Cracking the engagement enigma: Decoding the multifaceted sociocultural influences on student engagement in digital learning

Edited book (chapter)

Bergdahl, Nina, Bond, Melissa and Brown, Alice. 2025. "Cracking the engagement enigma: Decoding the multifaceted sociocultural influences on student engagement in digital learning." Liem, Gregory Arief D., Fredricks, Jennifer A. and Wong, Zi Yang (ed.) Sociocultural Perspectives on Student Engagement: Theory, Research, and Practice. United States. Emerald. pp. 191-224
Chapter Title

Cracking the engagement enigma: Decoding the multifaceted sociocultural influences on student engagement in digital learning

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID5694
Book TitleSociocultural Perspectives on Student Engagement: Theory, Research, and Practice
AuthorsBergdahl, Nina, Bond, Melissa and Brown, Alice
EditorsLiem, Gregory Arief D., Fredricks, Jennifer A. and Wong, Zi Yang
Page Range191-224
Chapter Number7
Number of Pages34
Year2025
PublisherEmerald
Place of PublicationUnited States
ISBN9781837085545
Web Address (URL)https://bookstore.emerald.com/sociocultural-perspectives-on-student-engagement-hb-9781837085545.html
Abstract

The increasingly complex construct of student engagement remains somewhat of an enigma for educators and researchers, made even more complex by the rising number of students studying through blended or hybrid modes and using emerging technologies. Knowing students and the multifaceted factors that impact on their engagement at various contextual levels is therefore critical, if we are to understand and support their learning in ways that are meaningful. However, there remains limited theoretical guidance to inform a deeper understanding and appreciation of this complexity. This chapter explores how a Bioecological Model of Student Engagement (BEM) can act as a ‘code breaker’ to understanding the interconnected multidirectional milieus in which factors impacting student engagement are situated, highlighting how it has been applied in previous research. The authors then expand on this work by drawing attention to the chronosystem and providing suggestions and future directions for policy, practice, and research.

Keywordsblended learning; Student engagement; educational technology; ecological theory; online learning; hybrid learning
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390303. Higher education
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Byline AffiliationsHalmstad University, Sweden
University College London, United Kingdom
School of Education
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