Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526060
Title: Towards the Situated Engagement Evaluation Model (SEEM) : making the invisible visible
Author: Stepanyan, Karen
Awarding Body: Brunel University
Current Institution: Bucks New University
Date of Award: 2010
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Abstract:
This thesis explores the multifaceted concept of engagement within online learning environments. Key research aims are to suggest approaches and an extendable model for evaluating, monitoring and developing understanding of online learner engagement. The overall intention is to offer educators insight, practical guidance and tools for supporting timely intervention in fostering learner engagement. This thesis reviews the major theoretical perspectives on learning and highlights the role of student engagement in relation to the research literature. It discusses the limitations of the methods applied in current research and attempts to address this problem by crossing the disciplinary boundaries to draw together a range of perspectives and methodologies. A review of the literature provides a foundation for a learner engagement evaluation model that employs a variety of evaluation methods and accommodates the possible diversity of learning experiences. The proposed ‘Situated Engagement Evaluation Model’ (SEEM) is positioned to reflect the wide theoretical perspective of social learning. It constitutes a comprehensive system of intertwined components (Learning Content; Pedagogical Design Elements; Learning Profiles; and Dialogue and Communication) that learners may interact with, and integrates dynamically changing preferences and predispositions (e.g. cultural, emotional, cognitive) potentially informative in engagement studies. Prior to (and independently of) the development of SEEM, four empirical studies were conducted and reported here. These explored patterns of online engagement with respect to learning content, learning profiles, patterns of communication and elements of pedagogical design. Studies were then revisited to evaluate the usefulness of SEEM for monitoring and evaluating student engagement, and to discuss its potential for guiding intervention to improve learning experiences. The practical relevance for integrated and automated implementation of SEEM in online learning is considered further.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.526060  DOI: Not available
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