Designing for Engagement in TEL – a Teacher-Researcher Collaboration
By: Nina Bergdahl, Ola Knutsson and Uno Fors
References
- Anderson, T., & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in Education Research? Educational Researcher, 41(1), 16–25. DOI: 10.3102/0013189X11428813
- Andriessen, J., & Baker, M. (2016).
Arguing to Learn . In: Sawyer, R. K. (ed.), The Cambridge Handbook of Learning Sciences, 2nd ed., 439–460. New York, NY: Cambridge University Press. - Bergdahl, N., Fors, U., Hernwall, P., & Knutsson, O. (2018a). The use of learning technologies and student engagement in learning activities. Nordic Journal of Digital Literacy, 13(2), 113–130. DOI: 10.18261/ISSN.18919-943x-2018-02-04
- Bergdahl, N., Knutsson, O., & Fors, U. (2018b). ‘So, You Think It’s Good’ – Reasons Students Engage When Learning with Technologies – a Student Perspective. In: 10th International Conference on Education and New Learning Technologies, 9556–9563. Palma, Spain:
IATED Digital Library . DOI: 10.21125/edulearn.2018.2289 - Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning and Instruction, 43, 76–83. DOI: 10.1016/j.learninstruc.2016.02.001
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI: 10.1191/1478088706qp063oa
- Braun, V., & Clarke, V. (2012).
Thematic Analysis . In: Lyons, E., & Coyle, A. (eds.), APA Handbook of Research Methods in Psychology, 2nd ed., 2, 57–71. Washington DC: American Psychology Association. DOI: 10.1037/13620-004 - Cakir, H. (2013). Use of blogs in pre-service teacher education to improve student engagement. Computers & Education, 68, 244–252. DOI: 10.1016/j.compedu.2013.05.013
- Christenson, S. L., & Reschly, A. L. (2012). Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct. In: Handbook of Research on Student Engagement, 3–19. DOI: 10.1007/978-1-4614-2018-7_1
- Finn, J. D. (1989). Withdrawing from School. Review of Educational Research, 59(2), 117–142. DOI: 10.3102/00346543059002117
- Fredricks, J., Blumenfeld, P., & Paris, A. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research Spring, 74(1), 59–109. DOI: 10.3102/00346543074001059
- Goodyear, P., & Dimitriadis, Y. (2013). In medias res: reframing design for learning. Research in Learning Technology, 21(1), 19909. DOI: 10.3402/rlt.v21i0.19909
- Goodyear, P., & Retalis, S. (2010).
Technology-Enhanced Learning . Sense Publishers. Rotterdam. DOI: 10.1080/14759390802383827 - Grissom, S., McCauley, R., & Murphy, L. (2017). How Student Centered is the Computer Science Classroom? A Survey of College Faculty. ACM Transactions on Computing Education, 18(1), 1–27. DOI: 10.1145/3143200
- Gudmundsdóttir, G. B., Dalaaker, D., Egeberg, G., Hatlevik, O. E., & Tømte, K. H. (2014). Interactive technology. Traditional practice? Nordic Journal of Digital Literacy, 1, 23–43.
- Håkansson Lindqvist, M. (2015). Conditions for Technology Enhanced Learning and Educational Change: a case study of a 1:1 initiative. Doctoral Dissertation; Umeå University. Retrieved from:
https://www.diva-portal.org/smash/get/diva2:859735/FULLTEXT01.pdf . - Håkansson-Lindqvist, M. (2015). Gaining and Sustaining TEL in a 1:1 Laptop Initiative: Possibilities and Challenges for Teachers and Students. Computers in the Schools, 32(1), 35–62. DOI: 10.1080/07380569.2015.1004274
- Han, J. H., & Finkelstein, A. (2013). Understanding the effects of professors’ pedagogical development with Clicker Assessment and Feedback technologies and the impact on students’ engagement and learning in higher education. Computers and Education, 65, 64–76. DOI: 10.1016/j.compedu.2013.02.002
- Herrington, J., & Reeves, T. C. (2011). Using design principles to improve pedagogical practice and promote student engagement. ASCILITE 2011 – The Australasian Society for Computers in Learning in Tertiary Education, 594–601. Retrieved from:
http://www.scopus.com/inward/record.url?eid=2-s2.0-84870769433&partnerID=40&md5=8175e94457e82b8e86cf7a73eb5c60e3 . - Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The Horizon Report, 2011 edition. Stanford, California: The New Media Consortium.
- Kensing, F., & Madsen, K. (1991).
Generating Visions: Future Workshops and Metaphorical Design . In: Greenbaum, J., & Kyng, M. (eds.), Design at Work Cooperative Design of Computer Systems, 155–168. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers. - Kirschner, P. A. (2015). Do we need teachers as designers of technology enhanced learning? Instructional Science, 43(2), 309–322. DOI: 10.1007/s11251-015-9346-9
- Laurillard, D. (2012). Teaching as design science Building Pedagogical Patterns for Learning and Technology. New York, NY: Routledge.
- Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies, 2nd ed., 2. London, UK: Routledge. DOI: 10.4324/9780203304846
- Laurillard, D., & Derntl, M. (2014).
Learner Centred Design-Overview . In: Mor, Y., Mellar, H., Winters, S., & Niall, W. (eds.), Practical Design Patterns for Teaching and Learning with Technology, 13–16. SensePublishers, Rotterdam. DOI: 10.1007/978-94-6209-530-4_2 - McAlister, S., Ravenscroft, A., & Scanlon, E. (2004). Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC. Journal of Computer Assisted Learning, 20(3), 194–204. DOI: 10.1111/j.1365-2729.2004.00086.x
- Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157–170. DOI: 10.1016/j.chb.2014.02.048
- Reeve, J. (2012).
A Self-determination Theory Perspective on Student Engagement . In: Christenson, S., Reschly, A., & Wylie, C. (eds.), Handbook of Research on Student Engagement, 149–172. Boston, MA: Springer US. DOI: 10.1007/978-1-4614-2018-7_7 - Reeves, T. C. (2006).
Design research from a technology perspective . In: Van Den Akker, J., Gravemeijer, K., & McKenney, S. (eds.), Educational design research, 52–66. Routledge. - Reiser, B. J., & Tabak, I. (2016).
Scaffolding . In: Sawyer, R. K. (ed.), The Cambridge Handbook of Learning Sciences, 2nd ed., 44–62. Cambridge University Press. - Seifert, K., & Sutton, R. (2009). Educational Psychology, 2nd ed. The Saylor Foundation. Retrieved from:
https://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf . - Wang, M.-T., & Eccles, J. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23. DOI: 10.1016/j.learninstruc.2013.04.002
- Wang, M.-T., Fredricks, J., Ye, F., Hofkens, T., & Linn, J. S. (2017). Conceptualization and Assessment of Adolescents’ Engagement and Disengagement in School. European Journal of Psychological Assessment, 1–15. DOI: 10.1027/1015-5759/a000431
- Weitze Laerke, C. (2016). Learning Design Patterns for Hybrid Synchronous Video-Mediated Learning Environments. In: Nortvig, A.-M., Sørensen, B. H., Misfeldt, M., Ørngreen, R., Allsopp, B. B., Henningsen, B. S., & Hautopp, H. (eds.), Proceedings of the 5th International Conference on Designs for Learning, 1st ed., 236–252.
Aalborg Universitetsforlag . DOI: 10.1007/978-3-662-48768-6 - Willig, C. (1999).
Beyond appearances: A critical realist approach to social constructionism . In: Nightingale, D., & Cromby, J. (eds.), Social constructionist psychology: A critical analysis of theory and practice, 37–51. Open University Press. - Winters, N., & Mor, Y. (2008). IDR: A participatory methodology for interdisciplinary design in technology enhanced learning. Computers and Education, 50(2), 579–600. DOI: 10.1016/j.compedu.2007.09.015
DOI: https://doi.org/10.16993/dfl.113 | Journal eISSN: 2001-7480
Language: English
Page range: 100 - 111
Submitted on: May 31, 2018
Accepted on: Nov 16, 2018
Published on: Dec 6, 2018
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
© 2018 Nina Bergdahl, Ola Knutsson, Uno Fors, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.