[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596135-105":59,"doc-detail-596135-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","exploring-student-engagement-factors-in-a-blended-undergraduate-course-article-4","Exploring Student Engagement Factors in a Blended Undergraduate Course - Article 4","","Student engagement is a key contributor to academic performance and includes behavioural, cognitive, emotional, and agentic dimensions. Blended courses enable instructors to use trace data gathered during learning to understand and support engagement. This mixed-methods case study compared two student groups with histories of low prior achievement: those who performed well and those who performed poorly. Evidence from LMS log files and task-derived trace data assessed five indicators, showing group-movement students higher engagement and proactive studying, while the low-achievement group showed higher positive deactivating emotions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-student-engagement-factors-in-a-blended-undergraduate-course-article-4/596135/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-student-engagement-factors-in-a-blended-undergraduate-course-article-4/596135.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What dimensions of student engagement does the study use?","Question",{"text":112,"@type":113},"It describes four engagement dimensions: behavioural, cognitive, emotional, and agentic (proactive approaches).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is student engagement measured in this mixed-methods case study?",{"text":117,"@type":113},"Data come from LMS log file data and trace data derived from authentic learning tasks, used to assess five engagement indicators.",{"name":119,"@type":110,"acceptedAnswer":120},"What key differences were found between the two student groups?",{"text":121,"@type":113},"Students who moved to higher achievement showed higher behavioural, cognitive, and agentic engagement as well as overall engagement, while students who remained in the low-achievement group reported higher positive deactivating emotions (e.g., relief).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596135,1792166460,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 11 | Issue 3 | Article 4 |\n| --- | --- |\n| Winter 12-31-2020\u003Cbr>Exploring Student Engagement Factors Blended Undergraduate Course\u003Cbr>Rebecca L. Edwards University of Victoria, [rle@uvic.ca](rle@uvic.ca)[ ](rle@uvic.ca)[Sarah K. Davis](Sarah K. Davis)\u003Cbr>University of Victoria, [skdavis@uvic.ca](skdavis@uvic.ca)[ ](skdavis@uvic.ca)Allyson F. Hadwin\u003Cbr>University of Victoria, [hadwin@uvic.ca](hadwin@uvic.ca)[ ](hadwin@uvic.ca)[Todd M. Milford](Todd M. Milford)\u003Cbr>University of Victoria, [tmilford@uvic.ca](tmilford@uvic.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2020.3.8293](https://doi.org/10.5206/cjsotl-rcacea.2020.3.8293) | in a |\n\nRecommended Citation  \nEdwards, R. L., Davis, S. K., Hadwin, A. F., & Milford, T. M. (2020) . Exploring student engagement factors in a blended undergraduate course. The Canadian Journal for the Scholarship of Teaching and Learning, 11(3) .  \n[https://doi.org/10.5206/cjsotl-rcacea.2020.3.8293](https://doi.org/10.5206/cjsotl-rcacea.2020.3.8293)  \nExploring Student Engagement Factors in a Blended Undergraduate Course  \nAbstract  \nStudent engagement is an important factor in academic performance and comprises four dimensions: behavioural, cognitive, emotional (Fredricks et al., 2004), and agentic (Reeve, 2013) . Blended courses provide unique opportunities for instructors to use trace data collected during learning to understand and support student engagement. This mixed-methods case study compared the student engagement of two groups of students with a history of low prior academic achievement. The groups were (a) students who ultimately did well in the course and (b) students who did poorly. Data came from two primary sources: (a) log file data from the course LMS, and (b) trace data derived from authentic learning tasks. Data represented five indicators: (a) behavioural engagement, (b) cognitive engagement, (c) emotions experienced during learning, (d) agency or proactive approaches to studying, and (e) overall academic engagement. Findings indicated students who moved achievement groups showed higher levels of behavioural engagement, cognitive engagement, and agentic or proactive approaches to studying and overall engagement. Additionally, students who remained in the low achievement group showed higher levels of positive deactivating emotions (e.g., relief). Implications for future research on student engagement and designing teaching to increase engagement in blended courses are discussed.  \nL’engagement des étudiants et des étudiantes est un facteur important dans la performance des étudiants et des étudiantes et comprend quatre dimensions : comportementale, cognitive,émotionnelle (Fredricks et al, 2004) et agentique (Reeve, 2013) . Les cours hybrides fournissent aux instructeurs et aux instructrices des occasions uniques d’utiliser les données rassemblées au cours del’apprentissage pour comprendre et soutenir l’engagement des étudiants. Dans cette étude de cas à méthodes mixtes, nous avons comparé l’engagement des étudiants et des étudiantes de deux groupes qui avaient eu antérieurement de faibles résultats académiques. Les groupes consistaient (a) d’étudiants et d’étudiantes qui, en fin de compte, avaient réussi le cours et (b) d’étudiants etd’étudiantes qui avaient obtenu des résultats médiocres. Les données provenaient de deux sources principales : (a) les données du fichier journal du cours LSM et (b) les données de traces dérivées detâches d’apprentissage authentique. Les données représentaient cinq indicateurs : (a) l’engagement comportemental, (b) l’engagement cognitif, (c) l’expérience émotionnelle durant l’apprentissage, (d) les approches proactives à l’apprentissage et (e) l’engagement académique général. Les résultats ontindiqué que les étudiants et les étudiantes qui avaient fait bouger les groupes de ré","cbCaimVEQpmhdJzw","https://ap.wps.com/l/cbCaimVEQpmhdJzw","pdf",376537,22,"English","# Abstract\n## Study design and data sources\n## Engagement indicators and findings\n## Implications for future research","[{\"question\":\"What dimensions of student engagement does the study use?\",\"answer\":\"It describes four engagement dimensions: behavioural, cognitive, emotional, and agentic (proactive approaches).\"},{\"question\":\"How is student engagement measured in this mixed-methods case study?\",\"answer\":\"Data come from LMS log file data and trace data derived from authentic learning tasks, used to assess five engagement indicators.\"},{\"question\":\"What key differences were found between the two student groups?\",\"answer\":\"Students who moved to higher achievement showed higher behavioural, cognitive, and agentic engagement as well as overall engagement, while students who remained in the low-achievement group reported higher positive deactivating emotions (e.g., relief).\"}]","Exploring Student Engagement Factors in a Blended Undergraduate Course - Article 4 | PDF",1792082506,55]