5 Matching Annotations
  1. Apr 2019
  2. files.eric.ed.gov files.eric.ed.gov
    v10n2dixson
    5
    1. BetsyS 22 Apr 2019
      t engagement, based on this data, is not about the type of activity/assignment

      I was surprised that the type of activities didn't influence engagement to a greater degree.

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    2. BetsyS 22 Apr 2019
      Therefore, only students who could report some type of activity which motivated them to interact with the content of the course (passive or active) were significantl

      I would expect this result. When a student can see how an activity relates to other areas of their work/life they will find it to be more meaningful and be more engaged.

      ci5325
    3. BetsyS 22 Apr 2019
      he instructor. Other researchers have echoed t

      This is area where I think traditional F2F educators who are reluctant to try teaching an online course are misinformed. In my experience, an effective online course includes greater reflection and interaction due to every student responding instead of two or three vocal students. From a student perspective, your perspective is expected to be part of the conversation.

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    4. BetsyS 22 Apr 2019
      ound that students were often required to do more in online courses than in traditional courses

      This was something I was surprised to discover with my first online course. Online learners are expected to participate—something that does not happen in F2F time dues to time constraints.

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    5. BetsyS 22 Apr 2019
      engagement in online courses. The first is that online courses are here to stay and growing so we need to do th

      An important fact that cannot be ignored.

      ci5325
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    files.eric.ed.gov/fulltext/EJ890707.pdf