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ERIC Number: EJ1188334
Record Type: Journal
Publication Date: 2018
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2159-0281
EISSN: N/A
Multidimensional Engagement in Learning--An Integrated Instructional Design Approach
Astleitner, Hermann
Journal of Instructional Research, v7 p6-32 2018
There is rising evidence that it is an increasingly difficult task for teachers to engage students in learning. This important problem in daily instruction has produced numerous research activities focusing on conditions and consequences of student engagement. However, these activities have led to a complex situation in which findings are widely scattered, redundant, or difficult to apply in instructional practice. Therefore, this paper integrates research findings on cognitive, motivational, and social-emotional aspects of student engagement based on a review of literature. Findings from the review have been used to formulate 15 instructional strategies as part of a hierarchically organized instructional design approach for incorporating multidimensional engagement into elements of learning (i.e., learning materials for lessons or instructional units). Strategies for cognitive engagement concern engagement levels such as knowledge, comprehension, convergent thinking, evaluation, and synthesis. Strategies for motivational engagement focus on attention, relevance, interest, identification, and intrinsic motivation. Strategies for social-emotional engagement are related to self-assertion, entertainment, belongingness, adaptiveness, and security. Finally, in order to support research and implementation, measurement instruments on multidimensional levels of engagement and related instructional strategies are proposed.
Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: cirt@gcu.edu; Web site: http://www.instructionalresearch.com
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A