The redesigned unit promoted engagement across all five elements of the Engagement Framework, including professional relevance rated 4.86 on SETL¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Students reported engagement across personal, academic, intellectual, social and professional elements, evidenced through posts, emails, web conference comments and assignments. → Pittaway 2014 q2 i? SETL results showed a mean of 4.86 (1 = Strongly Disagree, 5 = Strongly Agree) for learning the subject's relevance to the future profession. → Pittaway 2014 (2)

Evidence¶

Pittaway 2014¶

Pittaway, S. M., & Moss, T. (2014). “Initially, We Were Just Names on a Computer Screen”: Designing Engagement in Online Teacher Education. Australian Journal of Teacher Education, 39(7). http://ro.ecu.edu.au/ajte/vol39/iss7/8 doi:10.14221/ajte.2014v39n7.10

q2 · i? · design · r2

Qualitative analysis of unobtrusive data (discussion posts, LMS tracking and interaction data, assignments, correspondence, SETL) from the 40-student unit, analysed against the five Framework elements. The authors conclude the unit "was effective in promoting student engagement across all elements of the Framework".

"Based on the evidence collected for this research project, it is clear that the redesigned unit was effective in promoting student engagement across all elements of the Framework."

Pittaway 2014 (2)¶

q2 · i? · design · r2

Formal University Student Evaluation of Teaching and Learning for the redesigned unit. The professional-relevance item received "a mean score of 4.86" on a 1–5 agreement scale, supporting students' perceived professional engagement.

"SETL results indicate that other students found similar connections to their professional practice, with a mean score of 4.86 (where 1 = Strongly Disagree and 5 = Strongly Agree) in response to the item ‘I have learned the relevance of this subject to my future profession’."

Discussion¶

Online learning communities do not simply emerge; they must be designed for and scaffolded through teaching and assessment activities — possibly the same claim (merge candidate)
Fortnightly web conferences with open-ended discussion supported students' academic and social engagement and community formation — a narrower finding that bears on this claim
Participants identified assessment redesign approaches for helping all students feel successful, centering relevance, lowered stakes, choice, emotional support, and preparation — related

Page metadata

Field	Value
`type`	`claim`
`id`	`redesigned-unit-engaged-all-framework-elements`
`title`	`The redesigned unit promoted engagement across all five elements of the Engagement Framework, including professional relevance rated 4.86 on SETL`
`description`	`The redesigned unit promoted engagement across all five elements of the Engagement Framework, including professional relevance rated 4.86 on SETL`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2014`
`generated`	by `process:wiki-ingest` on `2026-09-26`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `pittaway-2014`, `pittaway-2014-2`

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