This paper describes a research project that investigated the process of redesigning a fully-online unit, in order to enhance undergraduate Education students’ engagement in their learning. This redesign was guided by the development of an Engagement Framework, which presents five elements of engagement that are distinct yet interrelated. The results of this redesigned unit indicate that this Engagement Framework has the potential to offer unit developers and instructors a strong pedagogical and theoretical foundation for enhancing engagement in online learning. This paper provides a description of the Engagement Framework, the processes undertaken in redesigning a fully-online unit, the findings, and several emerging understandings related to the Framework and student engagement more broadly.
Pittaway, S. M., & Moss, T. (2014). “Initially, We Were Just Names on a Computer Screen”: Designing Engagement in Online Teacher Education. Australian Journal of Teacher Education, 39(7). https://doi.org/10.14221/ajte.2014v39n7.10