As I mentioned in AECT 2022 and K-12 Online & Blended Learning I’m here at AECT and I want to blog some of the K-12 online and blended learning sessions. The eighth and final is:
Communities of Support: Development of a Comprehensive Framework of Student Engagement in K-12 Virtual Learning
- In Event: DDL- Communities of Support: Development of a Comprehensive Framework of Student Engagement in K-12 Virtual Learning
Fri, Oct 28, 9:10 to 9:25am PDT (9:10 to 9:25am PDT), Conf Center, Sunset 1
Short Description
The members of a virtual learning community are often critical to students’ overall academic success. While there is evidence of the importance of these relationships on academic achievement, less synthesized are how these members act together to impact student engagement, a critical function of online learning success. In this presentation, we describe our comprehensive framework and how students’ support system, both in school and at home, help impact their student engagement.
Authors
- Presenter: Nathan Hawk, Texas A&M University
- Contributor: Jingwen He, The Ohio State University
- Presenter: Kui Xie, The Ohio State University
This session was focused on a book chapter that the authors recently had accepted to some volume. The presenters began with discussing how the research has suggested that there is a general lack of social support in the K-12 online learning environment, and then transitioned to how the presenters defined engagement – which included four types of engagement.
The goal for this research was to conduct a literature review with the aim to “propose a holistic approach and consider how family and school, as an eco-system, can support students’ academic engagement. Building upon [the] theory of student engagement and ACE Framework.”
They viewed these four types of engagement through the original ACE framework – i.e., the Adolescent Community of Engagement from 2016 – or the student, peer, parent, and teacher as actors of that engagement. In the refinement of the old ACE framework, they viewed these actors in the following way:
Which lead to the development of this framework.
The roles for each of these four groups of actors were described as:
The remainder of the session was spend focused on a single slide for each of these four rows, with additional descriptions for the two or three points under the roles’ column that were elaborated on from their literature review.
The presenters ran out of time when they got to their future implications.
While there was no time for Q&A, it appears that the presenters were unaware that Jered and his colleagues had updated the ACE framework two years ago (see https://doi.org/10.1007/s11423-020-09744-x ).