Designing for Engagement in TEL – a Teacher-Researcher Collaboration

Bergdahl, Nina; Knutsson, Ola; Fors, Uno

doi:10.16993/dfl.113

Cited by 8 publications

(8 citation statements)

References 27 publications

(49 reference statements)

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“…Thus, the digital context, work pace, designs for learning and teacher self-efficacy are viewed as critical aspects of the (dis-)engagement compound. Bergdahl et al ( 2018b ) concluded that engagement can be designed for if teachers are supported in becoming more aware of their potential to influence student (dis-)engagement. Extending these findings, the results found that teachers' planning seemed to be teacher-centred and that active learning is not active learning for all students.…”

Section: Discussionmentioning

confidence: 99%

“…However, while the communication can be coloured by personality, structural and contextual factors, it may also be influenced by the BL context, the digital technology and teacher IT-literacy (Bond, 2020b ). While non-pedagogical digital tools and resources may be explored separately from pedagogical digital tools and resources (see for example Rolf et al, 2019 ), both may influence the (dis-)engagement compound (Bergdahl et al, 2018a , b ). The school, the teaching profession, the role of students, and even digital technologies, are not value-free; and individuals and digital technologies are heavily intertwined, which is why teaching cannot be separated from the context in which it happens (Barab & Squire, 2004 ; Bond & Bedenlier, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…Similarly to Schmid and Petko ( 2019 ), and Pelikan et al ( 2021 ), Bergdahl et al ( 2018a ) shadowed students across their school week, and concluded that student engagement varied, but the patterns seemed to be more related to how the teacher orchestrated the digital technologies than student interest in specific subjects. In fact, only one student compensated for poor orchestration with a devoted interest in a subject (Bergdahl et al 2018b ).…”

Section: Introductionmentioning

confidence: 99%

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Negotiating (dis-)engagement in K-12 blended learning

Bergdahl

Bond

2021

Educ Inf Technol

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It is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Negotiating (dis-)engagement in K-12 blended learning

Bergdahl

Bond

2021

Educ Inf Technol

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“…Another challenge that arises when analogue learning environments become blended learning environments is that the teacher's social presence is still required; this might be a challenge for schools to realise, since a presence in online environments may be new to some teachers (Bergdahl et al 2018b). More research could be done to explore how a more flexible presence could become a reality without compromising learning standards, and to explore what is required in online learning environments for students to perceive that teachers are socially present.…”

Section: Factors Of Engagement In Blended Learning That Predict Gradesmentioning

confidence: 99%

“…via learning platforms, Wikispaces, online workspaces etc.) and use these technologies to mediate communication with their peers and teachers to reconstruct the topic and reconceptualise their understanding of a given subject matter (Bergdahl et al 2018b;Laurillard 2013;Sancho Gil and Padilla Petry 2016), or by extending these digital technologies to form more advanced combinations of virtual environments and digital technologies (e.g. video, audio, broadcast, survey and screencasts) (Uzunboylu et al 2011;Nouri 2018).…”

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confidence: 99%

Disengagement, engagement and digital skills in technology-enhanced learning

2019

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With the digitalisation of education increasing, the relationship between student engagement in Technology-enhanced Learning (TEL) and digital skills has remained largely unexplored. There is a strong consensus that engagement is necessary for students to succeed in school. We hypothesised that students reporting high and low levels of general engagement display differences in terms of their engagement in TEL, and that students' digital skills correlate with their engagement in and disengagement in TEL, which in turn is related to their learning outcomes. We used statistical tests to explore the relationship between the students' (N = 410) general engagement and engagement in TEL, and investigated how digital skills were related to engagement and disengagement in TEL. We found significant correlations between students' digital skills and engagement in TEL, showing that the possession of high levels of digital skill is related to engagement in TEL. Interestingly, digital skills were not related to disengagement. This suggests that students reporting both high and low levels of digital skills disengage to some extent when learning with technologies. We also identified variables reflecting both engagement and disengagement in TEL that predict student performance as measured via final grades, implying that in order to understand and support students who learn with technologies, a broader understanding of the factors influencing engagement and disengagement is key.

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