Academic Communities of Engagement: An Expansive Lens for Examining Support Structures in Blended and Online Learning

Autor/inn/en	Borup, Jered; Graham, Charles R.; West, Richard E.; Archambault, Leanna; Spring, Kristian J.
Titel	Academic Communities of Engagement: An Expansive Lens for Examining Support Structures in Blended and Online Learning
Quelle	In: Educational Technology Research and Development, 68 (2020) 2, S.807-832 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Borup, Jered)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-020-09744-x
Schlagwörter	Online Courses; Blended Learning; Educational Technology; Technology Uses in Education; Learner Engagement; Student Needs; Academic Support Services + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	In this article we share the Academic Communities of Engagement (ACE) framework, which describes a student's ability to engage affectively, behaviorally, and cognitively in an online or blended course independently and with support. Based on Vygotsky's (Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) zone of proximal development, the framework examines how a student's ability to engage in online or blended courses increases with support from two types of communities. The course community is organized and facilitated by those associated with the course or program. The personal community is comprised of actors not officially associated with the course who have typically formed relationships with the student before the course or program began and may extend well beyond its boundaries. Actors within each community have varying skills and abilities to support student engagement, and a student is most likely to reach the necessary engagement for academic success with active support from both. The framework identifies the community actors most likely to provide specific support elements, aligning them to the different types of student engagement. The article outlines implications for practice and research, concluding with illustrative examples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01