Venn, E orcid.org/0000-0002-5146-9568, Park, J orcid.org/0000-0002-6957-3208, Andersen, LP et al. (1 more author) (2020) How do learning technologies impact on undergraduates’ emotional and cognitive engagement with their learning? Teaching in Higher Education. pp. 1-18. ISSN 1356-2517
Abstract
A common theme in the literature on learning technologies is the way in which they can facilitate engagement both within and outside of the classroom. However, a lack of a scholarly consensus on what constitutes engagement renders problematic the issue of how one makes meaningful sense of the data presented in studies. This paper presents an integrative review that explores student engagement with learning technologies and identifies major themes and trends within the field. When viewed against the evidence-based claims of individual studies, common ubiquitous narratives concerning learning technologies are problematised. The paper concludes with suggestions for future research in this area in the light of its findings.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an author produced version of an article published in Teaching in Higher Education. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | student engagement; emotional engagement; cognitive engagement; digital education; learning technologies |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Arts, Humanities and Cultures (Leeds) > School of Languages Cultures & Societies (Leeds) > Languages for All The University of Leeds > Faculty of Arts, Humanities and Cultures (Leeds) > School of Music (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 28 Jan 2021 13:48 |
Last Modified: | 13 Mar 2023 11:32 |
Status: | Published online |
Publisher: | Routledge |
Identification Number: | 10.1080/13562517.2020.1863349 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:170544 |