Student Engagement in an Online World by timconnellaustralia

Student Engagement in an Online World The term ‘student engagement’ is broad and so overused that in many cases it has lost any sort of real meaning for educators. Moreover, it is commonly conflated with disengagement as evidenced by problematic student behaviour and school retention rather than academic underachievement. This lack of clarity is potentially compounded in an online environment because many of the traditional, observable manifestations of disengagement (and engagement) are less immediately apparent. As a construct, student disengagement tends to be more clearly defined and commonly describes ‘...a lack of student involvement and commitment to school curriculum and activities’ (Glanville & Widhangen, 2007) ‘...that is underpinned by associated deficits in behavioral, emotional and cognitive domains’ (Fredricks, Blumenfeld, & Paris, 2004). Read more about student disengagement - here An important understanding when considering this dichotomy is that, while it can also be quantified and informed within the three domains noted above, student engagement is much more nuanced than simply being ‘The opposite of disengagement’. Read more about the evolution of both constructs within higher education - here Viewed through a neuroscientific lens, student engagement is evidenced by increased activity in the pre-frontal cortex which in turn is impacted by ‘positive’ emotions. Feelings of autonomy and success activate the Dopamine Reward System to further stimulate the PFC and ultimately make the process of learning itself intrinsically rewarding. Watch a short video about the Dopamine Reward System here Read more about neurotransmitters and student engagement here. One of the more user-friendly frameworks for student engagement came from author and educator, Phil C Schlectly, who defined the five levels below; • •

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Authentic Engagement—students are immersed in work that has clear meaning and immediate value to them. Ritual Compliance—the work has little or no immediate meaning to students, but there are extrinsic outcomes of value that keep them engaged (earning grades necessary for college acceptance). Passive Compliance—students see little or no meaning in the assigned work but expend effort merely to avoid negative consequences (not having to stay in during recess to complete work). www.timconnellaustralia.com

Retreatism—students are disengaged from assigned work and make no attempt to comply but are not disruptive to the learning of others. Rebellion—students refuse to do the assigned task, act disruptively, and attempt to substitute alternative activities.

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Watch a short clip from a lecture by Phil Schlechty here. Putting aside the somewhat subjective criteria of intrinsic motivation – is it realistic to think all students will be intrinsically motivated in all subjects? are any of us intrinsically motivated in all aspects of our life? - Schlecty’s model lends itself well to our current online world. Specifically, Passive Compliance and Retreatism may become the default for students who, in a face to face context would at least be ‘ritually engaged’. The function of this potential drop off in engagement can often be linked to a disability, (ADHD or an Autism Spectrum Disorder for example), and should be addressed as proactively as possible. Most importantly, by the generalisation of an Individual Adjustment Plan (IAP) and individualised attention including more frequent check in, scaffolding of academic work (planning and organisation in particular) frequent, performance-based praise, parent support and accountability. Students without a formal disability, but who may be loosely categorised as ‘underachieving’ tend to hover within the more nebulous zone between Passive and Ritual Compliance but will commonly be authentically engaged in isolated subjects or activities - further evidence of the fluid nature of engagement which can vary from day to day, subject to subject and lesson to lesson. The problem is that, in an online world, these isolated subjects may be absent – think PE, Applied Arts etc. For this group, the summative evidence of their variable engagement at school often manifests after an assessment block. Formatively however, particularly when working online, it may look like a lack of willingness or confidence to participate in the lesson, ask questions, complete set work, contribute to discussions or take academic risks – more broadly described as a lack of ‘active participation’. Read more about Active Participation here. One potential ‘antidote’ to this issue is a process known as Active Supervision in which teachers are; Classroom -

Online

Moving around the room

Setting a brisk pace for lessons

Checking in frequently with each student by name using gallery mode in Zoom or similar conferencing tools. Short, timed activities using a combination of video and school platforms.

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Visually scanning

Describing observable, engagement behaviours from gallery view… ‘Max I really like the way you’re sitting up, ready to work…. Nicole, I like the way you use hand up emoji…great work guys…’

Interacting frequently with all students, particularly those who may be less engaged

Private check in using 1:1 message board.

Providing multiple opportunities for students to respond

Thumbs up emoji, 1:1 chat, quiz, student presentations.

Using physical proximity as cue for on task/engaged behaviour

Verbal check in.

Using a high amount of specific performance-based praise

Exactly as you would in class.

Read more about Active Supervision here. The Online Paradox – From Rebellion to Engagement Paradoxically, the current move online offers a unique opportunity for students who are at the bottom of this hierarchy. In other words - a chance to move students from Rebellion to some form of compliance or engagement. Consider the following through the lens of school refusal, anxiety, serious emotional and behavioural disturbance and trauma; -

Level Playing Field No longer are they the ‘odd one out’ – all students are at home and all are coming to terms with technology and connecting to school remotely. Perceived Threat: Many of the most threatening aspects of school (social navigation, being there for the whole day) now look very different, and less threatening. The Power Balance: Students now have a lot more autonomy over many aspects of their learning and engagement. This is rarely the case for the chronically disengaged, and often what precipitated the disengagement. No More Stick: ‘Traditional’ school-based sanctions no longer apply (they never really did for this cohort anyway) This is when disengaged students often surprise us with an improved capacity for self-regulation. www.timconnellaustralia.com

Individualised Learning: Working online gives teachers the capacity to individualise learning without the stigma of this happening in front of the class.

At a time when we are forced to distance ourselves, there has never been a better opportunity for schools to reach out.

NOTE: I am providing consultancy support for schools and parents at no charge during this extraordinary period. Book a Zoom session by contacting; www.timconnellaustralia.com e. info@timconnellaustralia.com m. (+61) 0403473328