Multidimensional Engagement in Learning—an Integrated Instructional Design Approach

Abstract

learning. This important problem in daily instruction has produced numerous research activities focusing on conditions and consequences of student engagement. However, these activities have led to a complex aspects of student engagement based on a review of literature. Findings from the review have been used to formulate 15 instructional strategies as part of a hierarchically organized instructional design approach for incorporating multidimensional engagement into elements of learning (i.e., learning materials for lessons or instructional units). Strategies for cognitive engagement concern engagement levels such as knowledge, comprehension, convergent thinking, evaluation, and synthesis. Strategies for motivational social-emotional engagement are related to self-assertion, entertainment, belongingness, adaptiveness, and security. Finally, in order to support research and implementation, measurement instruments on multidimensional levels of engagement and related instructional strategies are proposed.

A needs analysis to develop new curriculum for Korean college students in higher education

“…Motivational engagement is about the depth of stimulation to actively deal with information processes and products while acquiring knowledge and skills regarding language learning (Asleitner, 2018). Language learning is stimulated differently by both external and distant internal and close factors and mechanisms (Cerasoli et al, 2014).…”

Remembering, Reflecting, Reframing: Examining Students’ Long-Term Perceptions of an Innovative Model for University Teaching

“…Promoting student learning rather than grading is the first priority of AfL; this is achieved by helping students reflect on what they know and what they can do, then use this understanding to identify gaps in their knowledge, connect concepts, and face new problems (van Dinther et al, 2015). AfL is a multi-dimensional vision of assessment that conceives cognitive, emotional, affective and social aspects as integral elements of the learning process, and seeks to make visible students' thinking and reasoning skills using a variety of tools (Astleitner, 2018). Two of the most widely used tools for formative assessment are e-portfolios and case-based assessment.…”

فاعلية المنهج التعليمي متعدد الأبعاد لمشارکة الاشتباک بناءً على أجهزة تکنولوجيا الاتصال في تطوير مهارات الاتصال الشفوي للغة الإنجليزية کلغة أجنبية (Efl) والفعالية الذاتية

“…The program contained variety of topics, situations and discussions designed for developing oral communication skills and self-efficacy. They were suitable for the fourth students enrolled in English section at Benha Faculty of Education, Egypt such as; Bandura (1997); Ali (2010) ; Barker (2010) ; Hew (2015) ; Hew (2016) ; Alsowat (2016); AlSaleem (2018) and Astleitner (2018).…”

“…The researcher adapted the procedures used by Astleitner (2018) 1 . She used the three types of engagement strategies: behavioral\ cognitive 1 Astleitner,H.(2018). Multidimensional engagement in learning an integrated instructional design approach.…”

“… Synthesis: developing new ideas or products in relation to elements of learning (such as hypothesizing, planning, designing). Astleitner (2018) clarifies that motivational engagement is about the depth of stimulation for actively dealing with information processes and products during the acquisition of knowledge and skills. Depth of stimulation ranges from (low) external (e.g., based on attentional cues) to (high) internal (e.g., based on personal interest).…”