Educational Psychology Commons^™

Measuring Student Engagement In Technology-Mediated Learning: A Review, Curtis R. Henrie, Lisa R. Halverson, Charles R. Graham

Faculty Publications

Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging. Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies. To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement. These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course. In this review, we examine existing approaches to measure engagement in technology-mediated learning. We identify …

Exploring Intensive Longitudinal Measures Of Student Engagement In Blended Learning, Curtis R. Henrie, Robert Bodily, Kristine C. Manwaring, Charles R. Graham

Faculty Publications

In this exploratory study we used an intensive longitudinal approach to measure student engagement in a blended educational technology course, collecting both self-report and observational data. The self-report measure included a simple survey of Likert-scale and open-ended questions given repeatedly during the semester. Observational data were student activity data extracted from the learning management system. We explored how engagement varied over time, both at the course level and between students, to identify patterns and influences of student engagement in a blended course. We found that clarity of instruction and relevance of activities influenced student satisfaction more than the medium of …

Examination Of Teachers' Perceptions Of The Importance Of Academic Enablers, Feasibility Of Academic Enabler Instruction, And Academic Enabler Instruction Practices, Amy M. Whitcomb

Masters Theses

Academic enablers are beliefs, attitudes, and behaviors that help an individual to succeed academically. The four academic enablers identified by DiPerna and Elliott (2000) and measured by the Academic Competence Evaluation Scales (DiPerna & Elliott, 2000) include engagement, interpersonal skills, motivation, and study skills. A wealth of literature has detailed the critical importance of academic enablers to academic success, as well as identified specific ways which teachers can instruct students in development of these skills. While DiPerna and Elliott (2000) note that teachers' perceptions of the importance of these skills and related behaviors can assist in informing intervention for individual …

Rising To The Challenge: Exploring The Transition From Primary To Secondary Education In A Western Australian School, Elizabeth Joan Wenden

Theses: Doctorates and Masters

The ‘Rising to the Challenge: Exploring the transition from Primary to Secondary education in a Western Australian School’ study explored the positive predictors of primary to secondary school transition of a cohort of Year 7 students (n=182) at a school in Western Australia. The transition from primary to secondary school is an important process in the lives of adolescents aged around 11-13 years old. It is a challenging and exciting time that coincides with social, emotional, physical and cognitive changes of the adolescent stage of development. Enabling a positive transition to secondary school can give adolescents the support they need …

Stepping Out Of The Dirt: A Case Study Of The Impact Of Reflective Expressive Writing On Male Teens Recently Released From A Closed Custody Facility, April D. King Ms.

Theses and Dissertations (Comprehensive)

When researching the topic of at-risk youth and reflective expressive writing there is little literature to be found. The limited literature that exists with regards to reflective expressive writing is not geared toward a population of at-risk teens (Burton & King, 2004). Although there is literature on alternative programming for at-risk youth (McKee & MacDonald, 2006), very little discusses reflective writing. The research question being addressed is: What is the impact of reflective expressive writing on male teens that have recently been released from a closed custody facility? The aim of this study is to present rich descriptive narratives that …

Edps 859: Statistical Methods—A Peer Review Of Teaching Project Benchmark Portfolio, Matthew S. Fritz

UNL Faculty Course Portfolios

The key goal of creating this benchmark teaching portfolio is identifying what my course objectives for EDPS 859 really are and to revise my current course materials, activities, and evaluations to emphasize what I consider to be important in the class in order to better meet the course objectives. I would like this portfolio to serve primarily as a way for me to identify and address issues with my particular section of EDPS 859. The secondary purpose of this portfolio is to provide information regarding the purpose and placement of EDPS 859 as a service course within CEHS and the …

Influence Of Learner Factors On Soldier Attitude Toward Army Serious Gaming, Mitchell L. Bonnett

STEMPS Theses & Dissertations

This study determined the influence of the learner factors on Soldier attitudes toward the use of serious gaming for U.S. Army training and leader development. It extended Selwyn's work (Selwyn, 1997a, 1997b, 2003, 2004, 2006, 2013; Selwyn, Gorard, Furlong, & Madden, 2003) identifying or measuring attitude toward using a technology and Bonanno and Kommers (2008) work extending Selwyn's work to measure the influence of learner factors on those attitude components toward the use of Army serious gaming for instructional purposes. The population studied was 709 Active duty U.S. Army Soldiers.

This quantitative non-experimental descriptive research design methodology used a 21-item …