Instructional Practices Affecting Learner Engagement in Blended Learning Environments

Semiral Öncü; Barbara Bıchelmeyer

doi:10.17275/per.21.62.8.3

EN

Instructional Practices Affecting Learner Engagement in Blended Learning Environments

Abstract

Learners have to engage in academically purposeful instructional endeavors to be successful in school. Latest research indicates that the learners of today are not as interested in educational deeds as they need to be. Educational stakeholders should look for means to address this tendency to have a positive influence on educational results. This study explores the instructional practices that play a role in behavioral engagement (also known as involvement) of learners in schoolwork in the Cisco Certified Network Associate (CCNA) program – an information technology certificate program. Behavioral engagement in this context refers to learners’ active learning and collaboration with peers. A two-level hierarchical linear modeling was established to predict behavioral engagement from instructional practices while controlling for certain learner level (expectancy and value motivation, gender, and age) and teacher level (teaching and networking experience) variables. Learners who attended the CCNA program in the United States, totaling 773 high school and community college students, were matched specifically with 149 teachers who taught them. Student and instructor surveys were conducted online to gather data. The results show that the level of learner involvement in the program was poor, equivalent to the national student engagement survey of the period. However, if their teachers used collaborative and learner-centered practices, learners were more involved in schoolwork behaviorally. Learners were also very involved in the program if they placed a high value on the program. Female learners were not as active as male learners. In addition to the two instructional practices implied in this study, another major takeaway is that learners should be advised as early as possible about the detrimental impact of poor motivation in the program.

Keywords

engagement, active learning, collaboration, instructional method, instructional practice

Thanks

This study has been derived from the corresponding author’s dissertation study titled “The relationship between instructor practices and student engagement: What engages students in blended learning environments?”

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Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Semiral Öncü ^*
0000-0001-8549-094X
Türkiye

Barbara Bıchelmeyer This is me
0000-0001-6035-575X
United States

Publication Date

August 1, 2021

Submission Date

January 19, 2021

Acceptance Date

February 1, 2021

Published in Issue

Year 2021 Volume: 8 Number: 3

DOI

https://doi.org/10.17275/per.21.62.8.3

IZ

https://izlik.org/JA39XM89YU

APA

Öncü, S., & Bıchelmeyer, B. (2021). Instructional Practices Affecting Learner Engagement in Blended Learning Environments. Participatory Educational Research, 8(3), 210-226. https://doi.org/10.17275/per.21.62.8.3

AMA

1.Öncü S, Bıchelmeyer B. Instructional Practices Affecting Learner Engagement in Blended Learning Environments. PER. 2021;8(3):210-226. doi:10.17275/per.21.62.8.3

Chicago

Öncü, Semiral, and Barbara Bıchelmeyer. 2021. “Instructional Practices Affecting Learner Engagement in Blended Learning Environments”. Participatory Educational Research 8 (3): 210-26. https://doi.org/10.17275/per.21.62.8.3.

EndNote

Öncü S, Bıchelmeyer B (August 1, 2021) Instructional Practices Affecting Learner Engagement in Blended Learning Environments. Participatory Educational Research 8 3 210–226.

IEEE

[1]S. Öncü and B. Bıchelmeyer, “Instructional Practices Affecting Learner Engagement in Blended Learning Environments”, PER, vol. 8, no. 3, pp. 210–226, Aug. 2021, doi: 10.17275/per.21.62.8.3.

ISNAD

Öncü, Semiral - Bıchelmeyer, Barbara. “Instructional Practices Affecting Learner Engagement in Blended Learning Environments”. Participatory Educational Research 8/3 (August 1, 2021): 210-226. https://doi.org/10.17275/per.21.62.8.3.

JAMA

1.Öncü S, Bıchelmeyer B. Instructional Practices Affecting Learner Engagement in Blended Learning Environments. PER. 2021;8:210–226.

MLA

Öncü, Semiral, and Barbara Bıchelmeyer. “Instructional Practices Affecting Learner Engagement in Blended Learning Environments”. Participatory Educational Research, vol. 8, no. 3, Aug. 2021, pp. 210-26, doi:10.17275/per.21.62.8.3.

Vancouver

1.Semiral Öncü, Barbara Bıchelmeyer. Instructional Practices Affecting Learner Engagement in Blended Learning Environments. PER. 2021 Aug. 1;8(3):210-26. doi:10.17275/per.21.62.8.3