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Catering for ‘very different kids’: Distance education teachers’ understandings of and strategies for student engagement

journal contribution
posted on 22.06.2021, 22:59 by Lois Harris, Joanne Dargusch, Kathryn Ames, Corey Bloomfield
Compulsory distance education has always sought to be inclusive, providing educational opportunities for K-12 students unable to attend mainstream, face-to-face schools for medical, geographical, or personal reasons. However, how to effectively engage these diverse learners has remained a perpetual challenge, with a need for further investigation into the nature of student engagement with compulsory school distance contexts and how teachers can best support it. This qualitative study used focus groups (n = 2 groups, n = 16 participants) to examine teacher definitions and student engagement strategies within eKindy-12 distance education in Queensland, Australia. Categorical analysis was conducted using a priori codes for definitions, focusing on four previously established engagement types (i.e. behavioural, emotional, cognitive, and agentic engagement), and in vivo codes for strategies. Teacher definitions focused strongly on behavioural engagement, but most also contained elements of emotional and cognitive engagement; agentic engagement was only occasionally evidenced via practice descriptions. Teachers described engaging students by: building relationships, creating a safe classroom environment through differentiation, using inclusive technological tools to facilitate interaction and monitor progress, making learning fun and relevant, drawing on school-wide pedagogical frameworks and teaching strategies, and encourage self-regulation. Findings suggest distance education teachers face unique challenges around evidencing engagement and supporting student agency.

History

Start Page

1

End Page

17

Number of Pages

17

eISSN

1464-5173

ISSN

1360-3116

Publisher

Informa UK Limited

Additional Rights

CC BY-NC-ND 4.0

Language

en

Peer Reviewed

Yes

Open Access

Yes

Acceptance Date

23/02/2020

Era Eligible

Yes

Journal

International Journal of Inclusive Education