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LEARNER ENGAGEMENT

This article by Nicolette Thompson-Grind explores the concept of engagement in online learning environments. Engagement is defined as the mobilization of cognitive, affective, and motivational strategies through interactions with others. The piece emphasizes that higher levels of learner engagement lead to increased learning and retention. Drawing on various research studies, the article highlights the importance of collaborative efforts in education, encouraging readers to work together towards a common goal. It also provides insights into effective teaching strategies that foster engagement.

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LEARNER ENGAGEMENT

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  1. LEARNER ENGAGEMENT IN ONLINE ENVIRONMENTS

  2. BY: NICOLETTE THOMPSON-GRIND

  3. ENGAGEMENT • DEFINED AS • The mobilization of cognitive, affective and motivational strategies for interpretive activities through interactions with others.

  4. When learners are engaged, The levels of learning and retention is increased.

  5. When If Meets MustIf we can fight together, we must strive together If we can play together, we must pray together If we can plan together, we must stand together If we can cry together, we must try together We must strive together, if we can fight together We must pray together, if we can play together We must stand together, if we can plan together We must try together, if we can cry together The future of man is built on a plan Of working together whenever we can So "if" must stand so tall And "must" alone, cannot fall For together, forever we bring The best, the good of it al James Weldon Lane

  6. References Bangert-Drowns, R. L. & Pyke, C. (2001). Student engagement with educational software: An exploration of literature thinking with electronic literature. Journal of Educational Computing Research, 24(3), 213-234. Crane, B.E. (2000). Teaching with the Internet: Strategies and Models for K-12 Curricula. New York: Neal-Schuman Publisher. Herrington, J., Oliver, R., & Reeves, T.C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology. 19(1), 59-71. Land, S.M. (2000). Cognitive requirements for learning with open-ended learning environments. Educational Technology Research and Development, 48(3), 61-78. Lim, C. (2003). Engaging learners in online learning environments. Tech Trends, 48(4), 16-22. Shank, P. (2001). Asynchronous online learning instructor competencies. Learning Peaks. Available at: http://www.insighted.com/instrcomp.html [Accessed 27 November 2009]

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