Investigating relationships among regulated learning, teaching presence and student engagement in blended learning: An experience sampling analysis

ABSTRACT: This study explored the relationships among regulated learning, teaching presence and student engagement in blended learning. A two-level model was designed based on contextual factors (teaching presence) and individual factors (regulated learning), and experience sampling method was employed to collect intensive longitudinal data on 139 participants across three universities over 13 weeks in a blended course. Furthermore, multilevel regression analysis were conducted to examine the effects of teaching presence, self-regulated learning (SRL), co-regulated learning (CoRL) on intra- and interindividual variance in student engagement. The findings were as follows. 1) Perceived teacher support and instructional design fit had a significant positive effect on cognitive and emotional engagement

SUBMITTER: Liao H 

PROVIDER: S-EPMC10031697 | biostudies-literature | 2023 Mar

REPOSITORIES: biostudies-literature