Curriculum for Excellence (CfE) was introduced to provide a platform for teachers as well as schools to perform a variety of teaching strategies focussed on the unique needs of the pupil (Hutchison and Young, 2011). A question that now has to be considered is whether or not this fundamental principal is sustainable in the environment of virtual learning? Surely it can be expected that the needs of the individual pupil are now harder to meet. Firstly, the learning requirements of the individual pupil will not be met, which will directly impact the motivation of the individual and slowly effect pupil engagement. McLean (2003) states that teachers can impact student motivation by either becoming, “transformers or amplifiers”. This idea portrays the importance of creating a beneficial learning environment as pupils engage better when a positive relationship is created between them and the teacher (Furrer & Skinner, 2003; Li, Lerner, & Lerner, 2010). This improved engagement will be a theme within this enquiry. Improving online engagement is the purpose of this enquiry as the current educational needs require improved engagement with online learning. I will seek to focus on the methods that improve pupil engagement in this virtual environment.
The aim of this practitioner enquiry was to assess the impact of synchronous vs asynchronous teaching on engagement.