MULTIDIMENSIONAL ENGAGEMENT IN LEARNING—AN INTEGRATED INSTRUCTIONAL DESIGN APPROACH

Abstract

There is rising evidence that it is an increasingly difficult task for teachers to engage students in learning. This important problem in daily instruction has produced numerous research activities focusing on conditions and consequences of student engagement. However, these activities have led to a complex situation in which findings are widely scattered, redundant, or difficult to apply in instructional practice. Therefore, this paper integrates research findings on cognitive, motivational, and social-emotional aspects of student engagement based on a review of literature. Findings from the review have been used to formulate 15 instructional strategies as part of a hierarchically organized instructional design approach for incorporating multidimensional engagement into elements of learning (i.e., learning materials for lessons or instructional units). Strategies for cognitive engagement concern engagement levels such as knowledge, comprehension, convergent thinking, evaluation, and