Recognising and measuring engagement in ICT-rich learning environments

Abstract

Engagement is being widely recognised as critical to the learning process. Either formally or informally this term arises during most discussions about learning, especially when ICT is being used to enhance learning environments. While suggestions abound for ways of using ICT in learning to increase engagement, few of these reports offer means for recognising and measuring engagement. This paper first defines engagement that is relevant to school learning environments and expands on three types of engagement: behavioural, cognitive and emotional. Engagement can be investigated on a number of levels, for example, student engagement with learning, student engagement with schooling and community engagement with the school. The focus in this paper will be on the first of these. Second, the significance of engagement in strategic ICT education policies and academic reports is highlighted. At a national level, engagement features strongly in the Australian online learning strategy. Third, some indicators of engagement are described as reported by teachers during a research project focussed on embedding ICT in learning. Finally, an engagement measurement plan applicable to the school learning environment is proposed.