Online learner engagement: Conceptual definitions, research themes, and supportive practices

IF 14.3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Psychologist Pub Date : 2022-07-03 DOI:10.1080/00461520.2022.2089147

Florence Martin, J. Borup

{"title":"Online learner engagement: Conceptual definitions, research themes, and supportive practices","authors":"Florence Martin, J. Borup","doi":"10.1080/00461520.2022.2089147","DOIUrl":null,"url":null,"abstract":"Abstract Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psychology and the learning sciences to argue for a reconceptualization of online learner engagement that considers both critical dimensions of learner engagement and the environmental affordances that influence them. We review literature on cognitive, affective, and behavioral engagement, translating it to online contexts. We introduce five research themes and accompanying frameworks from online learning research that have shaped understanding of learner engagement in online learning environments (i.e., engagement through communication, interaction, presence, collaboration, and community). With this new perspective that synthesizes the dimensions of learner engagement and online environmental affordances, we expand online learner engagement scholarship. Finally, leveraging this reconceptualization, we share an exemplar framework and strategies for supporting online learner engagement followed by recommendations for future research and practice.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"8 1","pages":"162 - 177"},"PeriodicalIF":14.3000,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"41","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychologist","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/00461520.2022.2089147","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 41

Abstract

Abstract Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psychology and the learning sciences to argue for a reconceptualization of online learner engagement that considers both critical dimensions of learner engagement and the environmental affordances that influence them. We review literature on cognitive, affective, and behavioral engagement, translating it to online contexts. We introduce five research themes and accompanying frameworks from online learning research that have shaped understanding of learner engagement in online learning environments (i.e., engagement through communication, interaction, presence, collaboration, and community). With this new perspective that synthesizes the dimensions of learner engagement and online environmental affordances, we expand online learner engagement scholarship. Finally, leveraging this reconceptualization, we share an exemplar framework and strategies for supporting online learner engagement followed by recommendations for future research and practice.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

在线学习者参与:概念定义、研究主题和支持性实践

在线学习在各级教育中日益突出，尽管有报道称在线学习者的参与度低于面对面学习。大多数学习者参与研究和框架都集中在面对面的学习环境上，但新的在线学习者参与框架和策略正在出现。在本文中，我们将教育技术的学术研究与教育心理学和学习科学的学术研究结合起来，提出了一种重新定义在线学习者参与的观点，该观点考虑了学习者参与的关键维度和影响它们的环境支持。我们回顾了有关认知、情感和行为参与的文献，并将其翻译到在线环境中。我们介绍了在线学习研究中的五个研究主题和相关框架，它们塑造了对在线学习环境中学习者参与的理解(即通过沟通、互动、在场、协作和社区的参与)。通过这一综合了学习者参与和在线环境启示维度的新视角，我们扩展了在线学习者参与奖学金。最后，利用这种重新概念化，我们分享了一个支持在线学习者参与的范例框架和策略，以及对未来研究和实践的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.