Abstract
The concept of engagement is a multidimensional construct consisting of behavioural, cognitive, emotional and social components. This refers to the feelings, thoughts and behaviour of students. These multifaceted components overlap and are interdependent. Researching engagement longitudinally has been done from a range of different theoretical frameworks. An overarching framework is needed. Complex Dynamic Systems Theory is employed to
investigate the interplay of the different components. Furthermore, not much engagement research has been done at Dutch voorbereidend middelbaar beroepsonderwijs level. The current study a variation of earlier work done by Sulis (2019). A combination of classroom observations, a stimulated recall procedure based on a video-recording of the lesson and cued
retrospective interviews are used. Results show the same patterns. It is opted that a provision of a supportive, highly involving and interactive classroom atmosphere can contribute to sustain engagement. Activities need to have a clear purpose, be interactive and connected with learners’ life and interests, and be varied in nature and short in length.
investigate the interplay of the different components. Furthermore, not much engagement research has been done at Dutch voorbereidend middelbaar beroepsonderwijs level. The current study a variation of earlier work done by Sulis (2019). A combination of classroom observations, a stimulated recall procedure based on a video-recording of the lesson and cued
retrospective interviews are used. Results show the same patterns. It is opted that a provision of a supportive, highly involving and interactive classroom atmosphere can contribute to sustain engagement. Activities need to have a clear purpose, be interactive and connected with learners’ life and interests, and be varied in nature and short in length.
| Original language | English |
|---|---|
| Publisher | Science Shop, University of Groningen |
| Number of pages | 57 |
| Publication status | Published - Feb-2020 |