Student behavioural engagement in self-paced online learning

Al Mamun, Md Abdullah, Lawrie, Gwen and Wright, Tony (2016). Student behavioural engagement in self-paced online learning. In: Show Me the Learning: Conference Proceedings, 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Adelaide Convention Center, Adelaide, South Australia, (381-386). 28-30 November 2016.

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Author Al Mamun, Md Abdullah
Lawrie, Gwen
Wright, Tony
Title of paper Student behavioural engagement in self-paced online learning
Conference name 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education
Conference location Adelaide Convention Center, Adelaide, South Australia
Conference dates 28-30 November 2016
Convener ASCILITE
Proceedings title Show Me the Learning: Conference Proceedings, 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education
Place of Publication Australia
Publisher ASCILITE (Australasian Society for Computers in Learning in Tertiary Education)
Publication Year 2016
Sub-type Fully published paper
Open Access Status File (Publisher version)
Start page 381
End page 386
Total pages 6
Language eng
Abstract/Summary It remains a challenge in online settings to engage students as independent learners without teacher presence. This has led to increasing attention investigating the factors influencing student engagement in this context. As part of a PhD study, this paper investigates students' behavioural engagement with online learning modules without teacher supervision or peer support. The study examines three key constructs of behavioural engagement: student engagement with the task, effort level the student applies to taskcompletion and finally, following instructions. First, the findings suggest that student engagement was high in ‘video' and 'feedback' sections as compared to ‘simulation’ activities. Second, students invested high effort in task-completion when the learning modules were delivered with instructional guidance. Finally, non-visual learners exhibit more difficulty following instructions in unsupported online settings. The results of this study will contribute to the burgeoning research field promoting the development of online modules that encourage participation of diverse learners.
Keyword Self-paced learning
Online learning
Behavioural engagement
Q-Index Code E1
Q-Index Status Provisional Code
Institutional Status UQ

 
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Created: Sat, 25 Feb 2017, 08:31:32 EST by Md Abdullah Mamun on behalf of Space Management (Property & Facilities)