Disengagement, engagement and digital skills in technology-enhanced learning
Disengagement, engagement and digital skills in technology-enhanced learning
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DOI：
10.1007/s10639-019-09998-w
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发表时间：
2019-11-28
影响因子：
5.5
通讯作者：
Fors, Uno
中科院分区：
文献类型：
--
作者：
Bergdahl, Nina;Nouri, Jalal;Fors, Uno
随着教育数字化程度的提高，学生参与技术强化学习 (TEL) 与数字技能之间的关系在很大程度上仍未得到探索。人们一致认为，参与对于学生在学校取得成功是必要的。我们假设总体参与度高和低的学生在 TEL 参与度方面存在差异，并且学生的数字技能与他们对 TEL 的参与和脱离相关，而这又与他们的学习成果相关。我们使用统计测试来探索学生 (N = 410) 的一般参与度和 TEL 参与度之间的关系，并调查数字技能与 TEL 参与度和脱离度之间的关系。我们发现学生的数字技能和 TEL 参与度之间存在显着相关性，表明拥有高水平的数字技能与 TEL 参与度相关。有趣的是，数字技能与脱离接触无关。这表明，无论数字技能水平高低，学生在使用技术学习时都会在某种程度上脱离。我们还确定了反映 TEL 参与度和脱离度的变量，这些变量通过最终成绩来预测学生的表现，这意味着为了理解和支持使用技术学习的学生，更广泛地了解影响参与度和脱离度的因素是关键。
With the digitalisation of education increasing, the relationship between student engagement in Technology-enhanced Learning (TEL) and digital skills has remained largely unexplored. There is a strong consensus that engagement is necessary for students to succeed in school. We hypothesised that students reporting high and low levels of general engagement display differences in terms of their engagement in TEL, and that students' digital skills correlate with their engagement in and disengagement in TEL, which in turn is related to their learning outcomes. We used statistical tests to explore the relationship between the students' (N = 410) general engagement and engagement in TEL, and investigated how digital skills were related to engagement and disengagement in TEL. We found significant correlations between students' digital skills and engagement in TEL, showing that the possession of high levels of digital skill is related to engagement in TEL. Interestingly, digital skills were not related to disengagement. This suggests that students reporting both high and low levels of digital skills disengage to some extent when learning with technologies. We also identified variables reflecting both engagement and disengagement in TEL that predict student performance as measured via final grades, implying that in order to understand and support students who learn with technologies, a broader understanding of the factors influencing engagement and disengagement is key.