%0 Journal Article %A Manwaring, Kristine C. %A Larsen, Ross %A Graham, Charles R. %A Henrie, Curtis R. %A Halverson, Lisa R. %C United States, North America %D 2017 %G English %J The Internet and Higher Education %K emotional engagement %K cognitive engagement %K blended learning %K structural equation modeling %K intensive longitudinal methods %K higher education %P 21-33 %R 10.1016/j.iheduc.2017.06.002 %T Investigating student engagement in blended learning settings using experience sampling and structural equation modeling %U https://www.academia.edu/36747150/Investigating_student_engagement_in_blended_learning_settings_using_experience_sampling_and_structural_equation_modeling %V 35 %X 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. %@ 1096-7516 %* yes