With the current lockdown taking place, monitoring and encouraging pupil engagement has been an area of great relevance and importance. As a group, we agreed that there are many methods of motivating pupils during remote learning, and that we would like to consider the specific impact of live calls on pupil engagement. This is a significant area of research as Education Scotland (2021) remote learning guidance states that there should be provision of “regular opportunities for engagement” including “informal engagement”.
Research shows that pupils who “feel like they belong and are comfortable” tend to be the most engaged (Clerkin and Creaven, 2013), which arguably live calls deliver – they offer a more real experience of communication and learning during this period of remote learning. Our immediate thoughts as a group were that live calls would encourage pupil engagement and motivate pupils throughout remote learning, and so we wanted to learn whether this is the reality. Remote Education Research (2021) mentions, in England after the first lockdown, it was recognised that “seeing and hearing their teacher and peers is important for pupils, particularly for their well-being and engagement with their work” and that there was “more energy”, signifying the relevance of live calls to motivate pupil engagement.
This practitioner enquiry focusses on whether or not this is the case and identify actions that could be taken in future either in the classroom itself or during a period of remote learning.
This enquiry looked to measure the impact of live calls on motivating pupil engagement, in the hope that the impact would be positive, offering pupils with some form of normality. The main aims were:
- to explore and ascertain the current status of pupil engagement during remote learning
- to identify what pupil engagement is like as a result of live calls and whether this is effective or if it could be further enhanced.