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Instructor scaffolding for interaction and students' academic engagement in online learning: Mediating role of perceived online class goal structures
ARTICLE

, Lifespan Development & Educational Sciences (LDES), United States ; , School of Applied Health & Educational Psychology, United States

Internet and Higher Education Volume 21, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

The purpose of this study was to examine the relationship between instructor scaffolding for interaction and students' academic engagement in an online learning environment mediated by perceived class goal structures. Path analysis was used to explore the relationships among the variables. The data from 158 college students revealed that online instructors' scaffolding for interaction had a significantly positive influence on students' behavioral and emotional engagement and negative influence on behavioral and emotional disaffection mediated by perceived

Citation

Cho, M.H. & Cho, Y. (2014). Instructor scaffolding for interaction and students' academic engagement in online learning: Mediating role of perceived online class goal structures. Internet and Higher Education, 21(1), 25-30. Elsevier Ltd. Retrieved April 2, 2020 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2013.10.008

Keywords