Facilitating Student Engagement through Educational Technology: Towards a Conceptual Framework

Autor/inn/en	Bond, Melissa; Bedenlier, Svenja
Titel	Facilitating Student Engagement through Educational Technology: Towards a Conceptual Framework
Quelle	In: Journal of Interactive Media in Education, 2019 (2019) 1, Artikel 11 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-893X
Schlagwörter	Educational Technology; Learner Engagement; Influence of Technology; Elementary Secondary Education; Higher Education; Educational Environment; Systems Approach; Technology Uses in Education; Teacher Student Relationship; Peer Relationship; Outcomes of Education; Cognitive Processes; Affective Behavior; Student Participation + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Systemischer Ansatz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Lernleistung; Schulerfolg; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The concept of student engagement has become somewhat of an enigma for educators and researchers, with ongoing discussions about its nature and complexity, and criticism about the depth and breadth of theorising and operationalisation within empirical research. This equally applies to research conducted in the field of educational technology and its application in schools and higher education. Recognising the inherent role that technology now plays in education, and the potential it has to engage students, this paper draws on a range of student engagement literature and conceptualises a provisional bioecological framework of student engagement that explicitly includes technology as one influential factor. This paper first proposes a definition of student engagement and provides an exploration of positive student engagement indicators. It then presents a bioecological framework, and the microsystemic facets of technology, teacher and curriculum are further explored in their relation to fostering student engagement. Based on this framework, implications for further theory-based research into student engagement and its relation to educational technology are discussed and recommendations for educators are given. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01