@article {
	title = {Investigating student engagement in blended learning settings using experience sampling and structural equation modeling},
	author = {Manwaring, Kristine C. and Larsen, Ross and Graham, Charles R. and Henrie, Curtis R. and Halverson, Lisa R.},
	abstract = {We investigated activity-level student engagement in blended learning classes at the university level. We used intensive longitudinal methodology to collect activity level engagement data throughout a semester for 68 students enrolled in six blended courses across two universities. We used structural equation modeling to gain a holistic understanding of learning environments, including the influence of personal characteristics, course design, and student perceptions of the learning experience on in-the-moment cognitive and emotional engagement. To investigate longitudinal relationships between emotional and cognitive engagement, we employed cross-lagged modeling techniques. Findings showed that course design and student perception variables had a greater influence on engagement than individual student characteristics and that student multitasking had a strong negative influence on engagement. Students' perceptions of the importance of the activity had a strong positive influence on both cognitive and emotional engagement. An important outcome of engagement was the students' perceptions that they were learning and improving.},
	year = {2017},
	month = {/2017},
	language = {English},
	journal = {The Internet and Higher Education},
	volume = {35},
	issue = {October 2017},
	pages = {21-33},
	country = {United States},
	doi = {10.1016/j.iheduc.2017.06.002},
	url = {https://www.academia.edu/36747150/Investigating_student_engagement_in_blended_learning_settings_using_experience_sampling_and_structural_equation_modeling},
	issn = {1096-7516},
	refereed = {yes},
	keywords = {emotional engagement, cognitive engagement, blended learning, structural equation modeling, intensive longitudinal methods, higher education},
}