Exploring Differential Effects of a Semester-Long Online Intervention With Latent Profiles of Learning Engagement (Poster 35)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Learning and Motivation in STEM

Abstract

Lack of engagement in online learning has been a main issue. We studied undergraduates’ engagement in 12 online intervention modules delivered over a semester, and used the engagement profiles to disentangle the differential intervention effects on their biology course grades. We coded log data from the online modules and students’ responses, which provided ten indicators of engagement for latent class analyses. LCA showed three profiles of engagement in each module—not-engaged, behaviorally-engaged-only, and fully-engaged, of which “fully-engaged” was needed for participants to truly benefit from an intervention module. Individual participants were fully-engaged in different numbers of modules over the semester, and the subgroup who were fully-engaged in over 7 modules had higher grades than the control group (g = .37).

Authors

• Ting Dai, University of Illinois at Chicago

• Ruiping Huang, University of Illinois at Chicago

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Avi Kaplan, Temple University

• Tony Perez, Old Dominion University

• Kyle R. Mara, University of Southern Indiana

• Michael Balsai, Independent Researcher