@article {12575,
	title = {Mapping research in student engagement and educational technology in higher education: a systematic evidence map.},
	journal = {International Journal of Educational Technology in Higher Education},
	volume = {17},
	year = {2020},
	abstract = {<p>Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts \&amp; Humanities, Education, and Natural Sciences, Mathematics \&amp; Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement.</p>
},
	keywords = {Educational technology, Evidence map, Higher education, Student engagement, Systematic review},
	issn = {2365-9440},
	doi = {https://doi.org/10.1186/s41239-019-0176-8},
	author = {Melissa Bond and Buntins, Katja and Bedenlier, Svenja and Zawacki-Richter, Olaf and Michael Kerres}
}
@proceedings {,
	title = {Student Engagement und digitales Lernen Kontextuelle Validierung eines Systematic Review mit E-Learning-Akteuren an Hochschulen},
	year = {2020},
	month = {08/2020},
	pages = {15-25},
	publisher = {Waxmann},
	address = {Winterthur},
	abstract = {<p>Systematic Reviews und Metaanalysen gewinnen in den Bildungswissenschaft en zunehmend an Bedeutung. Mit dieser Entwicklung einher geht die Frage nach der Allgemeing\&uuml;ltigkeit der Ergebnisse. Ein Grund hierf\&uuml;r kann ein wechselseitiger ScientistPractitioner Gap sein. In dieser Studie stellen wir die Ergebnisse einer kontextuellen Validierung mit E-Learning-Akteuren aus den Bildungswissenschaft en vor. Mit diesen wurden in einem Onlinefragebogen die Ergebnisse aus einem Systematic Review validiert. Das Systematic Review ging der Frage nach, inwieweit der Einsatz von Lerntechnologien das Student Engagement in bildungswissenschaft lichen Studienangeboten an Hochschulen beeinflusst. Die kontextuelle Validierung zeigt deutliche Unterschiede im Grad der Zustimmung. Bildungswissenschaft liche Erkenntnisse und Aussagen in Bezug auf die Medienkompetenz erlangen deutlich h\&ouml;here Zustimmungswerte als Items im Bereich der Lerntechnologie selbst. Die Ergebnisse werden diskutiert.</p>
},
	keywords = {Student engagement, Systematic review},
	isbn = {978-3-8309-4244-3},
	doi = {10.31244/9783830992448},
	url = {https://www.waxmann.com/waxmann-buecher/?tx_p2waxmann_pi2\%5Bbuchnr\%5D=4244\&tx_p2waxmann_pi2\%5Baction\%5D=show},
	author = {Vonarx, Anne and Buntins, Katja and Michael Kerres and St{\"o}ter, Joachim and Zawacki-Richter, Olaf and Bedenlier, Svenja and Melissa Bond},
	editor = {M{\"u}ller-Werder, Claude and Erlemann, Jennifer}
}
