OER Knowledge CloudJournal ArticleManwaring, Kristine C.Larsen, RossGraham, Charles R.Henrie, Curtis R.Halverson, Lisa R.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.2017EnglishThe Internet and Higher Education35October 201721-33United States10.1016/j.iheduc.2017.06.002https://www.academia.edu/36747150/Investigating_student_engagement_in_blended_learning_settings_using_experience_sampling_and_structural_equation_modeling1096-7516yesemotional engagementcognitive engagementblended learningstructural equation modelingintensive longitudinal methodshigher educationhttps://www.academia.edu/36747150/Investigating_student_engagement_in_blended_learning_settings_using_experience_sampling_and_structural_equation_modelingUnited States, North America