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Engagement-for-Achievement: Creating a Model for Online Student Engagement
PROCEEDINGS

, Adventist International Institute of Advanced Studies, Philippines

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Student engagement literature has already proven that the more students are engaged, the higher is their academic achievement. Optimizing student engagement must then be a goal of every online educator; much more so in the face of the reported high attrition rate in online classes. Currently available student engagement constructs, however, are based mainly on face-to-face classroom settings and do not reflect the uniqueness of online learning. Further, the online engagement literature focus on interactivity that is not necessarily related to achievement. This study, therefore, attempted to examine the nature of engagement online and developed a model that is unique to this modality with the goal of improving student achievement. Findings indicate that online student engagement has four components, the first three reflecting those in face-to-face settings—cognitive, relational, and behavioral—but with the addition of a fourth component, personal engagement. Indicators of online student engagement are then discussed.

Citation

Casimiro, L. (2015). Engagement-for-Achievement: Creating a Model for Online Student Engagement. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 11-20). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .

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