Despite the importance of preparing students to write successfully in their academic and professional careers, instructors often struggle to sustain student focus on the complex and demanding nature of the writing process. In response, we conducted a pilot project at a university located in urban Los Angeles using a wiki-enhanced and blended writing course designed to sustain appropriate learner engagement. This exploratory project (a) introduced the hybrid writing course, (b) tracked changes in student engagement levels (i.e., behavioral, affective, and cognitive) over the period of the wiki-enhanced writing course, and (c) measured the impact of engagement on writing performance. Multiple data sources (i.e., wiki log data, student surveys, and writing performance scores) collected from 56 students in three sections of the writing course were used to examine student experiences in the wiki-enhanced writing course. The findings showed that wiki-based online discussion improved behavioral, affective, and cognitive engagement. The relationships between the learner engagement domains were reciprocal, temporal, and changeable. Based on the findings of this study and our review of the literature, we proposed a theoretical model to describe possible relationships between behavioral, affective, and cognitive engagement and academic achievement.

中文翻译：

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动态学习者参与Wiki增强的写作课程

尽管让学生做好在学术和职业生涯中成功写作的准备很重要，但导师常常难以维持学生对写作过程复杂而苛刻的本质的关注。作为回应，我们使用位于洛杉矶市区的一所大学进行了一项试点项目，该项目使用了旨在增强学习者参与度的Wiki增强型混合写作课程。这个探索性项目（a）介绍了混合写作课程，（b）跟踪了Wiki增强写作课程期间学生参与水平（即行为，情感和认知）的变化，并且（c）评估了参与写作表现。多个数据源（即Wiki日志数据，学生调查，和写作成绩分数）是从写作课程三个部分的56名学生那里收集的，用于检查学生在Wiki增强写作课程中的经历。研究结果表明，基于Wiki的在线讨论可以改善行为，情感和认知参与度。学习者参与领域之间的关系是相互的，时间的和可变的。基于这项研究的发现和我们对文献的回顾，我们提出了一个理论模型来描述行为，情感和认知参与与学术成就之间的可能关系。学习者参与领域之间的关系是相互的，时间的和可变的。基于这项研究的发现和我们对文献的回顾，我们提出了一个理论模型来描述行为，情感和认知参与与学术成就之间的可能关系。学习者参与领域之间的关系是相互的，时间的和可变的。基于这项研究的发现和我们对文献的回顾，我们提出了一个理论模型来描述行为，情感和认知参与与学术成就之间的可能关系。