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Children with cancer experience recurring hospitalizations and isolation during treatment, which affect their school attendance. This study explores experiences of children with cancer, their classmates, and teachers with using the telepresence robot as a learning mediator in the hybrid classroom during treatment periods. 31 children with cancer (aged 7–17 years), 30 teachers, and 118 classmates participated in interviews and 19 h of participant observations were undertaken in nine classrooms. The Agential Realism Theory and Situational Analysis framed the data analysis. There was a single overarching theme, “Telepresence robot didactic,“ and five sub-themes (Telepresence mediated learning, school-home collaboration, hybrid robot teaching, intra-actions in class, and inclusive spatiality). This study advocates the complexity of telepresence robot didactics, emphasizing that numerous human and other factors must intra-act and work simultaneously to achieve optimal learning conditions for children during cancer treatment. This includes considerations such as modality availability for the remote child; the teacher’s understanding of telepresence robot didactic and hybrid learning; the classmate’s ability to involve the remote child in groupwork; the child’s own treatment protocol, the robot’s functionalities, and spatiality in the class. Strategies for use and the systematic surveillance of telepresence robots are needed to ensure that children during cancer treatment do not lag in academic achievement. This study proposes that children with cancer can continue participating in class while hospitalized or isolated and consequently reduce social and academic setbacks. © 2023, The Author(s)., Funding: This study was funded by the Danish Cancer Society [R-260-A15147-19-S3], Toyota-Fonden, Denmark [KJ/BG-9773 H], Dagmar Marshall Fonden [5000020], the Danish Childhood Cancer Foundation [2020–6808], Lundbeck Fonden [A7971], Fabrikant Einar Willumsens Mindelegat and Department of Clinical Medicine 2021 Research Fund–Copenhagen University.This work is part of and funded by the Interregional Childhood Oncology Precision Medicine Exploration (ICOPE), a cross-Öresund collaboration between the University Hospital of Copenhagen, Rigshospitalet; Lund University; Region Skåne; and the Technical University of Denmark (DTU), supported by the European Regional Development Fund.Furthermore, this project is a part of the Childhood Oncology Network Targeting Research, Organization & Life expectancy (CONTROL) and is supported by the Danish Cancer Society [R-257-A14720] and the Danish Childhood Cancer Foundation [2019–5934].Open access funding provided by Royal Library, Copenhagen University Library.

Research informing adult education teachers' didactic practices in distance education is scarce. Approaching the adult learner's perspectives on how distance education is perceived is key to informing future initiatives. This study explores adult learners' perception of distance education, concentrating on aspects such as, social presence, course structure, and perceived learning and satisfaction. A survey was distributed to teachers (n = 78) in five schools organising adult distance education. Findings show that teacher accessibility and course structure correlated positively with social presence and perceived learning and satisfaction. Overall, adult learners are satisfied with their distance teaching. A challenge facing adult distance education is to create a sense of social presence despite the high demand for flexibility. Thus, we explored learner perceptions of benefits and challenges in distance education and structured these into social, cognitive, spatio-temporal, emotional, and technical dimensions. Findings reveal that one challenge in the social dimension was a lack of connection with peers, and a benefit in the cognitive dimension referred to autonomy and self-regulation. These findings are important as educational institutions and policymakers may strive for high flexibility, which in turn may lead to lower group cohesion and a lack of social presence.

Student well-being is important for inclusive societies and academic achievement. As studies have shown, well-being is associated with school success. Today, it’s common for schools to use different technologies to collect and analyse digital data with the purpose of improving educational outcomes. Generally, this collected data focus on student engagement, attendance, and results, with novel advancements being aimed at supporting student well-being. In this pilot study, we analyse teachers’ experiences to identify benefits and challenges during a spearhead integration of a data-driven tool for examining student well-being in upper secondary school. Using thematic analysis of teacher interview transcripts, we identified four themes: insight diversity, caring pedagogies, teacher leadership tools, and faculty transformation. The themes are discussed using the theoretical perspectives of orchestration, practice, process, and actors. Key results show that some high-value benefits teachers report on are gaining insights, saving time, and informing decision-making. The challenges include a lack of systematisation, guidance, and resources, and tensions related to defining the role and responsibilities of a teacher or mentor. We conclude that schools that work to support student well-being can benefit from the diversity of insights and practices related to the presented tool. However, an informed and systematic approach would be needed to leverage the benefit of spearhead integration. The contribution of the study is to provide insights on how a well-being tool can be used in an educational context to bring understanding of student well-being to teachers. Our results may inform decisions and guide integration and implementation practices in schools.

This multi-case study examines the educational change in municipal adult education (MAEd), during and directly after the Covid-19 pandemic. Applying Fullan’s educational change perspective, we analyze teachers’ professional development in terms of evolving materials, changing pedagogies, and altered beliefs about teaching and learning. Data were collected in 2020-2022 from questionnaires, interviews, and question-answer sessions with MAEd teachers (n=140) from the three largest cities in Sweden. The findings demonstrate a pronounced exploration of disparate learning theories, growing recognition of online and hybrid modes of education delivery, remediation of materials, and raised attention to teaching quality and design with clarity and structure. Besides signs of professional development, the study provides empirical evidence for institutional adaptation to respond to crisis, learn from experiences and emerge prepared for future challenges. Conclusively, the study findings indicate that sustainable reshaping of MAEd requires proactive and strategic leadership that aligns with policy and national directives and grassroots initiatives. . © 2024 IEEE Computer Society. All rights reserved.

In Sweden, 95% of adult learners at the compulsory school level and 47% at the upper secondary level were foreign-born in 2022. This explains why language learning is in high demand among migrants and why the contribution of Municipal Adult Education in improving employability and fostering inclusivity is paramount. Teachers are expected to design learning activities across synchronous and asynchronous modes to ensure that learners engage. While there is a general call for more research on student engagement in various online learning contexts there are also specific and significant gaps in research in relation to the design, implementation, and evaluation of Learning Sequences and empirical studies of adult education, such as the didactic practices of adult education teachers. This study seeks to contribute by investigating how educational modes influence learner engagement and can inform future learning designs. Over a nine-month period, observations (n=34), were made in both asynchronous (n=25) and synchronous (n=9) modes of second language learning settings, examining teachers' instructional designs. Analysing how designs facilitate learner engagement across learning sequences through Sequential Pattern Mining and Social Network Analysis, the findings show that engagement is significantly influenced by both learning design and mode of delivery. The findings suggest that a combined approach, merging synchronous and asynchronous modes, could significantly enhance learning outcomes. Notably, cognitive engagement—traditionally associated with the self-directed and autonomous nature of asynchronous learning—emerges as a vital component with a broader function. Learning activities characterised by cognitive stimulation frequently precede those fostering other engagement types (behavioural, social, emotional), unveiling cognitive engagement's pivotal role not merely in individual learning but also as a bridging mechanism. This bridging capacity of cognitive engagement

It is an exciting time to take up the baton to lead one of the flagship journals of the British Educational Research Association (BERA). After a decade of publication, Review of Education (RoE) has received its inaugural Impact Factor of 2.4, published a growing num- ber of special issues that focus on a range of educational topics, and been led and supported by a team of experienced and dedicated editors, international editorial board members and peer reviewers. RoE publishes high-quality primary studies and reviews that have substantial national and international impact. Building on the wonderful work of the previous editorial team, we are dedicated to continuing to uphold this commitment of large-scale and impactful studies in educational research. In this editorial, we set out our three-fold vision and ambitions for the journal: (1) to solidify the journal's status as a premier platform for disseminating meth- odologically rigorous and innovative evidence syntheses in educational research in all fields of study; (2) to strengthen its position as a leading advocate for open science practices; and (3) to enhance support for the involvement and development of early career researchers (ECRs) from all parts of the world, including the provision of active mentoring opportunities. © 2024 British Educational Research Association.

Socio-technical imaginaries of preservice teachers are an important area of inquiry that warrants exploration, partly because teachers need to be prepared for teaching in a digital society and partly because they will enter schools and influence education in their own right. In this paper, we examine the socio-technical imaginations of pre-service teachers in relation to future assessments in education. Socio-technical imaginaries reflect values and priorities and play a significant role in fostering agency and ownership in meeting and managing the development of future practices, thus contributing to a higher quality of education and professional development. Pre-service teachers (n=21) were instructed to write journal reflections and narratives during a speculative future intervention as part of a teacher training programme. In this study, we sought to explore how pre-service teachers perceive the role of technology in shaping future educational assessment practices. The data was analysed using thematic analysis and discussed through the lens of Information Systems Artefact. The findings indicate both teacher scepticism and robust agency as digital innovations emerge in the learning landscape. This paper will be valuable for stakeholders aiming to promote responsible digitalisation, educators, and educational researchers interested in understanding and adapting to the evolving landscape of technology in education.

Adult education often offers both asynchronous and synchronous modes of online learning to provide flexibility for learners. However, there is a limited understanding of engagement in these modes within adult education. This study aims to explore how the behavioural, cognitive, emotional, and social dimensions of engagement are facilitated in asynchronous and synchronous modes. A mixed-methods approach was used, involving observations and interviews with a total of 33 participants, conducted between April and December 2021. The study examined both Asynchronous Distance Education (ADE) and Synchronous Distance Education (SDE) classes. The findings indicate a significant correlation between the mode of delivery and how engagement is facilitated. ADE designs exhibited a wider variety of engagement facilitation compared to SDE. Furthermore, specific engagement dimensions were found to be more prominently supported in either ADE or SDE classes. To address the one-sided focus on engagement in each mode, teachers should actively design learning activities that promote varied ways for learners to engage in the learning process. This development is crucial as one-sided engagement, particularly in assimilative learning, has been associated with lower academic performance.

Student engagement has been identified as a critical construct for understanding and predicting educational success. However, research has shown that it can be hard to align data-driven insights of engagement with observed and self-reported levels of engagement. Given the emergence and increasing application of learning analytics (LA) within K-12 education, further research is needed to understand how engagement is being conceptualized and measured within LA research. This scoping review identifies and synthesizes literature published between 2011-2022, focused on LA and student engagement in K-12 contexts, and indexed in five international databases. 27 articles and conference papers from 13 different countries were included for review. We found that most of the research was undertaken in middle school years within STEM subjects. The results show that there is a wide discrepancy in researchers' understanding and operationalization of engagement and little evidence to suggest that LA improves learning outcomes and support. However, the potential to do so remains strong. Guidance is provided for future LA engagement research to better align with these goals., Part of ISBN 9781450398657QC 20230801

Aktuell forskning från Norge, Danmark och Storbritannien visar att elever i dessa länder, som brottas med sjukdom, kan stödjas i att fortsätta delta i skolans sociala sammanhang och ta del av undervisningen med hjälp av så kallade telepresence-robotar. Studierna visar att robotarna kan hjälpa elever att ha kontakt med klasskamrater och delta i undervisningen, men att användning av dem inte sker helt utan utmaningar.

What do people who study to become teachers dread and hope with regard to technology? Pre-service teachers (n = 21) were encouraged to consider the future of education by incorporating elements of, for example, augmented and virtual reality and Chat-GPT during three workshops that introduced them to the subject of sociotechnical imaginaries. Pre-service teachers were requested to write reflections and narratives for their logbooks. Individual thought expression can encourage group discussion and make instructors more confident in controlling future narratives. Such empowerment can mitigate risks and potential, inform elective courses of action, and improve understanding of the complexity of the future of digital education. Reflections were therefore done both individually and in groups. Data were analysed using the lens of Diffusion of Innovations theory, using thematic analysis. Three themes were identified, and key findings reveal opposing and ambivalent responses to the digitalisation of teaching, with plurality and flexibility on the one hand and restriction and isolation on the other. The results convey both passivity and hope as digital innovation was thought to solve problems by bridging the classroom to the outside world, leading to increased loneliness. The paper would interest stakeholders looking to leverage responsible digitalisation, the teaching community, and educational researchers.

The COVID-19 pandemic has disproportionately impacted the education of disadvantaged groups, relegating already marginalized people. It required their teachers to rapidly develop digital competencies to ensure that their students could overcome potential challenges and succeed in their education. Thus, the purpose of this study is to explore the impact of the pandemic on the development of professional digital competence of teachers working with adult migrant learners. By analyzing responses from questionnaires, a workshop and interviews with Swedish Municipal Adult Education (MAE) teachers working in migrant-dense areas in Sweden, we identify notions and perspectives of Teachers’ Professional Digital Competence (TPDC). We explore the challenges they encountered and the skills they deemed essential for managing them. The findings show the necessity of teachers considering learners’ study conditions, development of digital literacy skills, and cultural awareness to ensure inclusive online education for migrant learners.

The need for digital competence is reflected in national and international visions, goals, and strategies. Designing engaging learning activities is, for example, included as a standard for quality online learning. However, suppose measures are aimed at a larger group of professionals. In that case, these may be so general that they cannot inform ways forward concerning the digital skills needed for teachers to design engaging online learning activities. The rationale for this study is that municipal adult education, and particularly teaching practices, has not been well-explored. In addition, as that digital design practices may vary locally, and may have developed after the pandemic, this intervention approached digital competence as the ability to stimulate learner engagement through the design of online learning activities. Such an approach is critical, as supporting learners' engagement online differs from supporting engagement in co-located settings. However, capturing digital competence may be challenging. Research has shown that how teachers orchestrate digital technologies for learning influences how learners engage, where the social dimension of engagement (for example, collaboration and interaction) is directly affected by the teacher's ability to design. Thus, poor peer collaboration participation can be linked to poor Learning Designs (LD). Data were collected between April 2021 and January 2022. Observations (n= 33) were conducted with teachers (n=20). The data consists of observations and interviews when teacher demonstrate their LDs in asynchronous learning situations (n=24) and video recordings, observations and interviews of synchronous lessons (n=9). The data was analysed using pattern exploration and descriptive statistics. The analysis process revealed several challenges. For example, that too broad measures will not provide nuanced insights. Instead, how engagement was facilitated when exploring nuances of behavioural, cognitive, emotional and

Förord Att arbeta digitalt ar inte nytt, men färändringen kan väcka frågor som: "Hur får man till ett lärande och ett engagemang online?" eller "Hur designar man for ökat engagemang?". Det finns många böcker som tar upp undervisning, men vi har upplevt att konkreta exempel ofta är rudimentära, eller inte är kopplade till engagemangsteori och design. I Sverige saknas det i dag nationella riktlinjer for att säkra att undervisning online är kvali­tativ. I USA används sedan 2007 The National Standards for Qualitative Online Learning. Där pekas förmågan att kunna skapa engagerande lärandeaktiviteter ut som ett centralt kriterium for undervisningskvalitet. Det är mot den har bakgrunden som vi valt att skriva en bok som tar upp konkreta tips kring lektionsplanering och engagerande lektionsdesign för gymnasieskola och vuxenutbildning. Under tiden som vi skrev boken kom vi att inse att det finns ett stort behov av ett bredare samtal som reflekterar de undervisningspraktiker som växt fram under och efter pandemin. Den här boken kan därfor användas som kurs- eller fortbildningslitteratur, för lärarstuderande och yrkesverksamma inom utbildningssektorn. De inklu­derade teorierna och lärandeaktiviteterna kan inspirera fler lärarpraktiker än de inom gymnasieskola och vuxenutbildning (komvux). Boken kan även inspirera och nyansera förståelsen av undervisningspraktiker för politiska beslutsfattare, huvudmän, verksamma skolledare, utbildningsledare, skol­utvecklare, lärare, specialpedagoger, speciallärare och IT-pedagoger som söker en inblick i det digitala lärandelandskapet. Att skriva en bok görs inte i en handvändning, därför vill vi tacka alla de som bidragit till framtagandet av den har boken. Alla elever vi sjaäva haft. Alla kollegor och lärare som berättat om sin praktik, delat med sig av sina tankar, erfarenheter, utmaningar och lösningar. Alla lärare som under forskningsprojekt deltagit i intervjuer och bjudit in till observationer i sina klassrum, och alla lärare som varit

Engagemang och motivation är distinkta fenomen, men ändå ofta begrepp som används överlappande eller synonymt. Trots att lärares uppfattning av elevers engagemang influerar både hur lärare interagerar med eleverna och elevers betyg, har vi lite kunskap om hur lärare förstår och ser på elevers engagemang, i synnerhet när lärande sker online. Denna studie undersöker genom mixade metoder lärares initiala och fördjupade förståelse av elevers engagemang och disengagemang i digitala lärmiljöer. Tolv lärare, som regelbundet bedriver hybrid-, fjärr- eller distansundervisning i grund-, gymnasieskola eller vuxenutbildning, intervjuades två gånger och ombads att fylla i en dagbok kring elevers engagemang mellan intervjuerna. Resultaten visar att majoriteten av lärarna gradvis ökade sin användning av ordet engagemang medan användningen av ordet motivation minskade. Resultaten speglar en övergång från en vag och generell förståelse för engagemang till en mer specifikt och situationsbunden. Det visade sig att lärare ofta försöker påverka elevernas engagemang via motivation, men att insikter i motivation inte kan stödja hur lärare designar engagerande lärande aktiviteter. Sammanfattningsvis är ett professionellt språk en förutsättning för kollegial dialog, vilken behövs för att nå en ökad förståelse kring elevers faktiska engagemang i, eller disengagemang från, lärande, så att dessa insikter kan informera utvecklingen av lektionsdesign och den egna praktiken.

Under åren 2019–2022 har åtta skolhuvudmän tillsammans med Ifous och forskare från Åbo Akademi, Stockholms universitet och Kungliga Tekniska Högskolan arbetat med att utveckla fjärr- och distansundervisningen i sina respektive verksamheter. Syftet med FoU-programmet har varit att vidareutveckla fjärr- och distansundervisningens didaktik och utveckla lärarrollen för att stödja elevernas kunskapsutveckling. Utvecklingsarbetet har haft som syfte att stärka skolhuvudmännens förmåga att erbjuda fjärr- och distansundervisning av god kvalitet och i förlängningen bidra till en mer likvärdig utbildning. Vidare har programmet syftat till att genom samverkan mellan skolans professioner och forskare öka kunskapen kring undervisning i digitala miljöer.Totalt har cirka 65 lärare, rektorer, skolchefer, verksamhetsutvecklare, utvecklingsledare och samordnare i fyra olika skolformer i Linköpings kommun, Pajala kommun, Region Gotland, Region Östergötland, Storumans kommun, Torsås kommun, Värmdö kommun och Ålands landskapsregering under programmets tre år arbetat med tre teman: social kommunikation, lärmiljöer och bedömning., DigiLi

Engaging students in their learning, and within their learning community, is a key goal of educators. However, ongoing discussions about its nature, conceptualization, and measurement have led to a diffusion of the concept’s understanding, and ability to apply it within both research and practice. This chapter draws on theoretical and empirical primary and secondary ODDE research, and provides an overview of student engagement and disengagement, particularly as they relate to educational technology. The four dimensions of behavioral, affective/emotional, cognitive, and social (dis-)engagement are presented, alongside example indicators. In addition, a bioecological model of student engagement is explored with explicit links to digital learning. The chapter concludes by providing open questions and directions for future research, including further emphasis and exploration needed on the role of social engagement in ODDE contexts, as well as disengagement as a separate construct.

It can be challenging for teachers to engage students online; to know whether students are engaged or not. Online engagement can be perceived differently than in-class engagement. Research has shown that teacher perceptions of student engagement affect how they interact with students as well as students’ grades. It is critical to understand how teachers perceive engagement, not least in an online setting, to inform practices and research. This study explores Swedish teachers’ understanding of student online engagement and disengagement. A Mixed Method Grounded Theory study was designed as an intervention with an interview-diary-interview format. Twenty interviews with teachers (n = 10) who regularly teach hybrid, remote or distance classes in K-12 education were analysed using descriptive statistics and content analysis. The results show that teachers express understanding at the macro and micro level of engagement and would report different combinations of engagement and disengagement at different levels of engagement. The results informed an engagement model with a complex construct without inherent boundaries; teachers rated student engagement both below and above the suggested scale. The contribution to theory with included models is discussed. © 2022 The Author, Digital Learning Environments – Equality in remote and distance education

The past years have triggered the established blended learning format to develop into other kinds of online teaching formats, with, for example, combinations of a/synchronous learning with more flexible (co-)location requirements for teachers and students. This has led to a renewed exploration of ways to ensure accessible and life-long learning through developed educational practices. Comparing online education formats can be challenging but is necessary. Building on case study methodology, the objective of this study was to explore online learning situations (n = 21): Asynchronous Distance Education (ADE) (n = 15) and (synchronous) Emergency Remote Teaching (ERT) (n = 6), to develop a method to systematically analyse and evaluate different formats of online education using engagement theory. To do so, a schema was developed through which visual representations of learning situations were analysed. Results show that visual representations of learning situations enable nuanced comparisons across different formats of online education. Analysis reveals that the format of education affects the conditions under which the teacher more readily facilitates student engagement and that asynchronous and synchronous formats supported different nuances of engagement.

It is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

As many of our readers can no doubt attest, engaging young learners in online and blended learning can be challenging, and during the height of the pandemic when in lockdown, particularly so. The critical nature of student engagement in online and blended learning has been highlighted to teachers, school leaders and parents alike. Online, teachers cannot rely on enthusing or motivating students through their personality alone, trusting that their engaged and positive persona will somehow seep through the screen and lead to engagement. Instead, they must continue developing their skills in understanding online engagement and designing engaging learning activities beyond what was learnt during the pandemic, particularly given the move for many schools to continue implementing forms of hybrid, blended and online learning going forwards. The articles in this issue reflect the current position of engagement research as follows: the first and second papers both explore how engagement can vary in the different phases of learning. The third and fourth articles explore disengagement, while the fifth, along with the sixth and final article, focuses on supporting and informing teacher professional development.

Current approaches to assessing digital competence in education may be too broad to support teachers in developing their online learning designs in specific subjects. During the pandemic, studies have identified that the development of teaching practices (and subsequently their learning designs) has taken a leap. However, because digital cultures differ between schools, local approaches need to survey how their practices have developed and what emerging practices can become good examples for others. Using a descriptive multiple case (n = 20) study methodology with observations, interviews (n = 33), and a survey, 12 elements in second language online learning designs (LDs) that seemed to engage learners and support online learning were identified. Data were analysed using pattern matching and descriptive statistics. Post observation, teachers were asked to rate the importance of the ability to include the element and how difficult they perceived its implementation would be. A case overview was used to contrast the survey. Results reveal that the number of digital technologies has little to do with the complexity of designs, and teachers with relatively few digital resources can offer more complex LDs. While most teachers rated the elements suggested as easy, the observations did not support this. However, around 30% of the teachers rated at least seven important elements as difficult or very difficult and designing learning activities that stimulate engagement in nuanced ways was considered challenging. This paper proposes that, identifying local elements may be a suitable way forward to support professional development, as well as to reframe teachers’ digital practices post Covid-19.

This study represents the first research effort to explore the transition from traditional teaching into distance teaching in Swedish schools enforced by covid-19. Governments made gradual and injudicious decisions to impede the spread of the pandemic (covid-19) in 2020. The enactment of new measures affected critical societal functions and included travel restrictions, closing of borders, school closures and lockdowns of entire countries worldwide. Social distancing became the new reality for many, and for many teachers and students, the school closure prompted a rapid transition from traditional to distance education. This study aims to capture the early stages of that transition. We distributed a questionnaire to teachers' (n = 153) to gain insights into teacher and school preparedness, plans to deliver distance education, and teachers' experience when making this transition. Results show that the school preparedness was mainly related to technical aspects, and that teachers lack pedagogical strategies needed in the emerging learning landscape of distance education. Findings reveal four distinct pedagogical activities central for distance education in a crisis, and many challenges faced during the transition. While preparedness to ensure continuity of education was halting, schools and teachers worked with tremendous effort to overcome the challenges. Results expand on previous findings on school closure during virus outbreaks and may in the short-term support teachers and school leaders in making informed decisions during the shift into distance education. The study may also inform the development of preparedness plans for schools, and offers a historical documentation.

Föräldraengagemang och engagemang i barns lärande spelar en viktig roll för att påverka elevernas engagemang, prestationer och skolans slutförande, inte minst under COVID-19-pandemin som svepte världen i början av 2020. Med tanke på bristen på forskning som undersöker föräldrars attityder och erfarenheter till blandat lärande och lärande online, både före och under pandemin, genomfördes en fallstudie av brittiska föräldrar (n = 552) från juni till september 2020, med hjälp av en enkät med både slutna och öppna frågor, samt semi -strukturerade intervjuer (n = 14). Data analyserad utifrån en modell av elevengagemang [1]. 40% (n = 221) av deltagarna var föräldrar till elever i grundskolan, 29% (n = 158) var föräldrar till elever i gymnasieskolan och 31% (n = 173) hade barn i både grundskolan och gymnasieskolan, vilket motsvarar 1 038 barn i skolåldern. Resultaten visade att elever som vanligast använde laptop, surfplatta eller smartphone för att lära sig. Föräldrarna rapporterade en ökning av användningen av videor (både synkron och asynkron), Google Classroom och online-forum, vilket återspeglar de verktyg som föräldrar tyckte var mest användbara och mest engagerande för deras barns. Medan föräldrar rapporterade att de kände sig lite mer medvetna om sina barns skolarbete, kände de att kontakten med skolan minskat, och att eleverna inte blev mer engagerade eller lärde sig bättre när den digitala tekniken förmedlade utbildningen. Konsekvenser diskuteras mot litteratur som publicerats både före och under pandemin, där en inblick i framtida konsekvenser av politik, forskning och praktik kommer att ges., Parent involvement in and engagement with children’s learning play an important role in influencing student engagement, achievement, and school completion, not least during the COVID-19 pandemic that swept the world in early 2020. Given the paucity of research exploring parental attitudes to and experiences of blended and online learning, both before and during the pandemic, a case study of UK parents (n = 552) was conducted from June to September 2020, using an online survey, with both closed and open-ended questions, as well as semi-structured interviews (n = 14). Designed and analysed against a bioecological model of student engagement [1], 40% (n = 221) of participants were parents of students in primary school only, 29% (n = 158) were parents of students in secondary school, and 31% (n = 173) had children in both primary and secondary school, representing 1,038 school-aged children. The results revealed that students mostly used a laptop, tablet or smartphone to undertake their learning, with parents reporting a rise in the use of videos (both synchronous and asynchronous), Google Classroom, and online communities, reflecting the tools that parents found most useful for their children’s learning, as well as the most engaging. Whilst parents reported feeling slightly more aware of their children’s school work, they felt less connected to the school community, and that students did not experience increased engagement or better learning, when technologies mediated education. Findings and implications are discussed against literature published both before and during the pandemic, and an insight into future policy, research and practice implications will be provided.

The worldwide shift to emergency remote education in 2020 as a result of the COVID-19 pandemic impacted billions of students and teachers. A range of teaching and learning strategies were employed by schools as a result, despite confusing and sometimes contradictory government guidance, with systemic issues such as equity and access impacting heavily on disadvantaged students. In light of the findings of a recent IPPO evidence snapshot and roundtable event, and in order to gain further insight into how emergency remote education was experienced by secondary school students, parents and educators, a systematic review was conducted that collates and synthesises primary empirical studies across five key research questions focusing on student engagement, online assessment, peer collaboration, parent engagement, and future directions for online learning. Studies were searched for in May 2021 using Web of Science, Scopus, ERIC, Microsoft Academic Graph, ResearchGate and the COVID-19 living map, and were included if they focused on teaching and learning using blended or online approaches in secondary schools during the pandemic, that were published in English. Following quality assessment on scope and methodological rigour, 81 studies were included for narrative synthesis. The research studies were conducted in 38 countries, with 37% of studies from low or lower-middle income countries, and 63% from upper-middle income or high-income countries. Most of the evidence came from students (64%), followed by teachers (53%), with very few studies exploring the perceptions and experiences of parents (6%) or school leaders (5%). Findings reveal that self-regulation and understanding were the most frequently reported indicators of student engagement, with online assessment tools, learning management systems with collaborative tools, live synchronous lessons with peer and teacher interaction, and teacher-made videos considered particularly engaging. Social isolation was the most freq

Learning Analytics (LA) approaches in Blended Learning (BL) research is becoming an established field. In the light of previous critiqued toward LA for not being grounded in theory, the General Data Protection and a renewed focus on individuals’ integrity, this review aims to explore the use of theories, the methodological and analytic approaches in educational settings, along with surveying ethical and legal considerations. The review also maps and explores the outcomes and discusses the pitfalls and potentials currently seen in the field. Journal articles and conference papers were identified through systematic search across relevant databases. 70 papers met the inclusion criteria: they applied LA within a BL setting, were peer-reviewed, full-papers, and if they were in English. The results reveal that the use of theoretical and methodological approaches was disperse, we identified approaches of BL not included in categories of BL in existing BL literature and suggest these may be referred to as hybrid blended learning, that ethical considerations and legal requirements have often been overlooked. We highlight critical issues that contribute to raise awareness and inform alignment for future research to ameliorate diffuse applications within the field of LA., QC 20231106

Student engagement is critical for learning. However, little is known about engagement and disengagement and particular social groups. Recent research has alerted that engagement in technology-enhanced learning (TEL) settings may manifest differently than engagement in analogue learning settings. This study explores how different social groups of upper secondary school students (n= 410) engage and disengage when learning with digital technologies. We used an instrument to approach dimensions of engagement and disengagement in TEL. Using thematic analysis, we identified cognitive, emotional, behavioural and social aspects of engagement and disengagement in eight-student interviews which together with theory, informed a questionnaire. Using statistical methods, we explored the relationship between engagement, disengagement and the social categories: gamers, gender and non-native speakers. We found significant differences between the groups. For example: that high-frequency gaming students were not as easily distracted as students reporting low-frequency gaming, that female students engaged in TEL in different ways than male students, and that non-native speakers displayed significantly fewer tendencies to engage in unauthorised uses of digital technologies than native speakers. Identifying indicators reflecting engagement and disengagement in TEL in social groups can inform successful practices that stimulate student engagement and can be used to avoid, or redeem, group-specific challenges that trigger disengagement.

Students need to engage in order to learn. As digitalisation changes the conditions for learning, it is essential to consider how student engagement might be affected. This study explores the relationship between students' level of engagement in technology-enhanced learning (TEL) and academic outcomes. More specifically, we developed and validated an instrument LET (Learner–Technology–Engagement) using principal component analysis and confirmatory factor analysis, and distributed this to second and third year upper secondary school students. We then matched student responses (n = 410) with their school grades. Using a bivariate correlation test, a one-way ANOVA test, and a post hoc test, we analysed the associations between low-, average-, and high-performance students and their reported engagement and disengagement when learning with technologies. The analysis reveals that high-performance students find it easier to concentrate when working with learning technologies than do average and low performers. We also found significant correlations between low grades and reported time spent on social media and streaming media for other purposes than learning (e.g., YouTube). There were also significant correlations between a decrease in students’ performance and the occurrence of unauthorised multi-tasking via learning technologies while in class: the lower the grades, the more frequently students reported using digital technologies to escape when lessons were boring. Conclusively: high-performance students seem to develop strategies to use digital technologies in supportive and productive ways. Thus, in order for schools to use digital technologies to ensure that disadvantaged students do not remain disadvantaged when learning with technologies and to not replicate problems in analogue classroom interactions, insights how different performance groups engage and disengage in TEL is critical for learning.

With the digitalisation of education increasing, the relationship between student engagement in Technology-enhanced Learning (TEL) and digital skills has remained largely unexplored. There is a strong consensus that engagement is necessary for students to succeed in school. We hypothesised that students reporting high and low levels of general engagement display differences in terms of their engagement in TEL, and that students’ digital skills correlate with their engagement in and disengagement in TEL, which in turn is related to their learning outcomes. We used statistical tests to explore the relationship between the students’ (N = 410) general engagement and engagement in TEL, and investigated how digital skills were related to engagement and disengagement in TEL. We found significant correlations between students’ digital skills and engagement in TEL, showing that the possession of high levels of digital skill is related to engagement in TEL. Interestingly, digital skills were not related to disengagement. This suggests that students reporting both high and low levels of digital skills disengage to some extent when learning with technologies. We also identified variables reflecting both engagement and disengagement in TEL that predict student performance as measured via final grades, implying that in order to understand and support students who learn with technologies, a broader understanding of the factors influencing engagement and disengagement is key.

As digitalisation spreads in education, it is vital to understand its relation to student engagement. We used student diaries and observation data to approach student engagement and explore the use of learning technologies on a lesson-to-lesson basis. Results show that a less thought-through use of technologies might lead to unconsidered effects. Positive indicators of the facilitation of student engagement included making the learning process accessible and visible to teachers.

Student engagement is significantly related to school success. With the increasing digitalisation of education, it is essential to explore if student engagement is affected by the uptake of learning technologies (LTs). The aim of this study was to approach what factors students perceive to influence their engagement when learning with technologies. This was done by asking students to report their level of engagement and fill in a questionnaire to evaluate a classroom intervention designed to facilitate engagement. The intervention included a learner assessment application, a virtual learning environment (VLE) And a separate tablet the teacher used to access the shared workspace. These LTs facilitated instant feedback between the teacher and the students and enabled multiple simultaneous dialogues which allowed all students to engage with both content and peers. Results show that students’ invested effort in learning activities were related to their reported levels of engagement. Surprisingly, in this intervention, control and stress showed no correlation with engagement. Some aspects of peer modelling and feedback showed weak correlations, albeit these were non-significant. Instead, students reported that feeling ‘content with one’s outcomes’ and ‘engaging in learner-centred dialogues’ were their main reasons to engage. Moreover, students’ reasons to engage in short tasks were not the same as their reasons to engage with long-term goals, such as completing their assignment. The results show that conditions for learning changed when implementing LTs. As conditions for learning changed, so did students’ reasons to engage. Moreover, insights into students’ reasons to engage and reported levels of engagement to suggest that obtaining this information can be useful to identify students in at-risk zones and offer them the support needed. Orchestration of inclusive engagement and implications for future designs are discussed.