ABSTRACT

The purpose of the study was to explore the difference in student engagement between high achieving and low achieving senior undergraduate students who took all their courses entirely online at United States (US) higher education institutions. It aims to evaluate student engagement variables and compare them with student achievement to help instructors and institutions detect areas for improvement in student engagement that might impact student learning and achievement. This study analysed data collected from undergraduate senior-level students who responded to the National Survey of Student Engagement (NSSE) in the academic year of 2015/2016. Seven variables of student engagement were analysed. Results of the study show that high achieving students were significantly higher than low achieving students in higher-order learning, reflective and integrative learning, learning strategies, quantitative reasoning, and effective teaching practices. However, low achieving students were significantly higher than high achieving students in student–faculty interaction. No significant differences were found in collaborative learning.

摘要

该研究的目的是探索在美国高等教育机构完全在线完成所有课程的高年级本科生和低成就高年级本科生之间的学生参与度差异。它旨在评估学生参与变量并将其与学生成绩进行比较，以帮助教师和机构发现可能影响学生学习和成绩的学生参与改进领域。本研究分析了从 2015/2016 学年对全国学生参与度调查 (NSSE) 做出回应的本科高年级学生收集的数据。分析了学生参与的七个变量。研究结果表明，高成就学生在高阶学习中显着高于低成就学生，反思和综合学习、学习策略、定量推理和有效的教学实践。然而，在师生互动中，成绩不佳的学生明显高于成绩优异的学生。在协作学习中没有发现显着差异。