An Exploration of Learning Environmental Factors Affecting Student Cognitive Engagement
(주)학지사
- 최초 등록일
- 2015.03.25
- 최종 저작일
- 2014.10
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서지정보
ㆍ발행기관 : 한국교육공학회
ㆍ수록지정보 : Educational Technology International / 15권 / 2호
ㆍ저자명 : Sunghye LEE
목차
Introduction
Method
Results
Discussions and Conclusions
References
한국어 초록
As it was argued that students’ cognitive engagement can be, at least in part, modified byindividual or learning environmental factors, prior studies have attempted to identify thefactors explaining the variability of students’ cognitive engagement. This literature reviewhas shown that students’ cognitive engagement can be altered by various elements in thelearning environment design such as factors related students’ perceptions of teaching quality,characteristics of tasks and learning activities, teachers’ behaviors during instruction,classroom goal structures, the integration of student oriented learning, action learning,problem-based learning, and constructivist learning, and academic disciplines. Based on thereview, this study suggests that more studies are required to focus on understandings howthe integration of instructional design principles into courses and the levels of studentcognitive engagement in these courses are related. Also, an investigation of direct andindirect effect of learning environments taking into account students’ personal factorswould provide a more accurate picture of the relationship between learning environmentalfactors and students’ cognitive engagement.
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