The Use of Learning Technologies and StudentEngagement in Learning Activities

Bergdahl, Nina; Fors, Uno; Hernwall, Patrik; Knutsson, Ola

doi:10.18261/issn.1891-943x-2018-02-04

Cited by 39 publications

(41 citation statements)

References 21 publications

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“…With an aim to design to facilitate engagement, the intervention was informed by the teachers' experience, engagement theory (Fredricks et al, 2004) a previous study (Bergdahl et al, 2018a). Our results support the use of the influencers suggested (ibid.)…”

Section: Design Principlessupporting

confidence: 76%

“…According to Winters and Mor (2008), it can be hard to bring about the sought after ' disruptive effects' to teaching and learning in TEL-interventions. The intervention started with suggestions on certain factors that could affect students engagement in learning following (Bergdahl et al, 2018a) to use learning technologies that enabled all students to participate simultaneously, and to follow the students' active engagement. During the intervention the teacher confirmed that using a forum t o post their work was highly engaging to students.…”

Section: Discussionmentioning

confidence: 99%

“…• The teacher acknowledging student contribution as it happens. (Bergdahl et al, 2018a) The Future Workshop…”

Section: Design Processmentioning

confidence: 99%

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Designing for Engagement in TEL – a Teacher-Researcher Collaboration

2018

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Section: Design Principlessupporting

confidence: 76%

Section: Discussionmentioning

confidence: 99%

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Designing for Engagement in TEL – a Teacher-Researcher Collaboration

2018

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“…Hence, disengagement can be conceptualised in other ways than as the mere absence of engagement (Salmela-Aro et al 2017;Wang et al 2017), and may for example include absenteeism (Balfanz et al 2007;Tafelski et al 2017). Research has proposed that disengagement may be related to different kinds of triggering situations, such as notifications causing a distraction, poor design of learning activities, or too few technologies allocated to too many students (Bergdahl et al 2018a). Salmela-Aro et al (2016) reported that students could experience social pressure to be online, which may cause stress, exhaustion and feelings of inadequacy.…”

Section: Engagement and Disengagement In Technology-enhanced Learningmentioning

confidence: 99%

“…Students have reported that teachers do not offer adequate support in using digital technologies (Heerwegh et al 2016). While informal self-study can reflect an extensive use of various digital technologies for learning (Nouri 2018), several recent studies have concluded that if teachers do not support students' use of digital technologies for learning, the students may use these tools guided by their own initiative, which has been shown to be less beneficial, or even detrimental, to learning (Aesaert et al 2017;Bergdahl et al 2018a;Goldhammer et al 2016;Hatlevik et al 2015;Hietajärvi et al 2019).…”

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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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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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The Use of Learning Technologies and StudentEngagement in Learning Activities

Cited by 39 publications

References 21 publications

Designing for Engagement in TEL – a Teacher-Researcher Collaboration

Designing for Engagement in TEL – a Teacher-Researcher Collaboration

Disengagement, engagement and digital skills in technology-enhanced learning

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

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