Bergdahl Nina, Bond Melissa
Department of Computer and Systems Sciences (DSV), Stockholm University, Stockholm, Sweden.
University College London, London, UK.
Educ Inf Technol (Dordr). 2022;27(2):2635-2660. doi: 10.1007/s10639-021-10714-w. Epub 2021 Aug 28.
It is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.
人们普遍认识到参与度对于学习和学业成功至关重要。然而，参与度（和脱离度）也受到环境的影响。因此，随着数字技术增加了教育环境的复杂性，它们影响着课堂领导力、教学设计及相关实践，进而影响参与度。尽管参与度和脱离度至关重要，但关于这些影响的探讨并不充分，在社会处境不利的学校中开展的研究也很匮乏。在这项定性研究中，在五个月的时间里，对瑞典一所高中的十二个班级进行了14次课堂观察，并与12名教师和32名学生进行了对话。使用主题分析和描述性统计对数据进行了分析。确定的主题包括数字环境、教师领导力、参与度和脱离度。呈现了（非）参与度复合体与各主题之间的关系网络。结果确定了参与度转变为脱离度以及反之亦然的过程；特别是，尽管教师的工作节奏比学生快，但主动学习的意图并不会自动转化为所有学生的主动学习。研究发现，教师的自我效能感以及在课堂内外管理数字技术的意识在促进参与度方面起着至关重要的作用。了解混合学习环境中的（非）参与度复合体是为未来研究和支持性组织结构提供主动且可见学习信息的关键。
