Engagement and disengagement in online learning

It can be challenging for teachers to engage students online; know whether are engaged or not. Online engagement perceived differently than in-class engagement. Research has shown that teacher perceptions of student affect how they interact with as well students' grades. is critical understand perceive engagement, not least in an online setting, inform practices and research. This study explores Swedish teachers' understanding disengagement. A Mixed Method Grounded Theory was designed intervention interview-diary-interview format. Twenty interviews (n = 10) who regularly teach hybrid, remote distance classes K-12 education were analysed using descriptive statistics content analysis. The results show express at the macro micro level would report different combinations disengagement levels informed model a complex construct without inherent boundaries; rated both below above suggested scale. contribution theory included models discussed. • reflecting presented. Micro reveals Engagement lacks Several instances co-occur. active influenced within between dimensions by context.