In authors or contributors

Measuring student engagement in technology-mediated learning: a review

Resource type
Journal Article
Authors/contributors
Title
Measuring student engagement in technology-mediated learning: a review
Abstract
Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging. Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies. To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement. These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course. In this review, we examine existing approaches to measure engagement in technology-mediated learning. We identify strengths and limitations of existing measures and outline potential approaches to improve the measurement of student engagement. Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in technology-mediated learning.
Publication
Computers & Education
Volume
90
Pages
36-53
Date
12/2015
Journal Abbr
Computers & Education
Language
en
ISSN
03601315
Short Title
Measuring student engagement in technology-mediated learning
Accessed
09/11/2021, 20:44
Library Catalog
DOI.org (Crossref)
Citation
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: a review. Computers & Education, 90, 36–53. https://doi.org/10.1016/j.compedu.2015.09.005