Catering for 'Very Different Kids': Distance Education Teachers' Understandings of and Strategies for Student Engagement

Autor/inn/en	Harris, Lois; Dargusch, Joanne; Ames, Kate; Bloomfield, Corey
Titel	Catering for 'Very Different Kids': Distance Education Teachers' Understandings of and Strategies for Student Engagement
Quelle	In: International Journal of Inclusive Education, 26 (2022) 8, S.848-864 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Lois) ORCID (Ames, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1735543
Schlagwörter	Foreign Countries; Elementary Secondary Education; Student Diversity; Cognitive Style; Electronic Learning; Distance Education; Learner Engagement; Educational Strategies; Teachers; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Ausland; Cognitive styles; Kognitiver Stil; Distance study; Distance learning; Fernunterricht; Lehrstrategie; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01