Learner Engagement in Blended Learning Environments: A Conceptual Framework
Learner Engagement in Blended Learning Environments: A Conceptual Framework
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DOI：
10.24059/olj.v23i2.1481
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发表时间：
2019-06-01
期刊：
影响因子：
4
通讯作者：
Graham, Charles R.
中科院分区：
文献类型：
--
作者：
Halverson, Lisa R.;Graham, Charles R.
学习者敬业度与重要的教育结果相关，包括学业成绩和满意度。尽管已经有研究探索混合情境下的学习者参与，但没有理论框架来指导探究或实践，在参与的定义和操作上也几乎没有一致性或特殊性。制定表示学习者敬业度的因素的定义、模型和衡量标准，对于确定教学方法(促进者)的变化是否会提高敬业度(通过指标衡量)非常重要。本文回顾了现有的关于学习者敬业度的文献，并确定了与学习最相关的结构，特别是混合式学习。作者提出了一个可能的参与度概念框架，包括认知和情绪指标，并提供了在技术中介的学习环境中衡量这些参与度指标的研究实例。作者建议未来的研究来测试这个框架，他们认为这将支持混合式学习投入研究的进步，这种研究越来越实时，侵入性最小，跨主题背景的概括性最大。
Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction. Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations. Developing definitions, models, and measures of the factors that indicate learner engagement is important to establishing whether changes in instructional methods (facilitators) result in improved engagement (measured via indicators). This article reviews the existing literature on learner engagement and identifies constructs most relevant to learning in general and blended learning in particular. The authors present a possible conceptual framework for engagement that includes cognitive and emotional indicators, offering examples of research measuring these engagement indicators in technology-mediated learning contexts. The authors suggest future studies to test the framework, which they believe will support advances in blended learning engagement research that is increasingly real time, minimally intrusive, and maximally generalizable across subject matter contexts.