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Engagement theory has emerged from the authors' experiences teaching in electronic and distance education envirQnments (see Kearsley, 1997; Shneiderman, 1994, 1998; Shneiderman et ai, 1995). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While, in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching. Although not directly derived from other theoretical frameworks for learning, it has much in common with many such frameworks. For example, with its emphasis on meaningful learning, it is very consistent with constructivist approaches. Because it …