The present study seeks to develop a situated construct of learner engagement within an instructional experience. Despite compelling potential benefits to instructional practice, extant learner engagement research has been limited to either within-the learner constructs or adding a simplistic behavioral component to a model and largely discounting the effects of diverse learning environments, instructional techniques and educational technology, and their collective effects on the learner’s attitudes, behaviors, perceptions, and performance while learning. The present study seeks to develop a construct of learner engagement applying a situated cognition theoretical framework to evaluate the effects of diverse learning environments on the learning experience by addressing the perceived dimensions and characteristics of learner engagement and developing a model of latent learner engagement construct using a learner-environment interaction as the unit of analysis.
The Stories Your Data (can) Tell: A Comprehensive Analysis of the Participation Phases of Learning and What They Teach Us
From recognizing the signs of mere certificate seekers to enhancing the match between educational content and clinician expectations, this white paper sheds light on the path to tailor CME programs that not only resonate with medical professionals but also foster impactful learning outcomes.
