Engagement, disengagement and performance when learning with technologies in upper secondary school

Disengagement, engagement and digital skills in technology-enhanced learning

“…It has been suggested that engagement is the observable manifestation of motivation (Reeve 2013), although some researchers have pointed out that the behavioural and cognitive dimensions are more easily observed than other dimensions (Wang et al 2016). Moreover, engagement and disengagement can be conceptualised as parallel but distinctly separate multifaceted constructs with behavioural, cognitive, emotional and social dimensions (Bergdahl et al 2019;Salmela-Aro et al 2017;Wang et al 2017).…”

“…However, when the context changes, human interaction changes, and context affects engagement (Wang and Hofkens 2019). Researchers have pointed out that student engagement in the traditional classroom may differ from student engagement in a TEL setting (Bergdahl et al 2019;Halverson 2016;Ma et al 2018). Merely logging in, or being present, does not equal engagement in learning (Finn and Cox 2008).…”

“…Following Fredricks et al (2004) and Wang et al (2017), Bergdahl et al (2019) developed an instrument with the aim of reflecting engagement and disengagement in TEL. These authors extended the operationalisation of student engagement and disengagement to a TEL setting.…”

“…These authors extended the operationalisation of student engagement and disengagement to a TEL setting. Echoing the views of Wang et al (2017), Bergdahl et al (2019) proposed that student engagement and disengagement are approached as two separate but related constructs, each with a behavioural, emotional, cognitive and social dimension, which may, for example, be identified as follows:…”

“…While the academic engagement of students is related to their grades and retention rates (Eccles and Wang 2012;Fredricks et al 2004), studies have shown that disengaged students fall behind, and that there is a need to identify the early signs of disengagement in order to address and prevent a downward spiral (Balfanz et al 2007). Although researchers have proposed that engagement in learning with technologies is manifested differently than engagement in an analogue setting (Bergdahl, et al 2019;Halverson 2016;Ma et al 2018), some have suggested that earlier positive digital experiences, together with a disposition to learn, are related to the students' level of digital skills and by extension, engagement when learning with technologies (Kim et al 2018). We build further on these theories of engagement and disengagement, and hypothesise that similar to general engagement in learning, engagement in TEL is also related to the students' school outcomes.…”