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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
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  Data: Modifying the Student Course Engagement Questionnaire for Use with Online Courses
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  Data: <searchLink fieldCode="AR" term="%22Nasir%2C+Mohd+Azrin+Mohd%22">Nasir, Mohd Azrin Mohd</searchLink><br /><searchLink fieldCode="AR" term="%22Janikowski%2C+Timothy%22">Janikowski, Timothy</searchLink><br /><searchLink fieldCode="AR" term="%22Guyker%2C+Wendy%22">Guyker, Wendy</searchLink><br /><searchLink fieldCode="AR" term="%22Wang%2C+Chia+Chiang%22">Wang, Chia Chiang</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+Groups%22">Discussion Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink>
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  Data: 1547-500X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Discussion Groups
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: Relevance (Education)
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Self Management
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      – TitleFull: Modifying the Student Course Engagement Questionnaire for Use with Online Courses
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              Y: 2020
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