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Recognising and Measuring Engagement in ICT-Rich Learning Environments

Engagement is being widely recognised as critical to the learning process. Either formally or informally this term arises during most discussions about learning, especially when ICT is being used to enhance the learning environments. While suggestions abound for ways of using ICT in learning to increase engagement, few of these reports offer means for measuring and reporting on the engagement. This paper first defines engagement that is relevant to school learning environments and expands on three types of engagement: behavioural, cognitive and emotional. Engagement can be investigated on a number of levels, for example, student engagement with learning, student engagement with schooling and community engagement with the school. The focus in this paper will be on the first of these. Second, the significance of engagement in strategic ICT education policies and academic reports is highlighted. At a national level, engagement features strongly in the Australian online learning strategy. Third, some indicators of engagement are described as reported by teachers during a research project focussed on embedding ICT in learning. Teachers were more likely to describe indicators of behavioural and cognitive engagement than emotional engagement. Finally, measures of engagement applicable to the school learning environment are proposed.
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ACCE Partners
ACCE Partners
ACCE Partners
ACCE Partners