Facilitating Student Engagement through Educational Technology in Higher Education: A Systematic Review in the Field of Arts and Humanities

Autor/inn/en	Bedenlier, Svenja; Bond, Melissa; Buntins, Katja; Zawacki-Richter, Olaf; Kerres, Michael
Titel	Facilitating Student Engagement through Educational Technology in Higher Education: A Systematic Review in the Field of Arts and Humanities
Quelle	In: Australasian Journal of Educational Technology, 36 (2020) 4, S.126-150 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bond, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Learner Engagement; Educational Technology; College Students; Literature Reviews; Art Education; Humanities; Student Behavior; Affective Behavior; Foreign Countries; Cognitive Processes; Electronic Learning; Computer Literacy; Technology Integration; Blended Learning; Second Language Learning; English (Second Language) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Collegestudent; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Geisteswissenschaften; Humanwissenschaften; Student behaviour; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Cognitive process; Kognitiver Prozess; Computerkenntnisse; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Understanding how educational technology can enhance student engagement is becoming increasingly necessary in higher education, and particularly so in arts and humanities, given the communicative nature of courses. This narrative systematic review synthesises 42 peer-reviewed arts and humanities articles published between 2007-2016, indexed in four international databases. The results indicate that the majority of research has been undertaken in language learning, predominantly in East Asian countries, with limited grounding of research in theory. This review found that educational technology supports student engagement, with behavioural engagement by far the most prevalent dimension. Affective engagement was the lowest observed dimension, with affective disengagement the most prevalent negative dimension. Blogs, mobile learning, and assessment tools were the most effective at promoting engagement. However, caution and education in how to use technology are needed, as any use not underpinned by effective and informed pedagogy can also lead to students feeling overwhelmed and disengaging from learning. Further research is needed on online collaboration, as well as international courses that offer cross-cultural opportunities for language use, and the increased use of qualitative methods is also advised. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01