What to Blend? Exploring the Relationship Between Student Engagement and Academic Achievement via a Blended Learning Approach

被引：14

作者：

Argyriou, Paraskevi ^{[1
]}

Benamar, Kenza ^{[1
]}

Nikolajeva, Milena ^{[2
]}

机构：

[1] Queen Mary Univ London, Psychol, London, England

[2] Queen Mary Univ London, Youth Resilience Unit, London, England

来源：

PSYCHOLOGY LEARNING AND TEACHING-PLAT | 2022年 / 21卷 / 02期

关键词：

Student engagement; blended learning; academic achievement; psychology education; INCENTIVES;

D O I：

10.1177/14757257221091512

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The present study investigated whether student engagement with different online blended learning activities predicts academic performance as measured via a multiple-choice online exam for an undergraduate cognitive psychology course. Higher completion rates of weekly online quizzes predicted final exam performance. Findings are discussed in relation to using online learning resources to enhance student engagement and performance and learning analytics to identify students in need of further support. Since findings only revealed one significant predictor, more research is required to identify additional factors influencing academic achievement in an online blended learning approach.

引用

页码：126 / 137

页数：12

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