Engagement theory:
A frame work for technology- based teaching and learning
The crucial idea behind the Engagement theory is that students should be significantly enrolled in their learning activities, and this is achieved through interactive and worthwhile tasks. Even though, the use of new technology is not essential, it is believed that technology can facilitate instruction and enhance learning. Thus, engagement theory is proposed to be a conceptual framework for technology-based learning and teaching. According to Kearsley and Shneiderman(1999), technology can facilitate engagement through RCD. These three components, summarized by Relate-Create-Donate, imply that learning activities:
A. working in a group or collaborative teams
B. project-based learning
C. have an authentic focus
The "Relate" stresses collaboration that encourages students to engage communication, planning, management and social skills. This is because the modern workplace demands proficiency in these skills that motivate students to state their problems, establish opportunity to work with others from quite different backgrounds and this facilitates an understanding of diversity and multiple perspectives.
Besides, the "Create" makes learning a creative, purposeful activity. Students conduct their own project (problem solving, discovery, questioning and thinking) and focus their efforts on application of ideas to a specific context as well as control their own learning.
The last component, (the "Donate") highlights the value of making a useful contribution while learning. Ideally each project has an outside "customer" that the project is being conducted for. The authentic learning context of the project increases student motivation and satisfaction.
Engagement theory is different from many older models of computer-based learning in which the emphasis was on individualized instruction and interactivity. Engagement theory is the advocate of constructivist teaching and learning style. The theory emphasized on the collaborative and involvement of learners to acquire knowledge by themselves. Teachers should involve learners through either project task, problems solving, or inquiry task and so on.
In conclusion, it can be seen that if learners fully engaged into their own learning, they could be enjoy what they learn. Thus, when the interest is growing, it will lead to intrinsic motivation and if the learners are motivated, they will demonstrate a good ability to perform a better achievement in their field.
References
Alavi, M.(1994). Computer-mediated collaborative learning: An empirical evaluation. MIS Quarterly, 18(2), 159-174.
Barrows, H. & Tamblyn, R. (1980). Problem based learning: An approach to medical education. NY: Springer.
A Field Guide to Teaching and Learning Online. Cambridge.
Shneiderman, B. (1988), Relate-Create-Donate: An educational philosophy for the cyber-generation. Computers & Education, in press.
