TY - JOUR TI - Measuring student engagement in technology-mediated learning: a review AU - Henrie, Curtis R. AU - Halverson, Lisa R. AU - Graham, Charles R. T2 - Computers & Education AB - Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging. Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies. To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement. These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course. In this review, we examine existing approaches to measure engagement in technology-mediated learning. We identify strengths and limitations of existing measures and outline potential approaches to improve the measurement of student engagement. Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in technology-mediated learning. DA - 2015/12// PY - 2015 DO - 10.1016/j.compedu.2015.09.005 DP - DOI.org (Crossref) VL - 90 SP - 36 EP - 53 J2 - Computers & Education LA - en SN - 03601315 ST - Measuring student engagement in technology-mediated learning UR - https://blendedtoolkit.wisc.edu/wp-content/uploads/2018/06/MEASURING-STUDENT-ENGAGEMENT.pdf Y2 - 2021/11/09/20:44:19 ER - TY - JOUR TI - Blended learning in higher education: Institutional adoption and implementation AU - Porter, Wendy W. AU - Graham, Charles R. AU - Spring, Kristian A. AU - Welch, Kyle R. T2 - Computers & Education AB - Relatively little of the current research on blended learning (BL) addresses institutional adoption issues. Additional research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. The authors conducted a prior study in which they proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. The current study applies this adoption framework to 11 U. S. institutions participating in a Next Generation Learning Challenge (NGLC) grant and attempting to transition from an awareness/exploration of BL to the adoption/early implementation phase. The study also compares U.S. institutional strategy, structure, and support approaches to BL adoption and identifies patterns and distinctions. DA - 2014/06/01/ PY - 2014 DO - 10.1016/j.compedu.2014.02.011 DP - ScienceDirect VL - 75 SP - 185 EP - 195 J2 - Computers & Education LA - en SN - 0360-1315 ST - Blended learning in higher education UR - http://www.sciencedirect.com/science/article/pii/S0360131514000451 Y2 - 2020/07/20/09:54:33 KW - Distance education and telelearning KW - Post-secondary education KW - Teaching/learning strategies ER - TY - JOUR TI - The adolescent community of engagement framework: A lens for research on K-12 online learning AU - Borup, Jered AU - West, Richard E. AU - Graham, Charles R. AU - Davies, Randall S. T2 - Journal of Technology and Teacher Education DA - 2014/// PY - 2014 DP - Google Scholar VL - 22 IS - 1 SP - 107 EP - 129 ST - The adolescent community of engagement framework UR - http://www.editlib.org/p/112371 KW - ⛔ No DOI found ER -