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

Abstract

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.

Effects of a collaborative and gamified online learning methodology on class and test emotions

“…Their results showed that students’ engagement was a fundamental factor to generate positive and internalised attitudes of the positive effect of attending classes. In this line, additional practice and better outcomes have been found in previous literature (Bergdahl & Bond, 2022 ). Thus, in accordance with control-value theory and previous research, the following hypothesis is formulated: H3: The greater students’ participation in CGOL is, the better students’ class-related emotions are.…”

Statistical Assessment on Student Engagement in Asynchronous Online Learning Using the k-Means Clustering Algorithm

“…Kim and Kim [30] reported that the interactions with other students and presence of instructors have a positive effect on student engagement, leading to enhanced students' satisfaction in asynchronous online courses. Bergdahl and Bond [31] and Mutalib et al [32] suggested that the lack of instructor-learner interaction affects the level of student engagement.…”

Mathematics education for relevance, responsiveness, and viability in Africa within the Fourth Industrial Revolution era

“…Holistic development, which includes the development of soft skills while engaging in play-based activities to solve problems aligned with learning outcomes, is believed to contribute to feelings of success and happiness (Keung & Cheung 2019, p. 636). On the other hand, recent studies in education report on learners disengaging from and not thriving in pure digital settings (Bergdahl & Bond 2022, p. 2653Gillett-Swan 2017, p. 28).…”