Evaluation of Students’ Engagement in Integrated Learning Model in A Blended Environment
As new informational conditions contribute to the discovery of new ways to improve the quality of the educational process, a new integrated learning model was elaborated. The purpose of the paper is to evaluate the students’ engagement in a newly-introduced integrated learning model, ident...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2019-06-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/9/2/138 |
| _version_ | 1811301707848613888 |
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| author | Tatiana Baranova Liudmila Khalyapina Aleksandra Kobicheva Elena Tokareva |
| author_facet | Tatiana Baranova Liudmila Khalyapina Aleksandra Kobicheva Elena Tokareva |
| author_sort | Tatiana Baranova |
| collection | DOAJ |
| description | As new informational conditions contribute to the discovery of new ways to improve the quality of the educational process, a new integrated learning model was elaborated. The purpose of the paper is to evaluate the students’ engagement in a newly-introduced integrated learning model, identify the impact of such a model on students’ learning outcomes, and to determine if students’ engagement levels influence their learning outcomes. For our research we used qualitative and quantitative data of students’ records of professional discipline and English testing, surveys and interviews on behavioral engagement, emotional engagement, and cognitive engagement (N = 63). Results on students’ engagement showed that online activity, especially the online international project, involved students more than face-to-face classes, but at the same time some of them noted that without lectures it would be difficult, or even impossible, to participate in a project. Thus the overall engagement level was quite high. Additionally, an integrated approach positively impacted learners’ outcomes. The correlation analysis showed that learners’ engagement played an influential role and highly impacted students’ learning results. In this case we can conclude that our integrated learning model contributes to students’ involvement in the educational process and, as a consequence, allows them to achieve greater results. |
| first_indexed | 2024-04-13T07:13:39Z |
| format | Article |
| id | doaj.art-b824933b887340d79a1e2fc15df41d02 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-13T07:13:39Z |
| publishDate | 2019-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-b824933b887340d79a1e2fc15df41d022022-12-22T02:56:48ZengMDPI AGEducation Sciences2227-71022019-06-019213810.3390/educsci9020138educsci9020138Evaluation of Students’ Engagement in Integrated Learning Model in A Blended EnvironmentTatiana Baranova0Liudmila Khalyapina1Aleksandra Kobicheva2Elena Tokareva3Institute of Humanities, Peter the Great Saint-Petersburg Polytechnic University, 195251 Sankt-Peterburg, RussiaInstitute of Humanities, Peter the Great Saint-Petersburg Polytechnic University, 195251 Sankt-Peterburg, RussiaInstitute of Humanities, Peter the Great Saint-Petersburg Polytechnic University, 195251 Sankt-Peterburg, RussiaInstitute of Humanities, Peter the Great Saint-Petersburg Polytechnic University, 195251 Sankt-Peterburg, RussiaAs new informational conditions contribute to the discovery of new ways to improve the quality of the educational process, a new integrated learning model was elaborated. The purpose of the paper is to evaluate the students’ engagement in a newly-introduced integrated learning model, identify the impact of such a model on students’ learning outcomes, and to determine if students’ engagement levels influence their learning outcomes. For our research we used qualitative and quantitative data of students’ records of professional discipline and English testing, surveys and interviews on behavioral engagement, emotional engagement, and cognitive engagement (N = 63). Results on students’ engagement showed that online activity, especially the online international project, involved students more than face-to-face classes, but at the same time some of them noted that without lectures it would be difficult, or even impossible, to participate in a project. Thus the overall engagement level was quite high. Additionally, an integrated approach positively impacted learners’ outcomes. The correlation analysis showed that learners’ engagement played an influential role and highly impacted students’ learning results. In this case we can conclude that our integrated learning model contributes to students’ involvement in the educational process and, as a consequence, allows them to achieve greater results.https://www.mdpi.com/2227-7102/9/2/138students’ engagementblended learning environmentintegrated learningCLILflipped classroom |
| spellingShingle | Tatiana Baranova Liudmila Khalyapina Aleksandra Kobicheva Elena Tokareva Evaluation of Students’ Engagement in Integrated Learning Model in A Blended Environment Education Sciences students’ engagement blended learning environment integrated learning CLIL flipped classroom |
| title | Evaluation of Students’ Engagement in Integrated Learning Model in A Blended Environment |
| title_full | Evaluation of Students’ Engagement in Integrated Learning Model in A Blended Environment |
| title_fullStr | Evaluation of Students’ Engagement in Integrated Learning Model in A Blended Environment |
| title_full_unstemmed | Evaluation of Students’ Engagement in Integrated Learning Model in A Blended Environment |
| title_short | Evaluation of Students’ Engagement in Integrated Learning Model in A Blended Environment |
| title_sort | evaluation of students engagement in integrated learning model in a blended environment |
| topic | students’ engagement blended learning environment integrated learning CLIL flipped classroom |
| url | https://www.mdpi.com/2227-7102/9/2/138 |
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