to access the online learning activities across a variety of locations during opportunistic study sessions in order to fit study into their daily routines. The online activities were perceived positively, facilitating affective, cognitive, and behavioural engagement as well as stimulating deep learning. Activities that were authentic, promoted problem-solving, applied theory to real-life scenarios, and increased students' feelings of being supported were perceived as most beneficial to learning. These findings have implications for the future design of online activities, where activities need to accommodate students' need for flexibility as students' study habits become more mobile. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01