Introduction
A while ago someone sent me this picture and I posted it on my Twitter feed. In jest, I commented that the high school teacher was doing something right: at least her students were turning their videos on! Virtual and blended education has been a challenge for thousands of teachers around the world, and anybody professing to be a guru of student engagement in an online environment should do so cautiously. I have had my share of frustrating moments while trying to deliver effective online lessons for my students but with eighteen weeks of virtual school last academic year and at least seventeen weeks of blended learning this academic year, I have picked up a trick or two that I’d like to share. Think of me as a curator, not a guru!
Student engagement is a topic that has come into sharpened focus since the global pandemic accelerated schools’ virtual and blended learning provision. However, as a recent study shows, there is still a lack of consensus as to what ‘student engagement’ means. That said, all teachers know it when they see it.
The engaged student... | The disengaged student... |
completes work | does not complete work |
regularly joins video calls | may be conspicuously absent |
answers questions | seems quiet and/or passive |
takes part in activities | lets others lead |
communicates with you promptly and proactively | doesn't ask for help/doesn't reply to your communication |
demonstrates 'behaviour for learning' | demonstrates poor behaviour and/or disrupts others |
demonstrates enjoyment from participation | does not appear to enjoy participation |
You might find it useful to audit your classes, to get a picture of general student engagement and to try and identify how disengagement manifests itself. This simple audit tool may be a starting point.
One major challenge facing teachers during virtual schooling is that even spotting disengagement has become more difficult. This great five minute video by educator John Spencer about Schlechty’s levels of engagement helps us identify the issue. Few students are disrupting lessons, but many are ‘ritually compliant’ and while they attend video lessons, their attention and commitment to the lesson and work are low. The videos suggests that high engagement comes from a blend of meaning, choice and challenge to the work set.
Finally, be sure that the issue is indeed one of student engagement, and not something else:
Some students have no device, no internet at home, or a poor internet connection. This isn't a problem of engagement, but if you do not adapt the delivery of content and tasks they may not be able to participate.
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