Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement
Journal article
Harris, Lois, Dargusch, Joanne, Ames, Kate and Bloomfield, Corey. (2020). Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1735543
Authors | Harris, Lois, Dargusch, Joanne, Ames, Kate and Bloomfield, Corey |
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Abstract | Compulsory distance education has always sought to be inclusive, providing educational opportunities for K-12 students unable to attend mainstream, face-to-face schools for medical, geographical, or personal reasons. However, how to effectively engage these diverse learners has remained a perpetual challenge, with a need for further investigation into the nature of student engagement with compulsory school distance contexts and how teachers can best support it. This qualitative study used focus groups (n = 2 groups, n = 16 participants) to examine teacher definitions and student engagement strategies within eKindy-12 distance education in Queensland, Australia. Categorical analysis was conducted using a priori codes for definitions, focusing on four previously established engagement types (i.e. behavioural, emotional, cognitive, and agentic engagement), and in vivo codes for strategies. Teacher definitions focused strongly on behavioural engagement, but most also contained elements of emotional and cognitive engagement; agentic engagement was only occasionally evidenced via practice descriptions. Teachers described engaging students by: building relationships, creating a safe classroom environment through differentiation, using inclusive technological tools to facilitate interaction and monitor progress, making learning fun and relevant, drawing on school-wide pedagogical frameworks and teaching strategies, and encourage self-regulation. Findings suggest distance education teachers face unique challenges around evidencing engagement and supporting student agency. |
Keywords | student engagement; distance education; online learning; teacher strategies; educational technology |
Year | 2020 |
Journal | International Journal of Inclusive Education |
Publisher | Routledge |
ISSN | 1360-3116 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/13603116.2020.1735543 |
Scopus EID | 2-s2.0-85081298781 |
Page range | 1 - 17 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/88q2w/catering-for-very-different-kids-distance-education-teachers-understandings-of-and-strategies-for-student-engagement
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