Profiles of Student Engagement in Synchronous and Asynchronous High School Science Instruction

• In Event: Uncovering Characteristics of Online Learning Environments Connected to Satisfaction Within the Student Experience

Abstract

The goals of this study were to: 1) describe high school students’ engagement in virtual science courses in terms of affective, behavioral, cognitive-self-regulatory, and cognitive-value engagement; 2) explore whether students’ engagement patterns differed depending on instructional modality (synchronous or asynchronous); and 3) examine whether engagement patterns were associated with students’ course grades or retention. Students (n=124) enrolled in a range of science courses provided multiple reports (n=493) of their engagement during synchronous and asynchronous instruction. Latent Profile Analysis (LPA) suggested five distinct situational engagement profiles. During synchronous instruction, students tended to engage in ways characterized by higher engagement in all dimensions, which then predicted higher final course grades. Lower self-regulation was associated with higher rates of retention.

Author

• Matthew James Schell, Hanover Research
  Presenting Author