Page 222 - International Perspectives on Effective Teaching and Learning in Digital Education

Boris Ilić et al.

Strategies to Maximize Engagement
The ERR Framework in Distance Learning
The ERR framework – Evocation, Realization of Meaning, and Reflection – of-
fers a structured approach to learning that promotes deep understanding
and engagement (Buehl, 17). Rooted in constructivist theory, it emphasizes
the active role of students in building their own knowledge through experi-
ence and reflection.

− Evocation: This initial stage involves activating students' prior knowled-
ge and experiences to prepare them for new learning. By connecting
new information to what they already know, students can better un-
derstand and retain new concepts (Ausubel, 1968).
− Realization of Meaning: In this phase, students engage with new con-
tent, integrating it with their existing knowledge. Active learning
strategies and practical applications are crucial here to help solidify
understanding (Bransford et al., ). This stage often involves pro-
blem-solving, application of theories, and critical analysis.
− Reflection: The final stage encourages students to critically analyze
what they've learned, consider its implications, and think about how
they can apply it in future contexts. This fosters deeper learning and
helps students internalize new knowledge. Reflective practice is parti-
cularly important in nursing education, where self-awareness and con-
tinuous improvement are essential.

Application of ERR in Distance Learning
There are several tools and methods that can be easily implemented into the
distance learning, depending on the appropriate phase of the ERR concept,
listed in table below, and further discussed in more detail.

Evocation in Online Settings
Utilizing interactive tools in an online setting can engage students’ existing
knowledge (Filej et al., 3). Instructors can utilize pre-class surveys, discus-
sion forums, or interactive polls to encourage students to remember and
discuss their experiences relevant to the upcoming content, as illustrated by
Sheridan and Kelly (1). Prior to a lesson on communicating with patients,
students may discuss difficulties they have encountered in this area, helping
them get ready for new knowledge and fostering a sense of unity.

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