Student engagement is understood to be an important benchmark and indicator of the quality of the student experience for higher education; yet the term engagement continues to be elusive to define and it is interpreted in different ways in the literature. This paper firstly presents a short review of the literature regarding online engagement in the higher education environment, moving beyond discipline-specific engagement. It then presents a conceptual framework which builds upon recurring themes within the literature, including students’ beliefs, attitudes, and behaviours. The framework was developed by adopting a constant comparison method to analyse the literature, and to search for and identify current and emerging themes. The framework identifies indicators for five key elements of online engagement, and the authors propose that the framework provides a guide for researchers and academics when exploring online engagement from a conceptual, practical and research basis. Finally, the paper provides recommendations for practice, outlining how the framework might be used to reflect critically upon the effectiveness of online courses and their ability to engage students.

Due to increasing demands in the amount of content to be learned within a medical and health sciences curriculum, there are benefits towards exploring options for new and effective delivery modes. Augmented reality technology has the potential to enhance learning in physiology and anatomy, where students require a three‐dimensional knowledge of human organ systems and structures. This study aimed to assess the effectiveness of learning when an identical lesson was delivered through augmented reality using either the Microsoft HoloLens or a mobile handheld tablet device. Thirty‐eight pre‐clinical undergraduate participants completed a lesson detailing the physiology and anatomy of the brain. Pre‐ and post‐intervention tests were provided to evaluate acquired knowledge. After the activity, participants also completed a Likert‐style questionnaire to evaluate adverse health effects experienced and assess their perceptions of the module. There were no significant differences between test scores from lesson delivery in either the HoloLens or mobile‐based augmented reality. However, a significant increase was reported in dizziness when using the HoloLens (25% higher, n = 19, p = .04). No other adverse health effects, such as nausea, disorientation or fatigue were observed. Both modes were effective for learning, providing evidence to support educators and developers wishing to adopt an augmented reality method of delivery in health sciences and medicine. A video abstract of this article can be viewed at https://youtu.be/GSayCmopGZg What is already known about this topic Modern technology continues to disrupt the way we teach in higher education. Teaching through virtual and augmented reality has shown great benefit in enhancing learning and the student experience in health sciences and medicine. There is the potential for new and upcoming delivery modes to continue this trend, including the introduction of both mobile and head‐mounted display based augmented reality. What this study contributes Investigates the potential for augmented reality to be used as a teaching tool, and supports its implementation in tertiary education. Identifies that although slight dizziness was reported in some participants from using the HoloLens, this does not appear to impact learning or student perceptions of the technology. Presents the HoloLens and mobile‐based augmented reality as novel and evidence‐based methods of instruction in health sciences and medicine. Implications for practice and/or policy Augmented reality is an effective delivery mode which can enhance learning. Students consider augmented reality through both the HoloLens and mobile‐based devices to be enjoyable and engaging. This novel method of instruction is useful to supplement learning in a tertiary education programme.

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There has been a noticeable rise in the use of, and research into, educational videos in tertiary education in the past decade. This is due in no small part to the reduction of expensive barriers to their production and storage, and an increase in access to streaming services that make videos playable anywhere, anytime. Research into educational videos broadly falls into three categories: improving video design, investigating platforms and technologies that increase student engagement, and developing pedagogical approaches that take full advantage of the affordances of videos. A review of key findings in this journal -considered in light of the broader literature -reveals productive lines of inquiry for future research. Notably, experimental research using the lens of Cognitive Load Theory has established that videos should be short, uncluttered, and restricted to one clearly identified learning goal. There is also robust evidence to suggest videos should be accompanied by learning activities, rather than watched passively. In addition to the experimental research findings there is a wealth of research through case studies, such as exploring video based pedagogies liked flipped and blended learning. However, there are key opportunities for further research, such as the need for replications of experimental design principles in real learning contexts, and the development of pedagogical approaches that utilise the particular affordances of educational videos.

In the Community of Inquiry (CoI) model, cognitive presence indicators can be used to evaluate the quality of inquiry in a discussion forum. Engagement in critical thinking and deep knowledge can occur through reflective processes. When learners move through the four phases of cognitive presence (triggering, exploration, integration, resolution), the processes of discussion and reflection are important in developing deep understanding. In this article, data from the online discussion archives within a blended teacher-education course are analysed using the cognitive presence indicators from the CoI with the additional indicator of reflection. This study indicates that when instructors structure online discussions appropriately, learners are able to share and document their thinking and reflect on their contributions and the perspectives of others while developing new or deeper knowledge. To facilitate the coding of reflective activities and online posts the researcher proposes modifying the resolution phase of the original cognitive presence coding protocol to include an additional reflection indicator.

Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains of teacher knowledge. The multifaceted problem is further compounded by the diversity of learners and technology in today's dynamic classroom contexts. Pre-service teachers often feel ill-prepared to plan for effective technology integration in their classrooms. Technological pedagogical content knowledge (TPACK) has provided educators with a theoretical framework to unpack the complexity of technology integration. It sits at the heart of three interrelated components: content knowledge, pedagogical knowledge, and technological knowledge. These knowledge areas interact, support, and constrain each other. This study investigated secondary pre-service teachers' perceptions of TPACK. Data were collected through an online survey and interviews. Following a brief introduction to TPACK, this article explores secondary pre-service teachers' perceptions of TPACK and its components, along with their professional learning needs for TPACK development. Implications for teacher education programs are also provided.

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