NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ895227
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1812-9129
Facilitating Engaged Learning in the Interaction Age Taking a Pedagogically-Disciplined Approach to Innovation with Emergent Technologies
Brill, Jennifer M.; Park, Yeonjeong
International Journal of Teaching and Learning in Higher Education, v20 n1 p70-78 2008
The purposes of this paper are to explore emerging technologies, engaged learning, and features and students of the Interaction Age and to identify connections across these three realms for future research and practice. We begin by highlighting those elements of the Interaction Age that suggest a shift in the affordances and applications of digital content. The Interaction Age, as an extension of the Information Age, distinguishes digital content as not just content accessed by students but as content around which they engage and construct knowledge in a social manner. Second, we review technologies emerging on college campuses as well as categorize and compare newer technologies including mobile learning, Augmented Reality, Virtual Reality, and ubiquitous learning. These technologies are among those at the leading edge of innovation and hold promise for educational application. However, in light of the Interaction Age, we argue that these technologies must contribute to student learning, and in particular, student "engagement" in learning. Thus, we present the outcomes of a literature review regarding engagement and engaged learning. Finally, we explore prominent connections between emerging technologies, engaged learning, and students and devices of the Interaction Age, offering examples of these linkages to stimulate future research and practice. (Contains 3 tables.)
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A