Learning Engagement Theory

Kearsley and Schneiderman (1998) constructed the Learning Engagement Theory which summarises that for learners to be truely engaged in their learning in an information communication technology learning environment they need to relate to a real-world, authentic problem scenario that is messy and ill-structured. That is they need to create solutions to problems and then donate the solutions back into the real-world, making the learning journey real and authentic.

Kearsley and Schneiderman go on to explain that this theory has three main components: relate, create, donate. For example, the students are required to relate the the person or real-world problem and understand the context of it, create and design a solution to the problem, and then donate or give the solution back to the person.

The learning engagement theory also promotes students to communicate and interact within small groups to collaboratively solve the problem. It encourages students to be active members of a group and teaches respect, responsibility and manners. This approach also fosters authentic focus, providing students with the tools and mindsets to meet the challenges of a problem with effective solutions. More often than not students are engaging in learning processes without even realising it.

This learning theory outlines three primary means to accomplish engagement, they are, emphasis on collaborative efforts; project based assignments; and non-academic focus. Kearsley and Schneiderman believe that the use of this theory emphasises the positive role that technology can play in human interaction and the learning journey.