Modifying the Student Course Engagement Questionnaire for Use with Online Courses
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| Title: | Modifying the Student Course Engagement Questionnaire for Use with Online Courses |
|---|---|
| Language: | English |
| Authors: | Nasir, Mohd Azrin Mohd, Janikowski, Timothy, Guyker, Wendy, Wang, Chia Chiang |
| Source: | Journal of Educators Online. Jan 2020 17(1). |
| Availability: | Journal of Educators Online. 500 University Drive, Dothan, AL 36303. Web site: http://www.thejeo.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learner Engagement, Questionnaires, Student Surveys, Online Courses, Graduate Students, Cognitive Style, Student Participation, Discussion Groups, Blended Learning, Conventional Instruction, Relevance (Education), Goal Orientation, Interaction, Self Management |
| ISSN: | 1547-500X |
| Abstract: | The purpose of this study was to modify the Student Course Engagement Questionnaire (SCEQ) for use in varied teaching settings, including online graduate courses. The SCEQ-M was administered to 276 students enrolled in a variety of graduate-level education and counseling courses during the Spring 2016 semester. An exploratory factor analysis (EFA) using Maximum Likelihood identified four dimensions in the modified scale: Applied Engagement, Goal-Oriented Engagement, Self-Discipline Engagement, and Interactive Engagement. The SCEQ-M scores showed good internal consistency reliabilities ranging from 0.71 to 0.81. This study found that this instrument may be used to compare student engagement styles and suggests that instructors should seek to improve student engagement to better match engagement style to type of course. Other findings and implications for future research are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1241583 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to modify the Student Course Engagement Questionnaire (SCEQ) for use in varied teaching settings, including online graduate courses. The SCEQ-M was administered to 276 students enrolled in a variety of graduate-level education and counseling courses during the Spring 2016 semester. An exploratory factor analysis (EFA) using Maximum Likelihood identified four dimensions in the modified scale: Applied Engagement, Goal-Oriented Engagement, Self-Discipline Engagement, and Interactive Engagement. The SCEQ-M scores showed good internal consistency reliabilities ranging from 0.71 to 0.81. This study found that this instrument may be used to compare student engagement styles and suggests that instructors should seek to improve student engagement to better match engagement style to type of course. Other findings and implications for future research are also discussed. |
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| ISSN: | 1547-500X |
