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9 references
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- Vol 5 RE: Chapter 9
- Vol 5 TE: App C
electronic portfolioslearner engagementreflective practicelearner ownershipself-determinationgoal orientationlearner voiceJournal article Evidence summaryAt a glance
Barrett outlines the REFLECT Initiative, a large research programme examining how electronic portfolios might influence secondary students' learning, reflection, motivation, and engagement.
Key ideas
The article distinguishes portfolios used mainly for institutional assessment from learner-owned portfolios developed through purposeful collection, selection, reflection, direction, and presentation. It reviews competing definitions and theoretical perspectives, then connects portfolio processes with research on self-determination, goal orientation, feedback, collaboration, and learner voice. The initiative was designed to examine implementation as well as outcomes across diverse schools rather than assuming that technology alone creates engagement.
Why it matters
For educators, the central implication is that an e-portfolio becomes educationally valuable through the learning process around it: students need meaningful choice, opportunities to interpret evidence of growth, feedback, authentic audiences, and continuing ownership of their work.
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- Vol 7 RE: Chapter 9
student engagementlearning analyticsdigital trace databehavioural engagementcognitive engagementemotional engagementsocial engagementproxy validityJournal article Evidence summaryAt a glance
Bergdahl and colleagues systematically review how higher-education learning-analytics research conceptualises and measures student engagement through digital trace data.
Key ideas
Engagement is multidimensional, including behavioural, cognitive, emotional, and social participation, yet studies often equate it with easily counted actions such as logins, clicks, submissions, or time online. The review examines the dimensions, indicators, data sources, analytic methods, and theoretical frameworks used across the field. It warns that platform activity is an indirect proxy whose meaning depends on task, design, context, and complementary evidence; more activity is not necessarily deeper engagement.
Why it matters
For educators and analytics designers, the study recommends defining engagement before selecting data, aligning indicators with learning design, combining traces with qualitative or self-report evidence where appropriate, and avoiding interventions or labels that overinterpret what digital behaviour can establish.
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- Vol 7 RE: Chapter 8, App D
emergency remote teachinghigher educationonline learningstudent engagementtechnology accessinstitutional responsestudent well-beingcomparative research designsJournal article Evidence summaryAt a glance
Bond and colleagues map 282 empirical studies of emergency remote teaching in higher education during the first global COVID-19 semester.
Key ideas
The literature was produced rapidly and was dominated by descriptive, cross-sectional work, student self-reports, undergraduate samples, and research from particular national and disciplinary contexts. Studies addressed experiences, engagement, access, technology, assessment, communication, well-being, and institutional responses, but robust longitudinal or comparative designs were limited. The review distinguishes emergency remote teaching—an improvised response to crisis—from intentionally designed online learning, preventing conclusions about online education from being drawn from emergency conditions.
Why it matters
For educators and leaders, the map highlights the importance of access, clear communication, interaction, workload, teacher support, and student well-being, while urging cautious interpretation of early findings and stronger research designs for understanding which adaptations should endure.
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- Vol 7 RE: Chapter 4
educational videoscognitive load managementvideo segmentationsignalingactive learningretrieval practicelearner engagementinstructional designJournal article Evidence summaryAt a glance
Brame synthesises research into three requirements for effective educational video: manage cognitive load, sustain student engagement, and promote active learning. To manage limited working-memory capacity, videos can use signalling to highlight essential information, segment content into learner-controlled chunks, remove decorative material, and coordinate spoken explanation with relevant visuals.
Key ideas
Engagement improves when videos are concise, conversational, enthusiastic, and visibly connected to the course. Watching alone, however, can create an illusion of understanding. Guiding questions, embedded prompts, interactive controls, and assignments that require retrieval or application help students process the material actively. The article treats video as an instructional design problem rather than a recording format.
Why it matters
For educators, its practical message is to clarify the learning goal, eliminate avoidable load, keep each segment purposeful, and pair viewing with an activity that makes learners recall, explain, predict, or use what they have seen.
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- Vol 6 RE: Chapters 7, 9, App D, App E
evidence use in schoolsresearch engagementstaff evidence capacityprofessional dialogueschool improvement culturelocally identified problemsBook Evidence summaryAt a glance
Brown's edited practitioner volume examines how schools can engage with and generate research evidence without treating research use as a simple act of distributing findings.
Key ideas
Contributors include teachers, researchers, journalists, policy advisers, and professional-development specialists, bringing complementary and sometimes conflicting perspectives to the practical and ethical questions involved. Chapters use overviews, cases, resource boxes, and take-away messages to help time-pressed leaders assess what is relevant. The book emphasises building staff capacity to find and interpret evidence, connecting evidence with locally identified problems, creating routines for professional dialogue, and developing a culture in which claims can be questioned. It also recognises constraints such as workload, access, relevance, and organisational priorities.
Why it matters
For school leaders, the central implication is to make evidence engagement a supported collective practice with time, structures, expertise, and follow-through rather than an additional individual expectation.
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- Vol 2 RE: Chapters 11, 12
- Vol 3 RE: Chapter 13
- Vol 7 RE: Chapters 9, 10, 12, App D
universal design for learninglearner agencyengagementmultiple representationsaction and expressionlearner variabilityaccessible assessmentbelonging and inclusionGuideline Evidence summaryAt a glance
CAST's Universal Design for Learning Guidelines 3.0 provide design prompts for reducing barriers and supporting learner agency.
Key ideas
The framework organises options under engagement, representation, and action and expression, oriented toward learners who are purposeful and reflective, resourceful and authentic, and strategic and action-oriented. Version 3.0 strengthens attention to identity, belonging, bias, exclusion, interdependence, joy, and collective learning while retaining accessibility as foundational. The guidelines do not prescribe a checklist or separate accommodations for fixed learner types. They encourage anticipating predictable variability and offering purposeful options aligned with clear goals.
Why it matters
For educators and designers, the resource supports examining whose participation a goal, method, material, environment, or assessment may restrict; providing accessible ways to perceive information and demonstrate learning; supporting choice, collaboration, strategy development, and reflection; and revising designs from learner feedback rather than locating barriers within individuals.
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- Vol 2 RE: Chapter 2, App D
- Vol 2 TE: Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243
- Vol 4 RE: Chapters 1, 2, 3
- Vol 5 TE: App C
active-constructive-interactive taxonomyactive engagementconstructive engagementinteractive engagementgenerative activitieslearner outputssubstantive dialogueJournal article Evidence summaryAt a glance
Chi proposes a learner-centred taxonomy for distinguishing active, constructive, and interactive activities by observable behaviour and hypothesised knowledge processes.
Key ideas
Active learners manipulate or select presented information; constructive learners generate an output that goes beyond it, such as an explanation, prediction, or concept map; interactive learners engage in substantive dialogue that builds on a partner's contribution. These categories generate the hypothesis that interactive learning is generally stronger than constructive, which is stronger than active, which exceeds passive reception, when activities are implemented as defined. The article reviews evidence, explains exceptions, and stresses that a task label is insufficient: notes, discussion, or technology can fall into different modes depending on what learners actually produce.
Why it matters
For educators, the framework supports designing prompts for generation and co-construction, examining learner outputs, and choosing comparison activities carefully when evaluating “active learning.”
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- Vol 2 RE: Chapters 1, 2, 5, 7, 8, App A, App C, App D
- Vol 3 RE: Chapters 4, 5, 6, 7, App A
- Vol 4 RE: Chapters 1, 2, 3, 9, 20, 22, App B, App C
- Vol 4 TE: App C
- Vol 5 RE: App B
- Vol 7 PE: App D
- Vol 7 RE: Chapters 1, 2, 3, 4, 5, 8, 10, 11, App A, App B, App D
icap frameworkpassive engagementactive engagementconstructive engagementinteractive engagementknowledge-change processesco-construction of understandingJournal article Evidence summaryAt a glance
Chi and Wylie extend the earlier active-constructive-interactive taxonomy into the ICAP framework, adding passive engagement and specifying four observable modes.
Key ideas
Passive learners receive information; active learners manipulate it; constructive learners generate new inferences or representations; interactive learners co-construct understanding through dialogue that incorporates partners' ideas. The ICAP hypothesis predicts learning in the order interactive, constructive, active, and passive, subject to important constraints about task quality, partner contribution, prior knowledge, and implementation. The authors link each mode to possible knowledge-change processes and review laboratory and classroom evidence involving note-taking, concept mapping, and self-explanation. ICAP is a description of learner behaviour, not a label for a teaching method.
Why it matters
For educators, it provides a practical lens for redesigning tasks, checking what students actually do, prompting explanation or joint reasoning, and selecting valid comparison conditions when judging active-learning effects.
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- Vol 6 RE: Chapters 4, 6, App E
workplace demandsworkplace resourcesoccupational wellbeingteacher engagementteacher exhaustionperson-centred analysisprofessional voiceteaching self-efficacyJournal article Evidence summaryAt a glance
Collie and colleagues examine how combinations of workplace demands and resources are associated with teachers’ occupational wellbeing. Using TALIS 2013 data from 6,411 teachers in 369 Australian schools and 2,400 teachers in 154 English schools, they model profiles based on barriers to professional development, disruptive student behaviour, teacher collaboration, input into decision-making, and teaching self-efficacy.
Key ideas
The person-centred approach shows that demands and resources cluster in meaningfully different patterns rather than operating as isolated variables. Teachers in profiles with stronger resources and fewer demands generally report more positive work-related outcomes, including greater engagement and lower exhaustion or disengagement, while demanding conditions combined with limited resources are less favourable. School context also contributes to how profiles are distributed. The study is observational and based on self-report, so it does not establish that collaboration or decision input causes wellbeing.
Why it matters
Its practical implication is that supporting teachers requires coordinated attention to workload-related pressures, professional voice, collegial resources, and confidence, not a single generic wellbeing intervention.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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