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|Title:||Expansive Framing of Engagement Survey for Online Learners: A Situative Alternative to the Community of Inquiry Survey|
|Authors:||Hickey, Daniel T.|
Chartrand, Grant T.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Hickey, D. T., Harris, T., & Chartrand, G. T. (2021). Expansive Framing of Engagement Survey for Online Learners: A Situative Alternative to the Community of Inquiry Survey. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 789-792). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||Expansive framing is a situative instructional perspective that (a) pushes students to make connections with people, places, topics, and times beyond the course, (b) positions students as authors (rather than consumers) of disciplinary knowledge, and (c) holds students accountable to disciplinary discourse. A new survey of perceived expansive framing was completed by 6,452 fully online students as experimental items within the larger National Survey of Student Engagement (NSSE). Exploratory factor analysis uncovered five of the six intended factors in our 16-item survey and the internal consistency of the six scales ranged from 0.77 to 0.86. Significantly, one of our scales (Outside Places) was more highly correlated with the NSSE Perceived Learning scale (0.56) than any of the NSSE scales. Pending confirmatory factor analysis, we expect the survey to be more predictive of actual learning outcomes than the popular socio-constructivist Community of Inquiry survey or the atheoretical NSSE survey.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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