Attributes of engagement in challenge-based digital learning environments


Ifenthaler, Dirk ; Gibson, David ; Zheng, Longwei



DOI: https://doi.org/10.1007/978-3-030-48190-2_5
URL: http://link-springer-com-443.webvpn.fjmu.edu.cn/ch...
Document Type: Book chapter
Year of publication: 2020
Book title: Online teaching and learning in higher education
Page range: 81-91
Publisher: Isaias, Pedro ; Sampson, Demetrios G. ; Ifenthaler, Dirk
Place of publication: Cham
Publishing house: Springer
ISBN: 978-3-030-48189-6 , 978-3-030-48191-9 , 978-3-030-48190-2
Publication language: English
Institution: Business School > Wirtschaftspädagogik V (Ifenthaler 2015-)
Subject: 370 Education
Abstract: This study is part of a research programme investigating the dynamics and impacts of learning engagement in a challenge-based digital learning environment. Learning engagement is a multidimensional concept which includes an individual’s ability to behaviourally, cognitively, emotionally and motivationally engage in an on-going learning process. Challenge-based learning gives significant freedom to the learner to decide what and when to engage and interact with digital learning materials. In light of previous empirical findings, we expect that learning engagement is positively related to learning performance in a challenge-based digital learning environment. This study investigates the dynamics of learning engagement in a challenge-based digital learning environment using a data analytics approach from the Curtin Challenge platform, including transaction data of 13,655 students. Findings indicate that attributes of learning engagement in challenge-based digital learning environments are, as expected, positively related to learning performance. Implications point towards the need for personalised and adaptive learning environments to be developed in order to cater for the individual needs of learners in challenge-based digital learning environments.

Dieser Eintrag ist Teil der Universitätsbibliographie.




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