How do learning technologies impact on undergraduates’ emotional and cognitive engagement with their learning?

Edward Venn, Line Palle Andersen, Jaeuk Park, Momna Hejmadi

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

A common theme in the literature on learning technologies is the way in which they can facilitate engagement both within and outside of the classroom. However, a lack of a scholarly consensus on what constitutes engagement renders problematic the issue of how one makes meaningful sense of the data presented in studies. This paper presents an integrative review that explores student engagement with learning technologies, with that identifies major themes and trends within the field. When viewed against the evidence-based claims of individual studies, common ubiquitous narratives concerning learning technologies are rendered problematised. The paper concludes with suggestions for future research in this area in the light of its findings.
Original languageEnglish
JournalTeaching in Higher Education
Number of pages30
ISSN1356-2517
DOIs
Publication statusE-pub ahead of print - 2020

Keywords

  • learning, educational science and teaching

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