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Article Summary Ashley Brown College of Education: Grand Canyon University EDU 525: Foundations of Education Woody Mason September 6, 2023 1

Article Summary Purpose The purpose of this article is to gather data about the environment of online learners, the longitudinal experiences endured and factors that change behavioral patterns. Several research methods are used to better understand these many factors in the online learning experience (Saqr & Lopez-Pernas, 2021). The research questions that guided this study were: 1. What are the engagement states at the course level and what are their defining features? 2. How stable are the learners’ engagement states at the course level (within and between students) and, if unstable, how do these engagement states change? 3. What are the trajectories of students’ engagement across the full program? What are their defining features? How stable are these trajectories and, if unstable, how do they change? 4. What is the temporal relationship between engagement trajectories and dropping out of the program or academic achievement (GPA)? (Saqr & Lopez- Pernas, 2021, para 4). The following explains more of the data collected. Methodology Many research methods have been used to study the patterns of success, or lack thereof, of students attending schooling online. The research in this article is performed on a group of students attending Qassim University using Latent Class Analysis (LAC) in order to collect data of student patterns and the learning strategies used while attending. The Hidden Markov Models (HMM) are used to fine tune research data by considering details such as stability and patterns of engagement within courses. Many other factors such as emotions, distractions and interest in the current course are included in the findings (Saqr & Lopez-Pernas, 2021). Findings 2

The data collected explains that students are placed into three categories based on their activeness and engagement within each course; active, average and disengaged. Active students go above and beyond what is asked and put forth quality time to coursework. Average students submit what is required and spend no more time than necessary. Disengaged students put forth little to no effort within the course (Saqr & Lopez-Pernas, 2021). Within the study it is stated that active students are more likely to remain active throughout each course. Average students have a higher chance of becoming active or remaining the same. Disengaged students will either remain disengaged or become average with the correct action taken to reengage the student into coursework (Saqr & Lopez-Pernas, 2021). Implications The research data achieved is not without limitations as there are many other factors to be considered as to why a students’ engagement type changes. The study shows that online learning students have similar engagement types to face-to-face students. Research states students that begin school actively engaged have a higher chance of remaining such, as student who are disengaged from the beginning tend to remain disengaged. Educators play a role in maintaining a strong relationship with students to assist in captivating student engagement. This relationship can change the role of a students’ learning and reengage them in the course (Saqr & Lopez- Pernas, 2021). 3

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Reference Saqr, M., & Lopez-Pernas, S. (2021). The longitudinal trajectories of online engagement over a full program. Computers & Education, 175. https://www-sciencedirect- com.lopes.idm.oclc.org/science/article/pii/S0360131521002025?via%3Dihub#abs0015 4

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