Online engagement and performance on formative assessments mediate the relationship between attendance and course performance

In traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students’ log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect on academic outcomes, but it promotes performance by leveraging online learning engagement and formative assessment performance. Findings contribute to understanding the impact of in-class attendance on course academic performance and the interplay of in-class and online-learning engagement factors in the context of technology-enhanced courses. This study recommends using a variety of educational technologies to pave multiple pathways to academic success.

Investigating Students’ Adoption of MOOCs during COVID-19 Pandemic: Students’ Academic Self-Efficacy, Learning Engagement, and Learning Persistence

Students’ learning environments are significantly influenced by massive open online courses (MOOCs). To better understand how students could implement learning technology for educational purposes, this study creates a structural equation model and tests confirmatory factor analysis. Therefore, the aim of this study was to develop a model through investigating observability (OB), complexity (CO), trialability (TR), and perceived usefulness (PU) with perceived ease-of-use (PEU) of MOOCs adoption by university students to measure their academic self-efficacy (ASE), learning engagement (LE), and learning persistence (LP). As a result, the study used an expanded variant of the innovation diffusion theory (IDT) and the technology acceptance model (TAM) as the research model. Structural Equation Modeling (SEM) with Smart-PLS was applied to quantitative data collection and analysis of 540 university students as respondents. Student responses were grouped into nine factors and evaluated to decide the students’ ASE, LE, and LP. The findings revealed a clear correlation between OB, CO, and TR, all of which were important predictors of PU and PEU. Students’ ASE, LE, and LP were affected by PEU and PU. This study’s established model was effective in explaining students’ ASE, LE, and LP on MOOC adoption. These findings suggest implications for designing and developing effective instructional and learning strategies in MOOCs in terms of learners’ perceptions of themselves, their instructors, and learning support systems.

Token Economy for Sustainable Education in the Future: A Scoping Review

This research aims to examine the use of a token economy for education sustainability. It presents a recent review and evaluation of the token economy used among young learners and learners with special needs for behavior management and learning engagement in teaching. Online articles from Google Scholar, ERIC, and UKMLibrary were used. The terms used for reviewing the articles were token economy, token systems, positive reinforcement, and rewards. The scoping review protocol was used for this study. A total of 60 relevant articles published from 2000 to 2020 were filtered and grouped into three major themes for review: behavior management, learning engagement, and types of tokens. Findings suggested that although previous research had examined the impact of a token economy on behavior management and learning engagement, there was limited research on the correlation between teaching methods and social fairness. Teachers as the main participants in assessing the effectiveness of a token economy, were also lacking. Additionally, the use of social and physical reinforcers was found to assist in obtaining the desired behaviors and learning engagement from participants, thereby enabling them to sustain learners’ interest in future lessons.

Moving In-Frame

The researchers explored the dual experience of individuals who are both taking dance and movement classes digitally at the same time as they are also teaching dance and movement classes digitally. By focusing on this duality through a series of interviews with practitioners, the researchers explore how the learner/educators do or do not adapt one set of skills into the other area of work and the lessons learned from this reflective practice. The results are analyzed and broken down into five sections: glitches of the practice, reflective practice, active learning, engagement, and reframing communication. Through further analysis, the researchers explore possibilities for shifting the mindset around digital education methods. The researchers then offer suggestions for further development in the field and where further research can expand on the subject area.

Equity and Engagement Through Digital Storytelling and Game-Based Learning

This chapter is founded on the idea that literacy is the cornerstone of teaching and learning across disciplines and is the scaffold for quality communication across modes. Therefore, it contends that the ever-widening education and opportunity gaps seen throughout United States school systems have the potential to be bridged through engaging communicative literacy experiences. Information and resources provided are supported through a theoretical framework based on engagement theory, equitable access as a construct, and multiple literacies theory. As educational equity gaps continue to develop and widen for students based on race, income, language, and technology, it is imperative that innovative practices be researched, reviewed, and put into practice. By utilizing digital storytelling and game-based learning, this chapter attempts to provide the reader with a deeper understanding of issues related to classroom practice, educational equity, learning engagement, and literacy opportunities.

Gamification Tools to Facilitate Student Learning Engagement in Higher Education

Gamification is a novel technology that can potentially motivate student learning. This chapter reflects on the implementation of a gamified application to support students' learning in terms of learning important facts concerning their study program. The scope of the chapter refers to two design features in which tests were conducted on the different configurations in a field experiment among UK university students. The initial feature identified was feedback, where it was anticipated that engagement would increase, with tailored feedback having a greater impact than generic feedback. The next feature identified was circumventing users from binge gaming through session limits, as this may potentially prevent deep learning. The findings suggest that tailored feedback was less effective than generic feedback, contradicting the initial anticipation. Session limits were found to not circumvent binging without a reduction in sessions. The findings suggest that gaming properties of gamified applications could impact sustaining and encouraging play.

Don't Assess a Fish by Its Ability to Climb a Tree

The heterogeneity of students in today's classrooms present many obstacles when it comes to formatively assessing learning. The formative assessment cycle affords teachers numerous opportunities to measure student progress towards objectives, provide timely feedback, and make necessary adjustments to instruction. Formative assessments also provide considerable value to students, in the form of learning engagement, and tracking their own progress and planning of future steps. Due to the value of formative assessments in making decisions and supporting students, it is necessary that educators plan and utilize equitable assessment practices to eliminate unnecessary barriers students may face. The chapter will therefore discuss the obstacles that variable learners may experience that impede their inclusion in classrooms, the importance of the universal design for learning in ensuring engagement and multiple means of action and expression, and finally, bring awareness to students with disabilities and the importance of accommodations and modifications in their success.