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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- Apr 2019
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files.eric.ed.gov files.eric.ed.gov
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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.
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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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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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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.
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