Abstract
This chapter attempts to make sense of engaged learning. Approaches such as problem-based learning should be advocated because it is an authentic form of learning encouraging students to be self-regulated and thus metacognitive towards their own thinking and behaviors. Contrary to passive forms of instruction where learners are not perceived to be active and engaged, neither reflective, we are highlighting alternative pedagogies which promote this sense of self-regulatory actions. We describe the engaged learning framework — focusing on both problem and process — which would be necessary for authenticity in learning experiences.
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Hung, D., Tan, S.C., Koh, T.S. (2006). Engaged Learning: Making Learning an Authentic Experience. In: Hung, D., Khine, M.S. (eds) Engaged Learning with Emerging Technologies. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3669-8_2
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DOI: https://doi.org/10.1007/1-4020-3669-8_2
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