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.

摘要

尽管据报道在线学习者的参与度低于面对面学习，但在线学习在各个教育层次中的重要性都在增加。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，但是在线学习者参与的新框架和策略正在出现。在本文中，我们将来自教育技术的学术成果与来自教育心理学和学习科学的学术成果相结合，主张重新概念化在线学习者参与，同时考虑学习者参与的关键维度和影响它们的环境可供性。我们回顾有关认知、情感和行为参与的文献，并将其转化为在线环境。我们从在线学习研究中介绍了五个研究主题和相关框架，这些研究已经塑造了对在线学习环境中学习者参与的理解（即，通过交流、互动、存在、协作和社区参与）。凭借这种综合了学习者参与和在线环境可供性维度的新视角，我们扩大了在线学习者参与奖学金。最后，利用这种重新概念化，我们分享了支持在线学习者参与的示例框架和策略，然后为未来的研究和实践提出了建议。凭借这种综合了学习者参与和在线环境可供性维度的新视角，我们扩大了在线学习者参与奖学金。最后，利用这种重新概念化，我们分享了支持在线学习者参与的示例框架和策略，然后为未来的研究和实践提出了建议。凭借这种综合了学习者参与和在线环境可供性维度的新视角，我们扩大了在线学习者参与奖学金。最后，利用这种重新概念化，我们分享了支持在线学习者参与的示例框架和策略，然后为未来的研究和实践提出了建议。