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The theoretical framework of engagement is something that increased my interest due to its relevance as the framework for my research into technology-assisted delivery of online guitar lessons. (Kearsley & Shneiderman, 1998) state \u201cThe fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks\u201d (p. 20). \u00a0Aston (1999) defines student involvement as \u201cQuite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience\u201d (p. 297).<\/p>\n
Kearsley & Shneiderman (1998) summarizes the three components of engagement theory as Relate-Create-Donate (p.20) This conceptual structure synthesizes elements from Adult Learning and Constructivism frameworks in that students are self-directed and construct meaning from collaboration with their peers. Engagement theory however is context-based where learning is focused on a specific problem domain with the intent to donate solutions to an authentic worthwhile problem. Another attribute of Engagement theory is that it advocates the use of technology to promote engagement in ways otherwise not possible. So, it prompts the question of what types of technology would best support an engagement, and why?<\/p>\n
Robinson and Hullinger (2008) think \u201cstudent engagement pertains to the time and physical energy that students expend on activities in their academic experience\u201d (p. 101). \u00a0Participating in other purposeful activities coupled with the level of challenge in educational work directly influences the quality of learning (Kuh, 2001). How students expend their energy is therefore critical to understanding what really matters. Kuh (2001) asserts \u201cWithout knowing how students spend their time, it’s almost impossible to link student learning outcomes to the educational activities and processes associated with them\u201d (p.15).\u00a0 So, my question is how to observe student\u2019s use of their time in interacting with the academic environment and gauge the level of motivation for a specific activity?<\/p>\n
I am interested in any comments that further my understanding of the engagement theoretical framework to guide and inform my future research.<\/p>\n
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References<\/p>\n
Astin, A.W. (1999). Student involvement: A developmental theory for higher education.\u00a0Journal of College Student Personnel, 25<\/em>, 297-308.<\/p>\n Chin Choo Robinson & Hallett Hullinger (2008) New Benchmarks in Higher Education: Student\u00a0 Engagement in Online Learning, Journal of Education for Business,\u00a084<\/em>:2,\u00a0101-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 109,\u00a0DOI:\u00a010.3200\/JOEB.84.2.101-109<\/a><\/p>\n George D. Kuh\u00a0(2001)\u00a0Assessing What Really Matters to Student Learning\u00a0Inside The National Survey of Student Engagement<\/em>,\u00a0Change: The Magazine of Higher \u00a0\u00a0\u00a0\u00a0\u00a0 Learning,\u00a033:3,\u00a010-17,\u00a0DOI:\u00a010.1080\/00091380109601795<\/a><\/p>\n Robinson, C. C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84<\/em>(2), 101-109.<\/p>\n","protected":false},"excerpt":{"rendered":" The theoretical framework of engagement is something that increased my interest due to its relevance as the framework for my research into technology-assisted delivery of online guitar lessons. (Kearsley & Shneiderman, 1998) state \u201cThe fundamental idea underlying engagement theory is… Continue Reading →<\/a><\/p>\n","protected":false},"author":113,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-303","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/posts\/303","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/users\/113"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/comments?post=303"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/posts\/303\/revisions"}],"predecessor-version":[{"id":305,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/posts\/303\/revisions\/305"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/media?parent=303"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/categories?post=303"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/tags?post=303"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}