Welcome to the InfoSci Platform
A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments

A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments

Henry Gillow-Wiles, Margaret L. Niess
Copyright: © 2018 |Pages: 31
ISBN13: 9781522525844|ISBN10: 152252584X|EISBN13: 9781522525851
DOI: 10.4018/978-1-5225-2584-4.ch002
Cite Chapter Cite Chapter

MLA

Gillow-Wiles, Henry, and Margaret L. Niess. "A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments." Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 19-49. https://doi.org/10.4018/978-1-5225-2584-4.ch002

APA

Gillow-Wiles, H. & Niess, M. L. (2018). A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments. In I. Management Association (Ed.), Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications (pp. 19-49). IGI Global. https://doi.org/10.4018/978-1-5225-2584-4.ch002

Chicago

Gillow-Wiles, Henry, and Margaret L. Niess. "A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments." In Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 19-49. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2584-4.ch002

Export Reference

Mendeley
Favorite

Abstract

Teaching and learning in a technology rich digital context challenge established thinking about student engagement in their learning. This chapter presents a reconstructed conception of learner engagement for online environments consisting of: engagement with community; engagement with technology; engagement with mathematics content; and an amalgam of all three. This descriptive, cross-case study combines current literature with the authors' past research to develop characterizations of these components of online learner engagement. This reconstructed model of learner engagement is the focus of the study, providing: 1) a vocabulary for developing a narrative describing how teachers as students think and learn with technology in an online environment and 2) a framework for mathematics teacher education professional development. Results indicate that this model supports teacher educators in both describing and evaluating how teachers as learners engage in a unit of instruction, and framing the course design and instructional strategy choices that support learner engagement.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.