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The Use of Learning Technologies and Student Engagement in Learning Activities
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2018 (English)In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 13, no 2, p. 113-130Article in journal (Refereed) Published
Abstract [en]

As digitalisation spreads in education, it is vital to understand its relation to student engagement. We used student diaries and observation data to approach student engagement and explore the use of learning technologies on a lesson-to-lesson basis. Results show that a less thought-through use of technologies might lead to unconsidered effects. Positive indicators of the facilitation of student engagement included making the learning process accessible and visible to teachers.

Place, publisher, year, edition, pages
2018. Vol. 13, no 2, p. 113-130
Keywords [en]
Student engagement, upper secondary school, ICT, learning technologies
National Category
Human Aspects of ICT
Research subject
Information Society
Identifiers
URN: urn:nbn:se:su:diva-158958DOI: 10.18261/issn.1891-943x-2018-02-04ISI: 000438471400004OAI: oai:DiVA.org:su-158958DiVA, id: diva2:1240071
Available from: 2018-08-20 Created: 2018-08-20 Last updated: 2020-04-17Bibliographically approved
In thesis
1. Upper Secondary School Student Engagement and Disengagement: in Blended Learning
Open this publication in new window or tab >>Upper Secondary School Student Engagement and Disengagement: in Blended Learning
2020 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The present research approaches Swedish upper secondary school students’ engagement and disengagement in Technology-enhanced Learning (TEL). To date, research on engagement in TEL have mainly focused on university-level students and have overlooked the dimension of disengagement. The aim of the thesis is to explore how to facilitate students’ academic engagement in TEL by considering both student engagement and disengagement when students learn with digital technologies. While a mixed-methods approach was adopted across all sub-studies, sub-studies I-III emphasised qualitative methods, and sub-studies IV-V were more quantitatively orientated.

Results revealed that teachers’ orchestration of digital technologies for learning varied more between the individual teachers than the subjects taught, and that the orchestration of digital technologies and the design of learning activities covaried with the observed and self-reported levels of student engagement. A Design-Based Research intervention showed that teachers could orchestrate digital technologies and design learning activities that increase student engagement in TEL, but may find it challenging to sustain the practice without support. A student evaluation showed that only the students with the highest engagement levels reported interest as their reason to engage. Instead, the most common reasons to engage were related to the social dimension of engagement. Building on the results of this intervention, design principles that facilitate student engagement when designing for engagement in TEL were identified.

After the intervention, the focus was expanded to include student disengagement along with engagement and The Learner-Engagement-Technology (LET) instrument was developed using interviews and theory. The LET instrument was tested and validated to reflect multi-dimensional aspects of upper secondary school student engagement and disengagement in TEL. The LET-instrument revealed that low-, average- and high-performance students engage and disengage differently in TEL; that students’ IT skills played a role for engagement in TEL, but are not sufficient to redeem disengagement and that a majority of students use digital technologies to escape when the lesson is perceived to be boring. The results also showed that indicators of disengagement in TEL do not have a natural opposite in the engagement scale; that is; disengagement in TEL is more than the mere absence of, or lower levels of, engagement in TEL. Overlooking disengagement, when students learn with technologies, might fail to uncover critical insights that hinder student engagement.

The main contributions of this thesis are: (i) derived design principles and practical insights on conditions related to student engagement and disengagement in TEL that may inform designs of learning activities to facilitate engagement (ii) a methodological contribution that reflects an attempt to combine critical realism and Design-Based Research, and (iii) a theoretical contribution that suggests how engagement and disengagement may be understood and conceptualised in TEL. Future research should explore engagement and disengagement in TEL, relating to the uptake of digital technologies in earlier school years, and other school forms. The thesis is relevant for teachers, decision makers, researchers and others interested in understanding the challenges and possibilities that may affect students in a digitalised school.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2020. p. 97
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 20-008
Keywords
Upper secondary school, Student engagement, Student disengagement, Blended Learning, Technology-enhanced Learning, Mixed Methods
National Category
Social Sciences Interdisciplinary
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-180871 (URN)978-91-7911-146-5 (ISBN)978-91-7911-147-2 (ISBN)
Public defence
2020-08-24, L70, NOD-huset, Borgarfjordsgatan 12, Kista, 13:00 (English)
Opponent
Supervisors
Available from: 2020-06-03 Created: 2020-04-17 Last updated: 2020-05-26Bibliographically approved

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Bergdahl, NinaFors, UnoHernvall, PatrikKnutsson, Ola
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