Abstract
Student engagement is believed to be related to students’ meaningful learning, persistence andsatisfaction. Although its importance is well recognized, student engagement patterns in the virtual learning environment are not well understood, particularly in online courses that offer both synchronous and asynchronous paths. The purpose of this study is to characterize studentonline engagement in a team-based project-centric course, in terms of behavioral, cognitive, emotional, social and collaborative dimensions. Data from tracking logs and student interviews will be analyzed to elucidate any relationships between the various dimensions of online engagement.
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