Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE)

Science.gov (United States)

Dixson, Marcia D.

2015-01-01

Student engagement is critical to student learning, especially in the online environment, where students can often feel isolated and disconnected. Therefore, teachers and researchers need to be able to measure student engagement. This study provides validation of the Online Student Engagement scale (OSE) by correlating student self-reports of…

Student Perceptions of Classroom Engagement and Learning using iPads

OpenAIRE

Jefferson W. Streepey; Eugenia Fernandez; Timothy T. Diemer

2013-01-01

Many colleges and universities have launched iPad initiatives in an effort to enhance student learning. Despite their rapid adoption, the extent to which iPads increase student engagement and learning is not well understood. This paper reports on a multidisciplinary assessment of student perceptions of engagement and learning using iPads. Student reactions following single and multiple classroom activities using iPads were measured via a survey asking them to rate their learning and engagemen...

The effects of supplemental online learning aids on student performance and student engagement in Medical Microbiology

Science.gov (United States)

Murray, Kimberly

The purpose of this study was to determine the effects of online learning aids on student performance and engagement. The thirty-five participants of the current study were students enrolled in two sections of a junior level Medical Microbiology laboratory. The experimental section was required to spend ten minutes each week on an online learning aid. The online program, StudyMate(TM), was used to present text and images in the form of flash cards, multiple choice questions, matching, and crossword puzzles. Both groups completed the Index of Learning Style survey, an initial engagement survey at the start of the course, and a final engagement survey at the end of the course. Statistical analysis showed no significant differences between the groups at the start of the course or after the course was completed for learning style, science grade point average, overall grade point average, initial engagement or final engagement. A moderate correlation was found between microbiology course and laboratory grades and a reflective learning style.

Using Facebook to Engage Microbiology Students Outside of Class Time

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Blaine A. Legaree

2014-04-01

Full Text Available Numerous usage studies show that a high percentage of college age students are subscribers of the social media service Facebook.  Modern teaching methods have a high emphasis on student engagement in the classroom, however, not all students participate equally and therefore it is important to find alternate methods for student engagement.  The popularity of social media services and the wealth of online biology resources therefore seem like an obvious way to additionally engage students, particularly non-traditional students who may be less likely to participate in class discussions.  In order to investigate how to engage students using this tool, I set up a Facebook group for my medical microbiology class over two semesters.  Afterwards I surveyed students on its usefulness.  The feedback was mostly positive, and of the resources shared with students, they were most likely to view online videos.  Students also found it helpful to have an alternate means of interacting with the instructor and their peers.

Student Engagement in Assessments: What Students and Teachers Find Engaging

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Bae, Soung; Kokka, Kari

2016-01-01

Although research has shown that student engagement is strongly related to performance on assessment tasks, especially for traditionally underserved subgroups of students, increasing student engagement has not been the goal of standardized tests of content knowledge. Recent state and federal policies, however, are changing the assessment…

An analysis of user engagement in student Facebook groups

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Murray Lane

2015-08-01

Full Text Available Analysing the engagement of students in university-based Facebook groups can shed light on the nature of their learning experience and highlight leverage points to build on student success. While post-semester surveys and demographic participation data can highlight who was involved and how they subsequently felt about the experience, these techniques do not necessarily reflect real-time engagement. One way to gain insight into in-situ student experiences is by categorising the original posts and comments into predetermined frameworks of learning. This paper offers a systematic method of coding Facebook contributions within various engagement categories: motivation, discourse, cognition and emotive responses. 

[Academic achievement, engagement and burnout among first year medical students].

Science.gov (United States)

Gómez H, Paula; Pérez V, Cristhian; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; McColl C, Peter; Torres A, Graciela; Meyer K, Andrea

2015-07-01

Stress may affect the sense of wellbeing and academic achievement of university students. To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Academic achievement is associated with the level of engagement with studies but not with burnout.

Measuring student engagement among elementary students: pilot of the Student Engagement Instrument--Elementary Version.

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Carter, Chandra P; Reschly, Amy L; Lovelace, Matthew D; Appleton, James J; Thompson, Dianne

2012-06-01

Early school withdrawal, commonly referred to as dropout, is associated with a plethora of negative outcomes for students, schools, and society. Student engagement, however, presents as a promising theoretical model and cornerstone of school completion interventions. The purpose of the present study was to validate the Student Engagement Instrument-Elementary Version (SEI-E). The psychometric properties of this measure were assessed based on the responses of an ethnically diverse sample of 1,943 students from an urban locale. Exploratory and confirmatory factor analyses indicated that the 4-factor model of student engagement provided the best fit for the current data, which is divergent from previous SEI studies suggesting 5- and 6-factor models. Discussion and implications of these findings are presented in the context of student engagement and dropout prevention. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Students Engaged in Learning

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Ismail, Emad A.; Groccia, James E.

2018-01-01

Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…

Happiness, Work Engagement, and Perception of Organizational Support of Student Affairs Professionals

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Hempfling, Michele Sheets

2015-01-01

Little research has been conducted on the work engagement, subjective happiness, or perceived organizational support of student affairs professionals. In this study, 299 professionals in the American College Personnel Association were surveyed utilizing the Utrecht Work Engagement Scale, the Subjective Happiness Scale, and the Survey of Perceived…

Burnout and study engagement among medical students at Sun Yat-sen University, China

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Liu, Hongchun; Yansane, Alfa Ibrahim; Zhang, Yurong; Fu, Haijun; Hong, Nanrui; Kalenderian, Elsbeth

2018-01-01

Abstract This study aims to investigate burnout and study engagement among medical students at Sun Yat-sen University, China. A cross-sectional survey was conducted among undergraduate medical students of Sun Yat-sen University, China. A total of 453 undergraduate students completed a self-administered, structured questionnaire between January and February, 2016. Burnout and study engagement were measured using the Maslach Burnout Inventory-Student Survey (MBI-SS) and the UTRECHT Work Engagement Scale-Students (UWES-S), respectively. Subjects who scored high in emotional exhaustion subscale, high in cynicism subscale, and low in professional efficacy subscale simultaneously were graded as having high risk of burnout. Independent sample t tests and chi-square tests were used to compare the differences in burnout and work engagement between genders, majors, and grade levels. The means (standard deviations) of the MBI-SS subscales were 3.42 (1.45) for emotional exhaustion, 2.34 (1.64) for cynicism, and 3.04 (1.30) for professional efficacy. The means (standard deviations) of the UWES-S subscales were 3.13 (1.49) for vigor, 3.44 (1.47) for dedication and 3.00 (1.51) for absorption. Approximately 1 in 11 students experienced a high risk of burnout. There were no statistically significant gender differences in burnout and study engagement. There were also no statistically significant differences in burnout and study engagement subscales according to student major. Students in higher grades displayed increased burnout risk, higher mean burnout subscale score of cynicism, lower mean burnout subscale score of professional efficacy, and decreased mean study engagement subscale scores of dedication and absorption. There were strong correlations within study engagement subscales. Chinese medical students in this university experience a high level of burnout. Students at higher-grade level experience more burnout and decreased study engagement compared with students in lower

Relationship Model of Personality, Communication, Student Engagement, and Learning Satisfaction

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Dorothea Ariani

2015-12-01

Full Text Available This study aims to examine the engagement as a mediating variable of the relationship between personality and communication with satisfaction. This study was conducted at business school in Indonesia with 307 students who are still active as a respondent. Survey research was conducted over four months by questionnaire that has been well-established that was taken and modified from previous studies. The results of this study indicate that student engagement mediates the relationship between personality and communication as independent variables and satisfaction as the dependent variable. Extroversion personality and communication significantly positive effect on student engagement in all three dimensions (vigor, dedication, and absorption. In addition, this study also showed that engagement and satisfaction are two different variables, but correlated, and there was no difference in terms of gender differences involvement.

Student engagement in pharmacology courses using online learning tools.

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Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S Niru; Davey, Andrew K

2013-08-12

To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (ponline teaching and learning resources were only effective in increasing student engagement after the implementation of a "marketing strategy" that included e-mail reminders and motivation.

Students individual engagement in GIS

DEFF Research Database (Denmark)

Madsen, Lene Møller; Christiansen, Frederik V; Rump, Camilla Østerberg

2014-01-01

This paper develops two sets of concepts to theorize why students engage differently in Geographical Information Systems (GIS). These theoretical concepts are used as an analytical lens to explore empirical data on the experiences and engagement of students enrolled in an undergraduate GIS course...... in planning and management. The analysis shows that both the theoretical perspectives and the custom and didactical contract are important to understand students' engagement in GIS. However, it is the personal desiderata that are the key to understanding the students' different engagement. Further, a temporal...... dimension and contextual awareness are important in understanding students' engagement in a broader perspective....

[Burnout-engagement and personality factors in medical students at a public university].

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Hansen, Gladys V; D'Urso Villar, Marcela; Fracchia, Liliana N

2016-09-01

Medical students can develop burnout syndrome, characterized by exhaustion, cynical attitude towards study and negative consequences on wellbeing and academic performance. Engagement, theoretically syndrome "opposite" to burnout, shows a positive influence on personal and academic performance. To study the association of syndromes burnout and engagement with personality factors in medical students, a longitudinal observational, descriptive study of a cohort follow-up was performed. Three questionnaires were used: reduced inventory NEO Five-Factor (NEO FFI) administered at the beginning of the sixth year; the Maslach Burnout Inventory-Student Survey and Utrecht Work Engagement Scale, applied at the end of the seventh year. 120 students participated. The chance of presenting burnout was 3 times higher when the student had 0.26 times higher neuroticism and high extraversion lower when presented. The chance to present engagement was 10 times higher in students who had high extraversion (Multilevel logistic regression model, pburnout and engagement syndromes, and carry out strategies to prevent the consequences of academic stress on the most vulnerable students.

Helicopter Parents Help Students, Survey Finds

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Lipka, Sara

2007-01-01

Helicopter parents, notorious for hovering over their college-age children, may actually help students thrive, according to this year's National Survey of Student Engagement. Students whose parents intervene on their behalf--38 percent of freshmen and 29 percent of seniors--are more active in and satisfied with college, says the monstrous annual…

Non-Response in Student Surveys: The Role of Demographics, Engagement and Personality

Science.gov (United States)

Porter, Stephen R.; Whitcomb, Michael E.

2005-01-01

What causes a student to participate in a survey? This paper looks at participation across multiple surveys to understand survey non-response; by using multiple surveys we minimize the impact of survey salience. Students at a selective liberal arts college were administered four different surveys throughout the 2002-2003 academic year, and we use…

Students Engaged in Teaching

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Ford, Channing R.; Wilkins, Emily B.; Groccia, James E.

2018-01-01

The role of peer teaching has long been established in academia as a means to foster student engagement in the classroom, increase student learning, and as a way to reduce faculty workload. This chapter highlights the direct and powerful positive impacts of engaging students as teachers upon the student providing the instruction, those receiving…

Student Engagement: Body, Mind and Heart – A Proposal for an Embedded Multi-Dimensional Student Engagement Framework

OpenAIRE

Pickford, R

2016-01-01

This paper considers student engagement in the context of a diverse higher education population and explores what institutions can do to impact positively on student engagement. The paper takes as its starting point the goals of higher education and the purposes of student engagement and reflects on the politicisation of student engagement, and the relative positioning of the student and the higher education institution in relation to student engagement. The paper suggests conditions for and ...

Effectively Using Discussion Boards to Engage Students in Introductory Leadership Courses

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Smith, Deborah N.

2015-01-01

This article discusses the use of online asynchronous discussion boards as a valuable tool for connecting students to leadership concepts, theories, and models in introductory leadership survey courses. Recommendations are given for designing effective discussion boards that engage students and enhance their learning. Student outcomes include…

Under-represented students' engagement in secondary science learning: A non-equivalent control group design

Science.gov (United States)

Vann-Hamilton, Joy J.

Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various research studies illuminate the problem and/or the disparity between students' aspirations in science and the means they have to achieve them. To improve engagement and address inequities among these students, more contemporary and/or inclusive pedagogy is recommended. More specifically, multicultural science education has been suggested as a potential strategy for increased equity so that all learners have access to and are readily engaged in quality science education. While multicultural science education emphasizes the integration of students' backgrounds and experiences with science learning , multimedia has been suggested as a way to integrate the fundamentals of multicultural education into learning for increased engagement. In addition, individual characteristics such as race, sex, academic track and grades were considered. Therefore, this study examined the impact of multicultural science education, multimedia, and individual characteristics on under-represented students' engagement in secondary science. Method. The Under-represented Students Engagement in Science Survey (USESS), an adaptation of the High School Survey of Student Engagement, was used with 76 high-school participants. The USESS was used to collect pretest and posttest data concerning their types and levels of student engagement. Levels of engagement were measured with Strongly Agree ranked as 5, down to Strongly Disagree ranked at 1. Participants provided this feedback prior to and after having interacted with either the multicultural or the non-multicultural version of the multimedia science curriculum. Descriptive statistics for the study's participants and the survey items, as well as Cronbach's alpha coefficient for internal consistency reliability with respect to the survey subscales, were

Student Engagement in Pharmacology Courses Using Online Learning Tools

Science.gov (United States)

Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S. Niru

2013-01-01

Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (pstudent engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation. PMID:23966728

Student Engagement In Inclusive Classrooms

DEFF Research Database (Denmark)

Rangvid, Beatrice Schindler

There is general agreement that to thrive and learn at their best, students must be engaged. However, schools face a particular challenge to provide a suitable and engaging learning environment for SEN (special educational needs) students who are educated in general education classes. Using data......-students as for other students. This highlights the need for better inclusion initiatives aimed at strengthening engagement of SEN-students in regular classrooms....

Burnout and engagement of student leaders in a higher education institution / Charlotte Sieberhagen

OpenAIRE

Sieberhagen, Charlotte

2004-01-01

Extensive research on burnout in different occupational fields has taken place internationally. However, no studies on students at higher education institutions in South Africa have been performed. The objective of this research was to standardise the Maslach Burnout Inventory- Student Survey (MBI-SS) and the Utrecht Work Engagement Scale-Student Survey (UWESSS) for student leaders in a South African university. Further objectives included empirically determining the relationsh...

Engaging with Assessment: Increasing Student Engagement through Continuous Assessment

Science.gov (United States)

Holmes, Naomi

2018-01-01

Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are "assessment-driven," a low-stakes continuous weekly summative…

Staying Engaged: Knowledge and Research Needs in Student Engagement

Science.gov (United States)

Wang, Ming-Te; Degol, Jessica

2016-01-01

In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it, and articulate person-centered approaches for analyzing engagement. We conclude by addressing limitations to the research and providing recommendations for study. Specifically, we point to the importance of incorporating more work on how learning-related emotions, personality characteristics, prior learning experiences, shared values across contexts, and engagement in nonacademic activities influence individual differences in student engagement. We also stress the need to improve our understanding of the nuances involved in developing engagement over time by incorporating more extensive longitudinal analyses, intervention trials, research on affective neuroscience, and interactions among levels and dimensions of engagement. PMID:27087833

Student Engagement and Academic Performance in the Colombian University Context.

Directory of Open Access Journals (Sweden)

Pineda-Báez, Clelia

2014-11-01

Full Text Available Despite the increase in Latin America of Higher Education coverage, grave dropout problems persist that question the role of educational experiences to foster students’ academic engagement. This study was carried out in Colombia and sought to establish the relationship between the five benchmarks that compose academic engagement and the academic performance of a group of Colombian university students. The transversal and correlational study used the Spanish version of the National Survey of Student Engagement (NSSE that measures students’ level of participation in five dimensions: Academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment and its relationship to academic performance. The findings of 1906 students from 7 universities indicate that there are statistically significant, but weak correlations between the items that compose the benchmarks and students’ academic performance, which lead to reflect upon key aspects to strengthen the education experiences offered to university students.

Rules of (Student) Engagement

Science.gov (United States)

Buskist, William; Busler, Jessica N.; Kirby, Lauren A. J.

2018-01-01

Teachers often think of student engagement in terms of hands-on activities that get students involved in their courses. They seldom consider the larger aspects of the teaching--learning environment that often influence the extent to which students are willing to become engaged in their coursework. In this chapter, we describe five "rules of…

Engaging College Students by Singing the Science

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Richard H. Heineman

2017-05-01

Full Text Available Setting scientific ideas to music can increase student engagement and help with memorization. However, some instructors may be intimidated by the thought of performing educational music for their STEM students, or concerned that it is frivolous. To address this issue, I spell out step by step protocols for either writing one’s own parody songs to teach specific concepts, or finding songs online (which can be used directly or modified. I also discuss presentation techniques that help students, such as showing lyrics and adding annotations that clarify or emphasize ideas. A survey suggests that this approach is appreciated and effective.

Should Students Engaged to Their Study? (Academic Burnout and School-Engagement among Students

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Fitri Arlinkasari

2017-08-01

Full Text Available Inability to deal with lectures efficiently leads students vulnerable to academic burnout. Burnout contributes to the high dropout rate among students, and this phenomenon has occurred on several universities in Indonesia. To overcome these problems, students should generate the feelings, attitudes and positive attitude towards the academic demands, or known as school engagement. School involvement is a predictor of students’ dropout rate. This study aims to analyze the dropout problem in many private universities in Jakarta by examining the psychological variables: academic burnout and school engagement. 208 students from some private university in Jakarta participated and fulfilled two questionnaires: academic burnout and school engagement that has been modified to suit the college setting. Correlation of the variables showed r= - 0.399 (p = 0.000. This means that school engagement plays a role in reducing academic burnout among students. These findings contribute a reference for academic counseling to support the decreasing of students’ dropout rate.

Rising to the Challenge: Developing a Survey of Workplace Skills, Civic Engagement, and Global Awareness

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Ouimet, Judith A.; Pike, Gary R.

2008-01-01

This chapter describes the ongoing development of a survey of students' workplace skills, civic engagement, and global awareness that colleges and universities can use to document their contributions to the public good. The student growth survey currently under development offers colleges and universities an opportunity to refocus the attention of…

Student Engagement through Digital Data

Science.gov (United States)

Gross, Liz; Meriwether, Jason L.

2016-01-01

This chapter suggests strategies and tools for student affairs professionals to leverage digital data to measure student engagement and learning outcomes, and refine programs that enhance institutional reputation and improve student persistence. The construct of student engagement is traced from its theoretical origins to recent research…

Early high school engagement in students with attention/deficit hyperactivity disorder.

Science.gov (United States)

Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet

2017-06-01

Students with attention/deficit hyperactivity disorder (ADHD) continue to languish behind their peers with regard to academic achievement and education attainment. School engagement is potentially modifiable, and targeting engagement may be a means to improve education outcomes. To investigate school engagement for students with ADHD during the crucial high school transition period and to identify factors associated with low school engagement. Participants are adolescents (12-15 years) in the first and third year of high school with diagnosed ADHD (n = 130). Participants were recruited from 21 paediatric practices. Cross-sectional study assessing school engagement. Data were collected through direct assessment and child, parent, and teacher surveys. School engagement is measured as student attitudes to school (cognitive and emotional) and suspension rates (behavioural). Multivariable regression analyses examined student, family, and school factors affecting engagement. In comparison with state data, students with ADHD in the first year of high school were less motivated (p comparison to state-wide suspensions (21% vs. 6%, p < .01). Explanatory factors for poor attitudes include adolescent depression, poor adolescent supervision, and devaluing education. Conduct problems and increased hyperactivity were related to increased likelihood of being suspended, whilst higher cognitive ability, family socio-economic status, and independent schools reduced risk. Potentially modifiable individual and family factors including adolescent depression, behavioural problems, education values, and family supervision could be targeted to better manage the high school transition for students with ADHD. © 2017 The British Psychological Society.

Engaging Students' Learning Through Active Learning

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Margaret Fitzsimons

2014-06-01

Full Text Available This paper discusses a project carried out with thirty six final year undergraduate students, studying the Bachelor of Science in Business and Management and taking the module Small Business Management during the academic year 2012 and 2013 in Dublin Institute of Technology. The research had two separate objectives, 1 to engage in active learning by having students work on a consulting project in groups for a real life business and 2 to improve student learning. The Small Business Management previously had a group assignment that was to choose an article related to entrepreneurship and critic it and present it to the class. Anecdotally, from student feedback, it was felt that this process did not engage students and also did not contribute to the key competencies necessary in order to be an entrepreneur. The desire was for students on successful completion of this module to have better understood how business is conducted and equip them with core skills such as innovation, critical thinking, problem solving and decision making .Student buy in was achieved by getting the students to select their own groups and also work out between each group from a one page brief provided by the businesses which business they would like to work with. It was important for the businesses to also feel their time spent with students was worthwhile so they were presented with a report from the students at the end of the twelve weeks and invited into the College to hear the presentations from students. Students were asked to provide a reflection on their three key learning points from the assignment and to answer specific questions designed to understand what they learnt and how and their strengths and weaknesses. A survey was sent to the businesses that took part to understand their experiences. The results were positive with student engagement and learning rating very highly and feedback from the businesses demonstrated an appreciation of having a different

Sustaining Student Engagement in Learning Science

Science.gov (United States)

Ateh, Comfort M.; Charpentier, Alicia

2014-01-01

Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

Why Lecturers Still Matter: The Impact of Lecturer-Student Exchange on Student Engagement and Intention to Leave University Prematurely

Science.gov (United States)

Farr-Wharton, Ben; Charles, Michael B.; Keast, Robyn; Woolcott, Geoff; Chamberlain, Daniel

2018-01-01

This research examines the impact of lecturer-student exchange (student-LMX) on engagement, course satisfaction, achievement, and intention to leave university prematurely for 363 students in one Australian university. Survey and grade point average (GPA) data were collected from domestic undergraduate first- and second-year students and analysed…

BUILDING INTERACTIVITY IN HIGHER EDUCATION TO SUPPORT STUDENT ENGAGEMENT IN SPATIAL PROBLEM SOLVING AND PROGRAMMING

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E.-K. Gulland

2012-07-01

Full Text Available Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive

Building Interactivity in Higher Education to Support Student Engagement in Spatial Problem Solving and Programming

Science.gov (United States)

Gulland, E.-K.; Veenendaal, B.; Schut, A. G. T.

2012-07-01

Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and

Engaging Students in Online Activities

DEFF Research Database (Denmark)

Egendal, Jeppe Michael

This study investegates how the educational design of online study activities affects students’ social and academic engagement in connection to their study? The study uses a hermenutical approach, using recordings of online sessions of student collaborations and interviews with students as methods...... for understanding student engagement...

An Activity-based Approach to the Learning and Teaching of Research Methods: Measuring Student Engagement and Learning

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Eimear Fallon

2013-05-01

Full Text Available This paper discusses a research project carried out with 82 final and third year undergraduate students, learning Research Methods prior to undertaking an undergraduate thesis during the academic years 2010 and 2011. The research had two separate, linked objectives, (a to develop a Research Methods module that embraces an activity-based approach to learning in a group environment, (b to improve engagement by all students. The Research Methods module was previously taught through a traditional lecture-based format. Anecdotally, it was felt that student engagement was poor and learning was limited. It was believed that successful completion of the development of this Module would equip students with a deeply-learned battery of research skills to take into their further academic and professional careers. Student learning was achieved through completion of a series of activities based on different research methods. In order to encourage student engagement, a wide variety of activities were used. These activities included workshops, brainstorming, mind-mapping, presentations, written submissions, peer critiquing, lecture/seminar, and ‘speed dating’ with more senior students and self reflection. Student engagement was measured through a survey based on a U.S. National Survey of Student Engagement (2000. A questionnaire was devised to establish whether, and to what degree, students were engaged in the material that they were learning, while they were learning it. The results of the questionnaire were very encouraging with between 63% and 96% of students answering positively to a range of questions concerning engagement. In terms of the two objectives set, these were satisfactorily met. The module was successfully developed and continues to be delivered, based upon this new and significant level of student engagement.

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

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Martin, Daniel P; Rimm-Kaufman, Sara E

2015-10-01

This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Successful Family Engagement in the Classroom: What Teachers Need to Know and Be Able to Do to Engage Families in Raising Student Achievement

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Spielberg, Lela

2011-01-01

There is widespread agreement that family engagement leads to increased student achievement, reduced drop-out rates, and a host of other positive outcomes for kids. Teachers are rarely trained or supported in engaging families, and, according to the 2005 MetLife Survey of the American Teacher, find family engagement to be their biggest challenge.…

Adding Value: Online Student Engagement

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Everett, Donna R.

2015-01-01

This paper seeks to add to the emerging literature related to online student engagement with additional suggestions for instructional strategies. Student engagement is one of the tenets of effective online instruction; as such, particular attention to how it adds value to student learning is crucial and worth the time and effort to enhance…

Student Teachers’ Self-Appraised Problem-Solving Ability and Willingness to Engage in Troubleshooting Activities

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Benedict Iorzer Labe

2015-07-01

Full Text Available The purpose of this research was to determine the extent of student teachers’ willingness to engage in troubleshooting activities and their technological problem-solving self-appraised ability. The study used a cross-sectional descriptive correlational design to collect data from 310 purposively random sampled students from three universities in Northern Nigeria. Results of data analyses indicated that student teachers from the universities surveyed reported a moderate willingness to engage in troubleshooting activities as well as a moderately positive self-appraisal of their problem-solving ability. The student teachers’ willingness to engage in troubleshooting activities was also significantly related to the pattern of their self-appraised problem-solving ability. It was therefore concluded that the findings from this research do not support the pedestrian view that students from Nigerian universities are reluctant to engage in problem-solving activities.

University student social media use and its influence on offline engagement in higher educational communities

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Karen Sutherland

2018-03-01

Full Text Available Previous research has emphasised social media adoption by students and the implementation of social media by educators, yet few studies have explored whether students are using it to facilitate engagement in offline environments with peers within university communities. Studies suggest engagement in educational communities and extra-curricular activities can reduce student attrition. This study surveyed 106 undergraduate students to investigate whether students using social media to interact online with their university felt: (i connected to the broader university community, and (ii social media helped them engage offline by meeting up with peers and attending university events. The results indicated that the majority (82% never or rarely used the technology to facilitate offline engagement within their academic communities. Fourth year students were most likely to use social media to engage offline (66.7%. However, more than half of students (52.8% felt that university social media profiles helped them to feel part of their academic community.

Burnout and study engagement among medical students at Sun Yat-sen University, China: A cross-sectional study.

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Liu, Hongchun; Yansane, Alfa Ibrahim; Zhang, Yurong; Fu, Haijun; Hong, Nanrui; Kalenderian, Elsbeth

2018-04-01

This study aims to investigate burnout and study engagement among medical students at Sun Yat-sen University, China.A cross-sectional survey was conducted among undergraduate medical students of Sun Yat-sen University, China. A total of 453 undergraduate students completed a self-administered, structured questionnaire between January and February, 2016. Burnout and study engagement were measured using the Maslach Burnout Inventory-Student Survey (MBI-SS) and the UTRECHT Work Engagement Scale-Students (UWES-S), respectively. Subjects who scored high in emotional exhaustion subscale, high in cynicism subscale, and low in professional efficacy subscale simultaneously were graded as having high risk of burnout. Independent sample t tests and chi-square tests were used to compare the differences in burnout and work engagement between genders, majors, and grade levels.The means (standard deviations) of the MBI-SS subscales were 3.42 (1.45) for emotional exhaustion, 2.34 (1.64) for cynicism, and 3.04 (1.30) for professional efficacy. The means (standard deviations) of the UWES-S subscales were 3.13 (1.49) for vigor, 3.44 (1.47) for dedication and 3.00 (1.51) for absorption. Approximately 1 in 11 students experienced a high risk of burnout. There were no statistically significant gender differences in burnout and study engagement. There were also no statistically significant differences in burnout and study engagement subscales according to student major. Students in higher grades displayed increased burnout risk, higher mean burnout subscale score of cynicism, lower mean burnout subscale score of professional efficacy, and decreased mean study engagement subscale scores of dedication and absorption. There were strong correlations within study engagement subscales.Chinese medical students in this university experience a high level of burnout. Students at higher-grade level experience more burnout and decreased study engagement compared with students in lower level.

The Future of Student Engagement

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Buskist, William; Groccia, James E.

2018-01-01

This chapter underscores the importance of conceptualizing student engagement as a responsibility shared by all members of the academy and describes how Groccia's multidimensional model can serve as blueprint for future thinking and research on student engagement.

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

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Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.

2017-01-01

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is…

The Academic Ethics of Graduate Business Students: A Survey.

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Brown, Bob S.

1995-01-01

Survey responses from 207 of 313 graduate business students revealed that 80% had engaged in at least 1 of 15 unethical practices. No relationship appeared between ethical behavior/attitudes and student characteristics. Despite their self-perception as more ethical than undergraduates, graduate students had similar frequency of unethical behavior…

Engagement in Learning: A Comparison between Asian and European International University Students

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Sakurai, Yusuke; Parpala, Anna; Pyhältö, Kirsi; Lindblom-Ylänne, Sari

2016-01-01

Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students' approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course…

The ABCs of Student Engagement

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Parsons, Seth A.; Nuland, Leila Richey; Parsons, Allison Ward

2014-01-01

Student engagement is an important consideration for teachers and administrators because it is explicitly associated with achievement. What the authors call the ABC's of engagement they outline as: Affective engagement, Behavioral engagement, and Cognitive engagement. They also present "Three Things Every Teacher Needs to Know about…

Comparing Community College Student and Faculty Perceptions of Student Engagement

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Senn-Carter, Darian

2017-01-01

The purpose of this quantitative study was to compare faculty and student perceptions of "student engagement" at a mid-Atlantic community college to determine the level of correlation between student experiences and faculty practices in five benchmark areas of student engagement: "academic challenge, student-faculty interaction,…

Student Engagement: Rhetoric and Reality

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Baron, Paula; Corbin, Lillian

2012-01-01

Recently, there has been much interest in higher education literature and policy on the concepts of student engagement and disengagement. While most academic writings recognise the significance of student engagement, they have tended to concentrate on it in relation to academic activities. Increasingly, universities are "cascading" down…

Science as Interests but Not for Career: Understanding High School Students' Engagement in Science in Abu Dhabi

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Yang, Guang; Badri, Masood; Al-Mazroui, Karima; Al-Rashedi, Asma; Nai, Peng

2017-01-01

Understanding high school students' engagement in science is important for the Emirate of Abu Dhabi. Drawing on data from the ROSE Survey conducted in Abu Dhabi schools in 2013, this paper used a multi-dimensional framework to explore associations between high school students' engagement in science and a range of student psychosocial and…

To Work or Not to Work: Student Employment, Resiliency, and Institutional Engagement of Low-Income, First-Generation College Students

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Martinez, Edward F.; Bilges, Dolores C.; Shabazz, Sherrille T.; Miller, Rhoda; Morote, Elsa-Sofia

2012-01-01

This exploratory study examines the difference between two college persistence factors--resiliency and institutional engagement--for low-income, working, first-generation college students. Participants in the study consisted of 52 respondents to the Family History Knowledge and College Persistence Survey. Among respondents, 50 students reported…

Engaging Families to Support Students' Transition to High School: Evidence from the Field

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Mac Iver, Martha Abele; Epstein, Joyce L.; Sheldon, Steven B.; Fonseca, Ean

2015-01-01

This exploratory study addresses the challenge of declining family engagement at the critical transition to high school. We use data from a survey of schools to examine whether and how middle grades and high schools engage families when their students transition to high school. Findings indicate that there is a significant negative relationship…

Improving Student Engagement in Veterinary Business Studies.

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Armitage-Chan, Elizabeth; Jackson, Elizabeth

2018-01-01

Improving Student Engagement in Veterinary Business StudiesIn a densely packed veterinary curriculum, students may find it particularly challenging to engage in the less overtly clinical subjects, yet pressure from industry and an increasingly competitive employment market necessitate improved veterinary student education in business and management skills. We describe a curriculum intervention (formative reflective assignment) that optimizes workplace learning opportunities and aims to provide better student scaffolding for their in-context business learning. Students were asked to analyze a business practice they experienced during a period of extra-mural studies (external work placement). Following return to the college, they were then instructed to discuss their findings in their study group, and produce a group reflection on their learning. To better understand student engagement in this area, we analyzed individual and group components of the assignment. Thematic analysis revealed evidence of various depths of student engagement, and provided indications of the behaviors they used when engaging at different levels. Interactive and social practices (discussing business strategies with veterinary employees and student peers) appeared to facilitate student engagement, assist the perception of relevance of these skills, and encourage integration with other curriculum elements such as communication skills and clinical problem solving.

What Is Student Engagement?

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Groccia, James E.

2018-01-01

This chapter reviews the history and various definitions of student engagement and proposes a multidimensional model from which one can develop a variety of engagement opportunities that lead to a rich and challenging higher education experience.

Institutional Level Student Engagement and Organisational Cultures

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van der Velden, Gwen

2012-01-01

Driven by the growing presence of market forces within higher education worldwide, universities are changing the way they engage with students. This article explores how a university's internal culture relates to engagement with students and their views. It builds on wider research into student engagement and organisational cultures. The…

Assessment and Comparison of Student Engagement in a Variety of Physiology Courses

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Hopper, Mari K.

2016-01-01

Calls for reform in science education have promoted active learning as a means to improve student engagement (SENG). SENG is generally acknowledged to have a positive effect on student learning, satisfaction, and retention. A validated 14-question survey was used to assess SENG in a variety of upper- and lower-level physiology courses, including…

Engaging students, shaping services: the changing face of student engagement at The Hive

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Sarah Pittaway

2016-11-01

Full Text Available Library roles with a unique focus on student or customer engagement are relatively new in the sector and Worcester is one of the first universities to recruit to this area. Rather than focusing on the relationship between engagement and learning, this role seeks to engage with students as partners and agents for change who are actively involved in evaluating, developing and delivering our library service. This article outlines some of our initial successes and impacts, which are already changing the way we interact with our student population. It will also cover some of the challenges faced along the way, particularly in delivering service change in the context of the radical new service model of The Hive. 'Based on a breakout session presented at the 39th UKSG Annual Conference, Bournemouth, April 2016 '

Students Individual Engagement in GIS

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Madsen, Lene Møller; Christiansen, Frederik; Rump, Camilla

2014-01-01

This paper develops two sets of concepts to theorize why students engage differently in Geographical Information Systems (GIS). These theoretical concepts are used as an analytical lens to explore empirical data on the experiences and engagement of students enrolled in an undergraduate GIS course in planning and management. The analysis shows that…

Engagement of Students Teaching Assistants

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Schlichter, Bjarne Rerup; Brandt, Charlotte J.

2016-01-01

This paper reports from five years experiences of engaging young student teaching assistants into the continuously development of a course by involving them in research on pedagogical as well as other themes from the course. The purpose of the paper is to pave the road for a more engaged and inte......This paper reports from five years experiences of engaging young student teaching assistants into the continuously development of a course by involving them in research on pedagogical as well as other themes from the course. The purpose of the paper is to pave the road for a more engaged...... are identified accompanied with suggestions for further research....

Life satisfaction and student engagement in adolescents.

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Lewis, Ashley D; Huebner, E Scott; Malone, Patrick S; Valois, Robert F

2011-03-01

Situated within a positive psychology perspective, this study explored linkages between adolescent students' positive subjective well-being and their levels of engagement in schooling. Specifically, using structural equation modeling techniques, we evaluated the nature and directionality of longitudinal relationships between life satisfaction and student engagement variables. It was hypothesized that adolescents' life satisfaction and student engagement variables would show bidirectional relationships. To test this hypothesis, 779 students (53% female, 62% Caucasian) in a Southeastern US middle school completed a measure of global life satisfaction and measures of cognitive, emotional, and behavioral engagement at two time points, 5 months apart. A statistically significant bidirectional relationship between life satisfaction and cognitive engagement was found; however, non-significant relationships were found between life satisfaction and emotional and behavioral student engagement. The findings provide important evidence of the role of early adolescents' life satisfaction in their engagement in schooling during the important transition grades between elementary and high school. The findings also help extend the positive psychology perspective to the relatively neglected context of education.

The flipped classroom: A learning model to increase student engagement not academic achievement

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Masha Smallhorn

2017-07-01

Full Text Available A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

Below the Surface: The Relationship among Different Types of Motivation, Engagement, and Performance of Undergraduate Students in Taiwan

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Hsieh, Tzu-Ling

2013-01-01

The purpose of this study is to investigate the relationship among learning motivation, engagement behaviors, and performance of undergraduate students. 178 junior students are surveyed from five colleges at a four-year research university in Taiwan. The scales of motivation, engagement, and perceived learning outcomes are adapted from the…

Heterosexism, Depression, and Campus Engagement Among LGBTQ College Students: Intersectional Differences and Opportunities for Healing.

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Kulick, Alex; Wernick, Laura J; Woodford, Michael R; Renn, Kristen

2017-01-01

LGBTQ people experience health disparities related to multilevel processes of sexual and gender marginalization, and intersections with racism can compound these challenges for LGBTQ people of color. Although community engagement may be protective for mental health broadly and for LGBTQ communities in buffering against heterosexism, little research has been conducted on the racialized dynamics of these processes among LGBTQ communities. This study analyzes cross-sectional survey data collected among a diverse sample of LGBTQ college students (n = 460), which was split by racial status. Linear regression models were used to test main effects of interpersonal heterosexism and engagement with campus organizations on depression, as well as moderating effects of campus engagement. For White LGBTQ students, engaging in student leadership appears to weaken the heterosexism-depression link-specifically, the experience of interpersonal microaggressions. For LGBTQ students of color, engaging in LGBTQ-specific spaces can strengthen the association between sexual orientation victimization and depression.

Academic Coping, Friendship Quality, and Student Engagement Associated with Student Quality of School Life: A Partial Least Square Analysis

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Thien, Lei Mee; Razak, Nordin Abd

2013-01-01

This study aims to examine an untested research model that explains the direct- and indirect influences of Academic Coping, Friendship Quality, and Student Engagement on Student Quality of School Life. This study employed the quantitative-based cross-sectional survey method. The sample consisted of 2400 Malaysian secondary Form Four students…

Inquiry-based learning to improve student engagement in a large first year topic

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Masha Smallhorn

2015-08-01

Full Text Available Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

I FEEL CONNECTED: A COMPARATIVE STUDY OF STUDENT ENGAGEMENT AND LECTURERS’ CREDIBILITY

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Padma Pillai

2016-12-01

Full Text Available Communication is essential. Having the ability to communicate thoughts, ideas, and feelings is crucial in all environments. The education industry regards communication as a core business to transfer knowledge. This paper focuses on how two different groups of students at Sunway University, Malaysia, perceived Lecturers’ Credibility (LC in a class that enhances the Students’ Engagement (SE. A group of 50 to 60 students from the Faculty of Arts (FoA and School of Business (SoB completed measures of LC and SE using McCroskey and Teven’s (1999 Source Credibility Questionnaire (SCQ and Students Engagement Survey from Indicators of Positive Development Conference, Child Trends. The variables for LC comprise competence, character and caring (CCC, and the variables for SE consist of cognitive, behaviour and emotion (CBE. The study aims to determine if there are any differences in SE between students from FoA and SoB with their perceived LC. Hopefully, the study sheds some light on the research question: “Are there any differences among Faculty of Arts students and School of Business students in the relationship between lecturers’ credibility and students’ engagement?”

Increasing student engagement and retention using immersive interfaces virtual worlds, gaming and simulation

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Wankel, Charles

2012-01-01

Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation uses case studies, surveys, and literature reviews to critically examine how gaming, simulation, and virtualization are being used to improve teamwork and leadership skills in students, create engaging communities of practice, and as experiential learning tools to create inter-cultural, multi-perspective, and global experiences. Chapters include how to increase learner engagement using serious games, using game features for classroom engagement, using client-based peer assessment in multi-role, whole-enterprise simulations, using virtual worlds to develop teacher candidate skills, enhancing leadership skills through virtual simulation, using online video simulation for educational leadership, using augmented reality in education, using open source software in education, using educational robotics laboratories to enhance active learning, and utilizing the virtual learning environment to encourage facu...

Student Engagement with Community

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Knight-McKenna, Mary; Felten, Peter; Darby, Alexa

2018-01-01

Student engagement in the local community comes with both risks and rewards. This chapter explains the cognitive, behavioral, and affective outcomes of student learning in the community, along with noting the importance of preparation and reflection.

The Development and Initial Use of a Survey of Student "Belongingness", Engagement and Self-Confidence in UK Higher Education

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Yorke, Mantz

2016-01-01

Students' sense of "belongingness" and their engagement in academic study have been identified as key contributors to student success. A short instrument that can identify changes over time in students' sense of belonging to their institution, their academic engagement and their self-confidence has been developed and used in conjunction…

Evaluating medical student engagement during virtual patient simulations: a sequential, mixed methods study.

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McCoy, Lise; Pettit, Robin K; Lewis, Joy H; Allgood, J Aaron; Bay, Curt; Schwartz, Frederic N

2016-01-16

Student engagement is an important domain for medical education, however, it is difficult to quantify. The goal of this study was to investigate the utility of virtual patient simulations (VPS) for increasing medical student engagement. Our aims were specifically to investigate how and to what extent the VPS foster student engagement. This study took place at A.T. Still University School of Osteopathic Medicine in Arizona (ATSU-SOMA), in the USA. First year medical students (n = 108) worked in teams to complete a series of four in-class virtual patient case studies. Student engagement was measured, defined as flow, interest, and relevance. These dimensions were measured using four data collection instruments: researcher observations, classroom photographs, tutor feedback, and an electronic exit survey. Qualitative data were analyzed using a grounded theory approach. Triangulation of findings between the four data sources indicate that VPS foster engagement in three facets: 1) Flow. In general, students enjoyed the activities, and were absorbed in the task at hand. 2) Interest. Students demonstrated interest in the activities, as evidenced by enjoyment, active discussion, and humor. Students remarked upon elements that caused cognitive dissonance: excessive text and classroom noise generated by multi-media and peer conversations. 3) Relevance. VPS were relevant, in terms of situational clinical practice, exam preparation, and obtaining concrete feedback on clinical decisions. Researchers successfully introduced a new learning platform into the medical school curriculum. The data collected during this study were also used to improve new learning modules and techniques associated with implementing them in the classroom. Results of this study assert that virtual patient simulations foster engagement in terms of flow, relevance, and interest.

Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors.

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Dykstra Steinbrenner, Jessica R; Watson, Linda R

2015-08-01

Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD.

Identifying Teaching Methods that Engage Entrepreneurship Students

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Balan, Peter; Metcalfe, Mike

2012-01-01

Purpose: Entrepreneurship education particularly requires student engagement because of the complexity of the entrepreneurship process. The purpose of this paper is to describe how an established measure of engagement can be used to identify relevant teaching methods that could be used to engage any group of entrepreneurship students.…

Practical Insights for the Pharmacist Educator on Student Engagement

Science.gov (United States)

Romanelli, Frank; Piascik, Peggy; Cain, Jeff

2016-01-01

Student engagement continues to be a point of emphasis in pharmacy education, yet there remains little data on tangible means to increase organic student engagement. This review attempts to better define student engagement, draws from educational theorists to emphasize the importance of student engagement, and provides the reader with practice philosophies that can be used across of variety of teaching settings to help develop an engaging learning environment. PMID:27899839

Student Engagement Theory: A Comparison of Jesuit, Catholic, and Christian Universities

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Williamson, Robin Marie

2010-01-01

This research study analyzed the results of the Jesuit Universities Consortium in comparison with the results of the Catholic Colleges and Universities and the Council for Christian Colleges Consortia as measured by the 2005 National Survey of Student Engagement (NSSE) in order to determine and identify any statistically significant differences…

Considering the Role of Tutoring in Student Engagement ...

African Journals Online (AJOL)

Student engagement has been defined as the extent to which students are engaged in activities that higher education research has shown to be linked with high-quality learning outcomes. The ubiquitous influence of the term 'student engagement' has been felt throughout the higher education landscape. This is especially ...

Political Engagement during a Presidential Election Year: A Case Study of Media Literacy Students

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Powers, Elia; Moeller, Susan; Yuan, Yacong

2016-01-01

This exploratory, mixed-methods study uses data gathered during the previous U.S. presidential election in 2012 to evaluate student political engagement and digital culture. Survey results and media diary entries revealed that college students enrolled in a media literacy course during Super Tuesday or Election Day gravitated toward low-barrier…

Adventures from Justin's Life: Engaging Your Physics Students

Science.gov (United States)

Ridgley, James A.; Herron, Sherry S.

2018-03-01

Many teachers have had students ask the proverbial question, "When will I ever use this in my life?" In the sciences, especially physics, teachers seem to battle this torrent of indifference continually. Although many areas of our students' lives can distract them from their academic pursuits, we as teachers must be introspective in order to prevent our teaching style from becoming one of our students' potential distractions. For example, a problem source with teaching physics may be an inability to successfully pique students' interest in our lessons. According to Barrett, student engagement is critical in order for learning to occur. Student engagement is so crucially important that researchers from across the globe attempt to assist teachers in the careful construction of pedagogical "hooks" whereby they can actively engage their students. A student who is not academically engaged may find little use for what is presented and may be bored stiff during the lesson. Regardless of your theoretical perspectives on learning, constructivists to traditionalists alike have no excuse to be boring, and therefore should engage their students before presenting physics concepts.

Scaffolding student engagement via online peer learning

International Nuclear Information System (INIS)

Casey, M M; Bates, S P; Galloway, K W; Galloway, R K; Hardy, J A; Kay, A E; Kirsop, P; McQueen, H A

2014-01-01

We describe one aspect of a UK inter-institutional project wherein an online tool was used to support student generation of multiple choice questions. Across three universities and in five modules in physics, chemistry and biology, we introduced the PeerWise online system as a summative assessment tool in our classes, the desire being to increase student engagement, academic attainment and level of cognitive challenge. Engagement with the system was high with many students exceeding the minimum requirements set out in the assessment criteria. We explore the nature of student engagement and describe a working model to enable high-impact student-learning and academic gain with minimal instructor intervention. (paper)

Plastic with personality: Increasing student engagement with manikins.

Science.gov (United States)

Power, Tamara; Virdun, Claudia; White, Haidee; Hayes, Carolyn; Parker, Nicola; Kelly, Michelle; Disler, Rebecca; Cottle, Amanda

2016-03-01

Simulation allows students to practice key psychomotor skills and gain technical proficiency, fostering the development of clinical reasoning and student confidence in a low risk environment. Manikins are a valuable learning tool; yet there is a distinct lack of empirical research investigating how to enhance engagement between nursing students and manikins. To describe student perspectives of a layered, technology enhanced approach to improve the simulation learning experience. Tanner's Model of Clinical Judgment underpins the entire curriculum. This study additionally drew on the principles of narrative pedagogy. Across ten teaching weeks, five separate case studies were introduced to students through short vignettes. Students viewed the vignettes prior to their laboratory class. In the labs, manikins were dressed in the props used in the vignettes. The innovation was trialed in a second year core subject of a Bachelor of Nursing program in a large urban university in the autumn semester of 2014. Following ethics approval, students were emailed a participant information sheet. A focus group of nine students was held. The discussion was digitally recorded and transcribed verbatim prior to being subject to thematic analysis. Students' comments (143) about the vignettes in their standard subject specific student feedback surveys were also considered as data. Four themes were identified: Getting past the plastic; knowing what to say; connecting and caring; and, embracing diversity. The feedback indicated that these measures increased students ability to suspend disbelief, feel connected to, and approach the manikins in a more understanding and empathetic fashion. In addition to achieving increased engagement with manikins, other advantages such as students reflecting on their own values and pre-conceived notions of people from diverse backgrounds were realized. Copyright © 2016 Elsevier Ltd. All rights reserved.

Study engagement and burnout profiles among Finnish higher education students

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Katariina Salmela-Aro

2017-12-01

Full Text Available A person-oriented approach was applied to identify profiles of study engagement and burnout (i.e., exhaustion, cynicism, inadequacy in higher education in a large and representative sample of 12,394 higher education students at different phases of their studies in universities and polytechnics in Finland. Four profiles were identified: Engaged (44%, engaged-exhausted (30% inefficacious (19% and burned-out (7%. The engaged students had the most positive engagement accompanied with the least burnout symptoms compared to other groups. The engaged-exhausted students experienced emotional exhaustion simultaneously with academic engagement. The inefficacious group had heightened experience of inadequacy as a student. The burned-out students showed very high cynicism and inadequacy and very low academic engagement compared to the other groups. Of these groups, the engaged students tended to be in the earlier stages in their studies, whereas the burned-out and inefficacious students had been studying the longest. The pattern suggests that students starting out with high engagement and that burnout becomes more common later in the academic career. Supporting demands-resources model, the covariates reflecting the demands were higher and those reflecting resources were lower among the burned-out and inefficacious students compared to the engaged students.

Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses

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Bridgewater, Laura C.; Jensen, Jamie L.; Breakwell, Donald P.; Nielsen, Brent L.; Johnson, Steven M.

2018-01-01

A critical area of emphasis for science educators is the identification of effective means of teaching and engaging undergraduate students. Personal microbiome analysis is a means of identifying the microbial communities found on or in our body. We hypothesized the use of personal microbiome analysis in the classroom could improve science education by making courses more applied and engaging for undergraduate students. We determined to test this prediction in three Brigham Young University undergraduate courses: Immunology, Advanced Molecular Biology Laboratory, and Genomics. These three courses have a two-week microbiome unit and students during the 2016 semester students could submit their own personal microbiome kit or use the demo data, whereas during the 2017 semester students were given access to microbiome data from an anonymous individual. The students were surveyed before, during, and after the human microbiome unit to determine whether analyzing their own personal microbiome data, compared to analyzing demo microbiome data, impacted student engagement and interest. We found that personal microbiome analysis significantly enhanced the engagement and interest of students while completing microbiome assignments, the self-reported time students spent researching the microbiome during the two week microbiome unit, and the attitudes of students regarding the course overall. Thus, we found that integrating personal microbiome analysis in the classroom was a powerful means of improving student engagement and interest in undergraduate science courses. PMID:29641525

Motivation Matters? The Relationship among Different Types of Learning Motivation, Engagement Behaviors and Learning Outcomes of Undergraduate Students in Taiwan

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Hsieh, Tzu-Ling

2014-01-01

The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted…

Taking Advantage of Student Engagement Results in Student Affairs

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Kinzie, Jillian; Hurtado, Sarah S.

2017-01-01

This chapter urges student affairs professionals committed to enhancing student success through data-informed decision making to take full advantage of opportunities to apply and use student engagement results.

Impact of learning adaptability and time management disposition on study engagement among Chinese baccalaureate nursing students.

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Liu, Jing-Ying; Liu, Yan-Hui; Yang, Ji-Peng

2014-01-01

The aim of this study was to explore the relationships among study engagement, learning adaptability, and time management disposition in a sample of Chinese baccalaureate nursing students. A convenient sample of 467 baccalaureate nursing students was surveyed in two universities in Tianjin, China. Students completed a questionnaire that included their demographic information, Chinese Utrecht Work Engagement Scale-Student Questionnaire, Learning Adaptability Scale, and Adolescence Time Management Disposition Scale. One-way analysis of variance tests were used to assess the relationship between certain characteristics of baccalaureate nursing students. Pearson correlation was performed to test the correlation among study engagement, learning adaptability, and time management disposition. Hierarchical linear regression analyses were performed to explore the mediating role of time management disposition. The results revealed that study engagement (F = 7.20, P < .01) and learning adaptability (F = 4.41, P < .01) differed across grade groups. Learning adaptability (r = 0.382, P < .01) and time management disposition (r = 0.741, P < .01) were positively related with study engagement. Time management disposition had a partially mediating effect on the relationship between study engagement and learning adaptability. The findings implicate that educators should not only promote interventions to increase engagement of baccalaureate nursing students but also focus on development, investment in adaptability, and time management. Copyright © 2014 Elsevier Inc. All rights reserved.

Inviting Student Engagement with Questioning

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Caram, Chris A.; Davis, Patsy B.

2005-01-01

Teaching is about designing, creating, and inventing intellectually challenging work for students--work that engages students and is so compelling that students persist when they experience difficulty and feel satisfaction, indeed delight, when they successfully accomplish the challenge (Schlechty 1997). Whether thinking skills are taught…

Staff and Student Experiences of Dialogue Days, a Student Engagement Activity

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Asghar, Mandy

2016-01-01

This paper reports the findings from a descriptive phenomenological exploration of the lived experience of dialogue days, a student engagement activity, from the perspectives of staff and students. I suggest that dialogue days enhance the relational and emotional aspects of learning with the potential to impact on future student engagement and…

The Impact of Engagement with Extracurricular Activities on the Student Experience and Graduate Outcomes for Widening Participation Populations

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Stuart, Mary; Lido, Catherine; Morgan, Jessica; Solomon, Lucy; May, Steve

2011-01-01

This research examined extracurricular activity (ECA) effects on students' experiences, outcomes and future job prospects. A survey of diverse undergraduate students, along with alumni and potential employer interviews, revealed differences in students' engagement with ECAs beyond the classroom. Variations between "traditional" and…

Teacher Narratives and Student Engagement: Testing Narrative Engagement Theory in Drug Prevention Education

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Miller-Day, Michelle; Hecht, Michael L.; Krieger, Janice L.; Pettigrew, Jonathan; Shin, YoungJu; Graham, John

2015-01-01

Testing narrative engagement theory, this study examines student engagement and teachers’ spontaneous narratives told in a narrative-based drug prevention curriculum. The study describes the extent to which teachers share their own narratives in a narrative-based curriculum, identifies dominant narrative elements, forms and functions, and assesses the relationships among teacher narratives, overall lesson narrative quality, and student engagement. One hundred videotaped lessons of the keepin’ it REAL drug prevention curriculum were coded and the results supported the claim that increased narrative quality of a prevention lesson would be associated with increased student engagement. The quality of narrativity, however, varied widely. Implications of these results for narrative-based prevention interventions and narrative pedagogy are discussed. PMID:26690668

Individual and Instructional Determinants of Student Engagement in Physical Education

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Bevans, Katherine; Fitzpatrick, Leslie-Anne; Sanchez, Betty; Forrest, Christopher B.

2012-01-01

This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5–8. Physical activity was directly affected by student engagement and perceived competence in PE and indirectly affected by students’ body image through its association with PE engagement. Multilevel analyses revealed that the proportion of class time devoted to game play was negatively associated with student engagement in PE. Although less frequently used during PE sessions, skill practice was positively associated with student engagement and inactive instruction was negatively associated with student engagement. These effects were particularly pronounced among students with poor competence beliefs. Implications for PE instructional practice and future research are presented. PMID:22844176

Engagement and Creation of Professional Identity in Undergraduate Nursing Students: A Convention-Style Orientation Event.

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Burkhardt, Melanie Sue; Gower, Shelley; Flavell, Helen; Taplin, John

2015-12-01

In an innovative event that challenged traditional orientation programs, the Curtin University School of Nursing and Midwifery brought together nursing students, academic and student support staff, and health industry representatives. This unique whole-of-school convention consisted of sessions tailored to each student year group and aimed to promote nursing identity, highlight leadership opportunities, and showcase employer pathways. To evaluate the event, a survey approach was used to collect quantitative data via questionnaire and qualitative data via open-ended questions from first-year students (n = 113), staff (n = 24), and industry representatives (n = 14). Students, staff, and industry evaluations indicated a successful event that achieved its goals, including student engagement and motivation and community building. This orientation model could be used as a basis for institution-wide engagement activities. Copyright 2015, SLACK Incorporated.

Engaging Students with Audio Feedback

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Cann, Alan

2014-01-01

Students express widespread dissatisfaction with academic feedback. Teaching staff perceive a frequent lack of student engagement with written feedback, much of which goes uncollected or unread. Published evidence shows that audio feedback is highly acceptable to students but is underused. This paper explores methods to produce and deliver audio…

High school students' work engagement in practical teaching

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Milanović-Dobrota Biljana Z.

2017-01-01

Full Text Available The current interest in introducing the dual education system into Serbian secondary education has drawn our attention to the question of students' self-perception in the process of practical teaching. The idea that underpins this paper is the supposition that students are affectively engaged with the work activities they perform. The Utrecht Work Engagement Scale (UWES (Schaufeli et al., 2002 has been used for assessing students' work engagement in practical teaching. A study was conducted to examine the differences between high school students with mild intellectual disabilities and those with typical development with regard to aspects of work engagement defined as Energy, Commitment and Absorption. The sample was comprised of 248 students of vocational high schools in Serbia of both genders, of whom 111 with intellectual disabilities and 137 with typical development. The findings indicate that students with mild intellectual disabilities tend to rate their engagement in practical teaching more positively (t=7,457; p=0,001 than students with typical development. The paper provides a detailed analysis of the pedagogical implications of these findings and also outlines the limitations of the study, thus pointing the way for future research on this or related issues.

How Motivation Influences Student Engagement: A Qualitative Case Study

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Saeed, Sitwat; Zyngier, David

2012-01-01

The authors use Ryan and Deci's (2000) Self-Determination Theory (SDT) to better understand how student motivation and engagement are linked combined with Schlechty's Student Engagement Continuum to analyse the impact of intrinsic and extrinsic motivation on students' different engagement types. The study seeks to understand which type of…

UNDERSTANDING STUDENT ENGAGEMENT WITH SCHOOL: A LITERATURE REVIEW

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Viorel ROBU

2014-11-01

Full Text Available In recent years, there has been an increasing amount of literature on student engagement with school. There is a large agreement on the predictive role that individual differences in student engagement with school plays in relation to a wide range of educational outcomes and to general adjustment. Numerous empirical studies have attempted to explain how individual characteristics of students (e.g., gender, academic motivation, school-related self-efficacy etc., family environment (e.g., parent social support, aspirations of parents concerning the adolescents’ school trajectory or quality of adolescent-parents relationship, and the school/classroom climate (e.g., social support from teachers and peers, autonomy granted to students, quality of instructional practices etc. impact student engagement with school and the academic achievement/performance. This paper summarizes the existing literature on antecedents and positive outcomes of student engagement with school. The implications for educational practice and policy makers are discussed.

Engaging Conversationally: A Method for Engaging Students in Their Learning and Examining Instruction

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Michael Kiener

2008-08-01

Full Text Available Under the principles of the scholarship of teaching and learning and action research this study sought to examine how an instructor created and facilitated engagement in his students. The research was primarily undertaken to further define the middle range theory of mutual engagement. Theoretical sampling was used to analyze approximately 100 pieces of data that included instructor notes, teaching observations, feedback from conference presentations, student assessments, and end of semester student evaluations. Engaging conversationally (EC emerged as the phenomenon that described the instructor’s engagement in the learning process. EC was an ongoing cyclical pattern of inquiry that included preparing, reflecting and modeling. Interconnected in the pattern of inquiry were personality traits, counselor education, and teaching philosophy.

Asian American Student Engagement in Student Leadership and Activism

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Manzano, Lester J.; Poon, OiYan A.; Na, Vanessa S.

2017-01-01

Conceptual models for understanding the ways in which Asian American students engage in leadership and activism are interrogated. The chapter provides a discussion of implications for student affairs professionals working with Asian American student leaders and activists.

High school students' work engagement in practical teaching

OpenAIRE

Milanović-Dobrota Biljana Z.; Radić-Šestić Marina N.

2017-01-01

The current interest in introducing the dual education system into Serbian secondary education has drawn our attention to the question of students' self-perception in the process of practical teaching. The idea that underpins this paper is the supposition that students are affectively engaged with the work activities they perform. The Utrecht Work Engagement Scale (UWES) (Schaufeli et al., 2002) has been used for assessing students' work engagement in practical teaching. A study was conducted...

Engaging Students in Quality Games

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Henninger, Mary L.; Richardson, Karen Pagnano

2016-01-01

Promoting student engagement for all students in physical education, and specifically in game play, is a challenge faced by many middle and high school physical education teachers. Often, the games we play in physical education are not "good games" because, as early as middle school, some students are already resistant to playing…

Using LectureTools to enhance student–instructor relations and student engagement in the large class

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Jerie Shaw; Sofiya Kominko; Jenepher Lennox Terrion

2015-01-01

Positive student–instructor relationships are important for student engagement, motivation, retention and achievement. Yet, as class sizes grow, these relationships can be increasingly difficult to develop. This study explores LectureTools – a web-based student response and learning platform that facilitates communication between instructors and students – as a possible solution to this issue by analysing survey data collected from students in a second-year communication class at a large Cana...

Career/Education Plans and Student Engagement in Secondary School

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Plasman, Jay Stratte

2018-01-01

Student engagement in education is key to ensuring successful learning. Engagement becomes crucial as students progress through high school and transition into young adulthood; however, engaging them in high school can be an arduous task. A career/education plan can help students make strong connections between their work in high school and their…

What Future for Student Engagement in Neo-Liberal Times?

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Zepke, Nick

2015-01-01

The paper first examines the context that has given student engagement a very strong profile in higher education. It identifies neo-liberalism as the driving force in the present higher education context and argues that student engagement enjoys an elective affinity with it. While neo-liberalism is dominant, student engagement will be strong. But…

Increasing Student Engagement in Online Educational Leadership Courses

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Deschaine, Mark E.; Whale, David E.

2017-01-01

Utilization of online instruction continues to increase at universities, placing more emphasis on the exploration of issues related to adult graduate student engagement. This reflective case study reviews nontraditional student engagement in online courses. The goals of the study are to enhance student focus, attention, and interaction. Findings…

Encouraging engagement in enabling programs: The students’ perspective

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Suzi Hellmundt

2017-03-01

Full Text Available Student retention is a key concern in tertiary education enabling programs with research showing that early engagement leads to higher completion rates (Hodges et al., 2013. But how do students new to university education learn how to engage effectively? This article outlines an engagement framework that foregrounds Guidance, Encouragement, Modelling and Structure (GEMS as a holistic approach to facilitating effective student engagement. This framework was developed from qualitative data gleaned from students enrolled in the Preparing for Success Program at Southern Cross University, New South Wales, Australia. The findings from the students indicate that the GEMS framework activates student potential and enables them to use existing knowledge and experience to not only deepen and broaden their learning but also successfully prepare for further study.

Students' Commitment, Engagement and Locus of Control as Predictor of Academic Achievement at Higher Education Level

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Sarwar, Muhammad; Ashrafi, Ghulam Muhammad

2014-01-01

The purpose of this study was to analyze Students' Commitment, Engagement and Locus of Control as predictors of Academic Achievement at Higher Education Level. We used analytical model and conclusive research approach to conduct study and survey method for data collection. We selected 369 students using multistage sampling technique from three…

The Relationship between Student Motivation and Class Engagement Levels

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Nayir, Funda

2017-01-01

Purpose: Student engagement and interest in class are important conditions for active learning. For this they must be highly motivated. In other words, students who have high motivation make an effort to be engaged in class. Thus, knowing students' motivation level is important for active engagement in class. The aim of the present study is to…

Student Engagement and Classroom Variables in Improving Mathematics Achievement

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Park, So-Young

2005-01-01

The study explored how much student engagement and classroom variables predicted student achievement in mathematics. Since students were nested within a classroom, hierarchical linear modeling (HLM) was employed for the analysis. The results indicated that student engagement had positive effects on student academic growth per month in math after…

Engaged Cohorts: Can Gamification Engage All College Students in Class?

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Song, Donglei; Ju, Ping; Xu, Hao

2017-01-01

Many gamification designs in education do effectively mobilize students to some extent. Yet, there is still very little research to account for the specific influence on each student. It is essential to determine whether the students can be engaged by gamification in terms of various psychological factors. In this paper, the game element point was…

Identifying the influence of gender on motivation and engagement levels in student physiotherapists.

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Edgar, Susan

2015-04-01

There is an increasing focus in higher education on the role of learner characteristics and their influence on academic performance. Educators are interested in how students engage with learning activities as they progress through the curriculum. A previous study highlighted gender effects in academic performance in student physiotherapists, despite comparable entry scores. The aim of this study was to determine variation in student motivation and engagement, across the four year levels of the physiotherapy program at The University of Notre Dame Australia while considering gender and age. A cross-sectional design was adopted surveying 233 students utilising the Motivation and Engagement Scale - University/College (MES-UC), to review motivational thoughts and behaviours influencing learning. RESULTS identified gender effects with males having on average significantly lower scores for planning, task management and persistence; and higher scores for disengagement from their studies. Females displayed higher average scores for anxiety particularly in their first year and final clinical year. RESULTS were consistent with gender effects noted in academic performance throughout the program for previous student cohorts. The application of the MES-UC early in course would highlight to educators the areas where intervention can be targeted. Early individualized intervention is recommended to address learner characteristics influencing performance.

A Student-Centered Guest Lecturing: A Constructivism Approach to Promote Student Engagement

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Li, Lei; Guo, Rong

2015-01-01

Student engagement has become a big challenge in higher education, especially when distance learning is getting more and more popular. Guest lecturing is a popular method to bring relevance to the classroom and engage in students. Ground on the theory of constructivism, this paper introduces a student-centered guest lecturing that allows students…

ENGAGEMENT AND BURNOUT AMONG NURSING AND PSYCHOLOGY STUDENTS IN SLOVAKIA

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Zuzana Škodová

2017-05-01

Full Text Available Aim: The aim of the study was to examine the differences in engagement and burnout syndrome in students of nursing/midwifery and psychology in Slovakia. Design: A cross-sectional design was used. Methods: 171 university students on a baccalaureate program participated in the research (90.9% females; age 20.6 ± 1.3; 80 psychology students, 91 nursing/midwifery students. The School Burnout Inventory (SBI and Utrecht Work Engagement Scale (UWES were employed as measurement methods. Results: A significant negative association between levels of burnout and engagement (R = 0.42; p < 0.01 was found. A linear regression model showed a significant effect of engagement on burnout (β = -0.34; 95% CI: -0.50; -0.19. However, the total explained variance was only 19.4%. Students of psychology scored higher in engagement compared to nursing and midwifery students (t = 6.89; p < 0.001. Conversely, midwifery and nursing students had higher levels of burnout compared to the group of psychology students (t = -4.55; p < 0,001. Conclusion: Nursing is considered to be a high risk profession in terms of development of burnout, which was demonstrated in this study by the higher burnout, and lower engagement levels in nursing and midwifery students. Higher attention to coping mechanisms for stress and burnout symptoms among students of healthcare professions is required in the school curriculum, especially in nursing programs. Keywords: burnout syndrome, engagement, students of nursing, midwifery, students of psychology, School Burnout Inventory (SBI, Utrecht Work Engagement Scale (UWES.

Beyond marks: new tools to visualise student engagement via social networks

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Joanne L. Badge

2012-02-01

Full Text Available Evidence shows that engaged students perform better academically than disinterested students. Measurement of engagement with education is difficult and imprecise, especially in large student cohorts. Traditional measurements such as summary statistics derived from assessment are crude secondary measures of engagement at best and do not provide much support for educators to work with students and curate engagement during teaching periods. We have used academic-related student contributions to a public social network as a proxy for engagement. Statistical summaries and novel data visualisation tools provide subtle and powerful insights into online student peer networks. Analysis of data collected shows that network visualisation can be an important curation tool for educators interested in cultivating student engagement.

Selected engagement factors and academic learning outcomes of undergraduate engineering students

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Justice, Patricia J.

The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by George Kuh's, National Survey of Student Engagement (NSSE) at the Indiana University Center for Postsecondary Research. In addition, research projects sponsored by the National Science Foundation, the Academic Pathway Study (APS) at the Center for the Advancement of Engineering Education (CAEE) and the Center for the Advancement of Scholarship on Engineering Education (CASEE), Measuring Student and Faculty Engagement in Engineering Education, at the National Academy of Engineering. These research studies utilized the framework and data from the Engineering Change study by the Center for the Study of Higher Education, Pennsylvania State, that evaluated the impact of the new Accreditation Board of Engineering and Technology (ABET) EC2000 "3a through k" criteria identify 11 learning outcomes expected of engineering graduates. The purpose of this study was to explore the extent selected engagement factors of 1. institution, 2. social, 3. cognitive, 4. finance, and 5. technology influence undergraduate engineering students and quality student learning outcomes. Through the descriptive statistical analysis indicates that there maybe problems in the engineering program. This researcher would have expected at least 50% of the students to fall in the Strongly Agree and Agree categories. The data indicated that the there maybe problems in the engineering program problems in the data. The problems found ranked in this order: 1). Dissatisfaction with faculty instruction methods and quality of instruction and not a clear understanding of engineering majors , 2). inadequate Engineering faculty and advisors availability especially applicable

Teachers' Cognitive Flexibility on Engagement and Their Ability to Engage Students: A Theoretical and Empirical Exploration

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Stein, Kristy Cooper; Miness, Andrew; Kintz, Tara

2018-01-01

Background: Student engagement is a cognitively complex domain that is often oversimplified in theory and practice. Reliance on a single model overlooks the sophisticated nature of student engagement and can lead to misconceptions and limited understandings that hinder teachers' ability to engage all of their students. Assessing varied models…

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

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Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

Responsive and Responsible: Faculty Encouragement of Civic Engagement

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Cole, Eddie R.; Howe, Elijah C.; Laird, Thomas F. Nelson

2016-01-01

This study explores how often faculty members encourage students to engage with campus, local, state, national, and global issues. Using data from the 2013 administration of the Faculty Survey of Student Engagement (FSSE), the results show that faculty members are more likely to encourage students to engage in state, national, or global issues…

Increasing Student Engagement through Paired Technologies

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Basko, Lynn; Hartman, Jillian

2017-01-01

This article highlights efficient ways to combine tech tools, such as Remind and video conferencing, to increase student engagement and faculty/student communication. Using Remind is a great way to provide information to students outside of LoudCloud, and video conferencing is a tool for having synchronous meetings and conferences with students.…

Student Use of Self-Data for Out-of-Class Graphing Activities Increases Student Engagement and Learning Outcomes†

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DeBoy, Cynthia A.

2017-01-01

Two out-of-class graphing activities related to hormonal regulation of the reproductive cycle and stress responses are used to determine whether student use of self-data vs. provided data increases engagement, learning outcomes, and attitude changes. Comparisons of quizzes and surveys for students using self- vs. provided data suggest that while both activities increase learning outcomes, use of self-data compared with provided data has a greater impact on increasing learning outcomes, promotes recognition that hormones are relevant, and enhances confidence in graphing skills and graphing efficacy. PMID:29854057

American Mock World Health Organization: An Innovative Model for Student Engagement in Global Health Policy

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Lei, Mia; Acharya, Neha; Kwok Man Lee, Edith; Catherine Holcomb, Emma; Kapoor, Veronica

2017-01-01

ABSTRACT The American Mock World Health Organization (AMWHO) is a model for experiential-based learning and student engagement in global health diplomacy. AMWHO was established in 2014 at the University of North Carolina at Chapel Hill with a mission to engage students in health policy by providing a simulation of the World Health Assembly (WHA), the policy-forming body of the World Health Organization that sets norms and transforms the global health agenda. AMWHO conferences are designed to allow students to take their knowledge of global health beyond the classroom and practice their skills in diplomacy by assuming the role of WHA delegates throughout a 3-day weekend. Through the process of developing resolutions like those formed in the WHA, students have the unique opportunity to understand the complexities behind the conflict and compromise that ensues through the lens of a stakeholder. This article describes the structure of the first 2 AMWHO international conferences, analyzes survey results from attendees, and discusses the expansion of the organization into a multi-campus national network. The AMWHO 2014 and 2015 post-conference survey results found that 98% and 90% of participants considered the conference "good" or "better," respectively, and survey responses showed that participants considered the conference "influential" in their careers and indicated that it "allowed a paradigm shift not possible in class." PMID:28351883

Engaging students in learning science through promoting creative reasoning

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Waldrip, Bruce; Prain, Vaughan

2017-10-01

Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we particularly focus on the initial claim-building aspect of this reasoning as a crucial phase in student engagement. In reviewing the literature on student reasoning and argumentation, we note that the well-established frameworks for claim-judging are not matched by accounts of creative reasoning in claim-building. We develop an exploratory framework to characterise and enact this reasoning to enhance engagement. We then apply this framework to interpret two lessons by two science teachers where they aimed to develop students' reasoning capabilities to support learning.

A Call for Expanding Inclusive Student Engagement in SoTL

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Peter Felten

2013-09-01

of student-faculty partnerships focused on inquiry into teaching and learning. However, some students tend to be privileged in SoTL initiatives while others are discouraged, implicitly or explicitly, from engaging in this work. In this paper, we consider why certain students tend to be excluded from SoTL, summarize the possible developmental gains made by students and faculty when diverse student voices are included, and highlight strategies for generating a more inclusive SoTL. We call for expanding student engagement in SoTL by encouraging a diversity of student voices to engage in co-inquiry with faculty. Inclusive engagement has tremendous potential to enhance student and faculty learning, to deepen SoTL initiatives, and to help redress the exclusionary practices that too often occur in higher education.

Future Time Orientation Predicts Academic Engagement among First-Year University Students

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Horstmanshof, Louise; Zimitat, Craig

2007-01-01

Background: Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement. Aims: This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose…

Social Networks, Engagement and Resilience in University Students.

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Fernández-Martínez, Elena; Andina-Díaz, Elena; Fernández-Peña, Rosario; García-López, Rosa; Fulgueiras-Carril, Iván; Liébana-Presa, Cristina

2017-12-01

Analysis of social networks may be a useful tool for understanding the relationship between resilience and engagement, and this could be applied to educational methodologies, not only to improve academic performance, but also to create emotionally sustainable networks. This descriptive study was carried out on 134 university students. We collected the network structural variables, degree of resilience (CD-RISC 10), and engagement (UWES-S). The computer programs used were excel, UCINET for network analysis, and SPSS for statistical analysis. The analysis revealed results of means of 28.61 for resilience, 2.98 for absorption, 4.82 for dedication, and 3.13 for vigour. The students had two preferred places for sharing information: the classroom and WhatsApp. The greater the value for engagement, the greater the degree of centrality in the friendship network among students who are beginning their university studies. This relationship becomes reversed as the students move to later academic years. In terms of resilience, the highest values correspond to greater centrality in the friendship networks. The variables of engagement and resilience influenced the university students' support networks.

Student Engagement in a Computer Rich Science Classroom

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Hunter, Jeffrey C.

The purpose of this study was to examine the student lived experience when using computers in a rural science classroom. The overarching question the project sought to examine was: How do rural students relate to computers as a learning tool in comparison to a traditional science classroom? Participant data were collected using a pre-study survey, Experience Sampling during class and post-study interviews. Students want to use computers in their classrooms. Students shared that they overwhelmingly (75%) preferred a computer rich classroom to a traditional classroom (25%). Students reported a higher level of engagement in classes that use technology/computers (83%) versus those that do not use computers (17%). A computer rich classroom increased student control and motivation as reflected by a participant who shared; "by using computers I was more motivated to get the work done" (Maggie, April 25, 2014, survey). The researcher explored a rural school environment. Rural populations represent a large number of students and appear to be underrepresented in current research. The participants, tenth grade Biology students, were sampled in a traditional teacher led class without computers for one week followed by a week using computers daily. Data supported that there is a new gap that separates students, a device divide. This divide separates those who have access to devices that are robust enough to do high level class work from those who do not. Although cellular phones have reduced the number of students who cannot access the Internet, they may have created a false feeling that access to a computer is no longer necessary at home. As this study shows, although most students have Internet access, fewer have access to a device that enables them to complete rigorous class work at home. Participants received little or no training at school in proper, safe use of a computer and the Internet. It is clear that the majorities of students are self-taught or receive guidance

Predictors of burnout and engagement of university students / Olwage D.

OpenAIRE

Olwage, Danél.

2012-01-01

Student burnout and engagement have become more evident as a problem among students in higher education institutions. It is therefore very important to determine the various predictors that could cause students to experience burnout and engagement. The aim of this study is to establish whether core self–evaluation traits, career decision–making difficulty and social support have an impact on burnout and engagement of students. A limited number of research has been done on student burnout and ...

Pharmacy student engagement, performance, and perception in a flipped satellite classroom.

Science.gov (United States)

McLaughlin, Jacqueline E; Griffin, LaToya M; Esserman, Denise A; Davidson, Christopher A; Glatt, Dylan M; Roth, Mary T; Gharkholonarehe, Nastaran; Mumper, Russell J

2013-11-12

To determine whether "flipping" a traditional basic pharmaceutics course delivered synchronously to 2 satellite campuses would improve student academic performance, engagement, and perception. In 2012, the basic pharmaceutics course was flipped and delivered to 22 satellite students on 2 different campuses. Twenty-five condensed, recorded course lectures were placed on the course Web site for students to watch prior to class. Scheduled class periods were dedicated to participating in active-learning exercises. Students also completed 2 course projects, 3 midterm examinations, 8 graded quizzes, and a cumulative and comprehensive final examination. Results of a survey administered at the beginning and end of the flipped course in 2012 revealed an increase in students' support for learning content prior to class and using class time for more applied learning (p=0.01) and in the belief that learning key foundational content prior to coming to class greatly enhanced in-class learning (p=0.001). Significantly more students preferred the flipped classroom format after completing the course (89.5%) than before completing the course (34.6%). Course evaluation responses and final examination performance did not differ significantly for 2011 when the course was taught using a traditional format and the 2012 flipped-course format. Qualitative findings suggested that the flipped classroom promoted student empowerment, development, and engagement. The flipped pharmacy classroom can enhance the quality of satellite students' experiences in a basic pharmaceutics course through thoughtful course design, enriched dialogue, and promotion of learner autonomy.

Predictors of Faculty-Student Engagement for Black Men in Urban Community Colleges: An Investigation of the Community College Survey of Men

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Wood, J. Luke; Newman, Christopher B.

2017-01-01

This research focuses on factors predicting faculty-student engagement for Black male collegians. In this study, the authors investigated whether students' perceptions of racial/gender stereotypes had a moderating effect on the determinants of engagement with faculty. The sample population was derived from 16 urban community colleges located…

Students in Action: Engaging Students with Destination Stakeholders

OpenAIRE

Craggs, Ruth; Gorman, Catherine; Griffin, Kevin; mottiar, ziene; Quinn, Deirdre; Quinn, Bernadette; Ryan, Theresa

2015-01-01

The Students in Action Project in the School of Hospitality Management and Tourism was established in 2012 as a way of engaging students and working with stakeholders in a destination. The overall aim of the project was to immerse students in an active collaborative learning environment within the destination to identify ways in which tourism could be enhanced. In the 2014/2015 academic year the project involved over 300 students from a variety of programmes and modules working with local sta...

Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression.

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Konold, Timothy; Cornell, Dewey; Shukla, Kathan; Huang, Francis

2017-06-01

Research indicates that a positive school climate is associated with higher levels of student engagement and lower rates of peer aggression. However, less attention has been given to whether such findings are consistent across racial/ethnic groups. The current study examined whether Black, Hispanic, and White high school students differed in their perceptions of school climate, student engagement, and peer aggression as measured by the Authoritative School Climate survey. In addition, the study tested whether the associations between school climate and both student engagement and peer aggression varied as a function of racial/ethnic group. The sample consisted of 48,027 students in grades 9-12 (51.4 % female; 17.9 % Black, 10.5 % Hispanic, 56.7 % White, and 14.9 % other) attending 323 high schools. Regression models that contrasted racial/ethnic groups controlled for the nesting of students within schools and used student covariates of parent education, student gender, and percentage of schoolmates sharing the same race/ethnicity, as well as school covariates of school size and school percentage of students eligible for free- or reduced-price meals. Perceptions of school climate differed between Black and White groups, but not between Hispanic and White groups. However, race/ethnicity did not moderate the associations between school climate and either engagement or peer aggression. Although correlational and cross-sectional in nature, these results are consistent with the conclusion that a positive school climate holds similar benefits of promoting student engagement and reducing victimization experiences across Black, Hispanic, and White groups.

Fostering Student Engagement through a Multi-Day Industry Tour

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Taylor, Lorraine L.; Hartman, Cindy L.; Baldwin, Elizabeth D.

2015-01-01

Student engagement may be enhanced by providing educationally purposeful activities outside of the classroom. This study considers the influence of a multi-day industry tour on student engagement for undergraduates majoring in Parks, Recreation and Tourism Management. Data were collected from students' reflections in journal entries focused on an…

Engaging Students in Survey Research Projects across Research Methods and Statistics Courses

Science.gov (United States)

Lovekamp, William E.; Soboroff, Shane D.; Gillespie, Michael D.

2017-01-01

One innovative way to help students make sense of survey research has been to create a multifaceted, collaborative assignment that promotes critical thinking, comparative analysis, self-reflection, and statistical literacy. We use a short questionnaire adapted from the Higher Education Research Institute's Cooperative Institutional Research…

Enhancing Student Engagement through Simulation in Programming Sessions

Science.gov (United States)

Isiaq, Sakirulai Olufemi; Jamil, Md Golam

2018-01-01

Purpose: The purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning. Design/methodology/approach: An exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions…

New Postgraduate Student Experience and Engagement in Human Communication Studies

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Steele, Godfrey A.

2015-01-01

New postgraduate students' feedback on their learning offers insights into engagement. Student feedback to students and teachers can contribute to teacher feedback to students. When this happens, students can feel engaged or connected to their learning experiences. Adopting a more inclusive notion of feedback on learning, this paper explores the…

To Engage Students, Give Them Meaningful Choices in the Classroom

Science.gov (United States)

Parker, Frieda; Novak, Jodie; Bartell, Tonya

2017-01-01

Providing students with choice can be a powerful means of supporting student engagement. However, not all choice opportunities lead to improved student engagement. Teachers can increase the likelihood that students will value choice by analyzing how students associate feelings of autonomy, competence, and relatedness with the choice provided them.…

Bullying climate and school engagement in ninth-grade students.

Science.gov (United States)

Mehta, Sharmila B; Cornell, Dewey; Fan, Xitao; Gregory, Anne

2013-01-01

Many authorities agree that bullying has a widespread impact on school climate, affecting bystanders as well as victims. This study tested the contention that a climate of bullying can have a schoolwide impact on student engagement in school. Hierarchical linear modeling assessed the relations between student perception of bullying climate and student engagement at the individual and school level in a statewide sample of 7058 ninth graders randomly selected from 289 schools participating in the Virginia High School Safety Study. Student engagement was assessed by self-report scales measuring commitment to school and involvement in school activities. Individual differences in perception of school climate characterized by bullying were associated with lower commitment to school, but not less involvement in school activities. School-level differences in student perceptions of bullying climate were associated with both lower commitment to school and less involvement in school activities, after controlling for the effects of gender, race, school size, proportion of ethnic minority students in the school, and individual-level perception of bullying climate. Efforts to improve student engagement should consider the schoolwide impact of bullying on all students. © 2013, American School Health Association.

Student engagement in interprofessional working in practice placement settings.

Science.gov (United States)

Pollard, Katherine

2009-10-01

. To investigate the nature of student engagement in interprofessional interaction while on placement. Due to continuing emphasis on improving interprofessional collaboration, UK educational establishments are required to offer pre-qualifying health and social care students interprofessional education in order that they acquire relevant competencies. However, few formal interprofessional education initiatives occur in practice settings and little is known about pre-qualifying students' non-formal learning about interprofessional issues while on placement. From 2003-2005 an English Faculty of Health and Social Care conducted a qualitative study to explore opportunities for interprofessional learning and working available to students in practice placement settings. Case studies were conducted in a coronary care ward, a medical ward for older patients, a maternity unit, a paediatric unit, an integrated community learning disabilities team and a residential facility for adults with challenging behaviour. Gaining access was complex, due to variable student timetables and UK research governance requirements. Sites were therefore selected according to geographical area and timing of student placements. Details of interprofessional interaction (formal and informal) were observed and recorded. Interviews were conducted with a convenience sample of 20 practitioners and 15 students. Data were analysed thematically. Student experience varied considerably. Contributing factors included the influence of doctors and differing professional cultures; mentors' support for student engagement in interprofessional working; and individual students' confidence levels. Most sites were managed by nurses and some senior nurses were proactive in involving students interprofessionally. However, many students lacked systematic support for interprofessional engagement. Students lack parity of experience concerning interprofessional activity on placement. Where they do not have systematic

IEngage: Using Technology to Enhance Students' Engagement in a Large Classroom

Science.gov (United States)

Sawang, Sukanlaya; O'Connor, Peter; Ali, Muhammad

2017-01-01

This paper aims to answer how we can increase students' engagement in a large class. We hypothesised that the use of KeyPad, an interactive student response system, can lead to enhanced student engagement in a large classroom. We tested a model of classroom technology integration enhancing the students' engagement among first year undergraduate…

Engaging Community College Students Using an Engineering Learning Community

Science.gov (United States)

Maccariella, James, Jr.

The study investigated whether community college engineering student success was tied to a learning community. Three separate data collection sources were utilized: surveys, interviews, and existing student records. Mann-Whitney tests were used to assess survey data, independent t-tests were used to examine pre-test data, and independent t-tests, analyses of covariance (ANCOVA), chi-square tests, and logistic regression were used to examine post-test data. The study found students that participated in the Engineering TLC program experienced a significant improvement in grade point values for one of the three post-test courses studied. In addition, the analysis revealed the odds of fall-to-spring retention were 5.02 times higher for students that participated in the Engineering TLC program, and the odds of graduating or transferring were 4.9 times higher for students that participated in the Engineering TLC program. However, when confounding variables were considered in the study (engineering major, age, Pell Grant participation, gender, ethnicity, and full-time/part-time status), the analyses revealed no significant relationship between participation in the Engineering TLC program and course success, fall-to-spring retention, and graduation/transfer. Thus, the confounding variables provided alternative explanations for results. The Engineering TLC program was also found to be effective in providing mentoring opportunities, engagement and motivation opportunities, improved self confidence, and a sense of community. It is believed the Engineering TLC program can serve as a model for other community college engineering programs, by striving to build a supportive environment, and provide guidance and encouragement throughout an engineering student's program of study.

Storytelling and Technology Combine to Create Student Engagement Around Locally Relevant Climate Change Topics.

Science.gov (United States)

Leckey, E.; Littrell-Baez, M.; Tayne, K.; Gold, A. U.; Okochi, C.; Oonk, D.; Smith, L. K.; Lynds, S. E.

2017-12-01

Storytelling is a powerful way for students to engage with science topics, particularly topics that may initially seem too broad to impact their lives, like climate change. Empowering students to telling a personal story about climate change's effects and helping them turn their story into a film is powerful approach. Especially because these films can be shared globally and gives students a voice around a complex topic like climate change. Here, we present impacts of the Lens on Climate Change program (LOCC), which engages middle and high school students in producing short films featuring how climate change impacts their communities. LOCC is offered as an intensive week-long summer program and as an extracurricular program during the school year. The majority of student participants are recruited from historically underserved communities and come from ethnical and socioeconomically diverse backgrounds. Survey data revealed that LOCC participants had a significant increase in their belief in the reality of climate change after participation in their program relative to students in a demographically-matched control groups. Furthermore, participant responses on reflection surveys given after the program included statements that suggest that students had begun thinking more deeply about climate change as a serious global challenge and felt empowered to take actions to mitigate climate change and/or spread awareness in their communities. The majority of students in the LOCC program also reported being very proud of their film and intended to share their film with their friends and family. Additionally, we explored the long-term impacts of participation by interviewing students a year after the program and offered them the opportunity to make a subsequent film. Students in this "advanced group" reported being more aware of climate change in their community following making their films and were enthusiastic to increase their filmmaking skills through producing additional

Assessing student engagement and self-regulated learning in a medical gross anatomy course.

Science.gov (United States)

Pizzimenti, Marc A; Axelson, Rick D

2015-01-01

In courses with large enrollment, faculty members sometimes struggle with an understanding of how individual students are engaging in their courses. Information about the level of student engagement that instructors would likely find most useful can be linked to: (1) the learning strategies that students are using; (2) the barriers to learning that students are encountering; and (3) whether the course materials and activities are yielding the intended learning outcomes. This study drew upon self-regulated learning theory (SRL) to specify relevant information about learning engagement, and how the measures of particular scales might prove useful for student/faculty reflection. We tested the quality of such information as collected via the Motivated Strategies for Learning Questionnaire (MSLQ). MSLQ items were administered through a web-based survey to 150 students in a first-year medical gross anatomy course. The resulting 66 responses (44% response rate) were examined for information quality (internal reliability and predictive validity) and usefulness of the results to the course instructor. Students' final grades in the course were correlated with their MSLQ scale scores to assess the predictive validity of the measures. These results were consistent with the course design and expectations, showing that greater use of learning strategies such as elaboration and critical thinking was associated with higher levels of performance in the course. Motivation subscales for learning were also correlated with the higher levels of performance in the course. The extent to which these scales capture valid and reliable information in other institutional settings and courses needs further investigation. © 2014 American Association of Anatomists.

Social Networks, Engagement and Resilience in University Students

Directory of Open Access Journals (Sweden)

Elena Fernández-Martínez

2017-12-01

Full Text Available Analysis of social networks may be a useful tool for understanding the relationship between resilience and engagement, and this could be applied to educational methodologies, not only to improve academic performance, but also to create emotionally sustainable networks. This descriptive study was carried out on 134 university students. We collected the network structural variables, degree of resilience (CD-RISC 10, and engagement (UWES-S. The computer programs used were excel, UCINET for network analysis, and SPSS for statistical analysis. The analysis revealed results of means of 28.61 for resilience, 2.98 for absorption, 4.82 for dedication, and 3.13 for vigour. The students had two preferred places for sharing information: the classroom and WhatsApp. The greater the value for engagement, the greater the degree of centrality in the friendship network among students who are beginning their university studies. This relationship becomes reversed as the students move to later academic years. In terms of resilience, the highest values correspond to greater centrality in the friendship networks. The variables of engagement and resilience influenced the university students’ support networks.

Beyond Marks: New Tools to Visualise Student Engagement via Social Networks

Science.gov (United States)

Badge, Joanne L.; Saunders, Neil F. W.; Cann, Alan J.

2012-01-01

Evidence shows that engaged students perform better academically than disinterested students. Measurement of engagement with education is difficult and imprecise, especially in large student cohorts. Traditional measurements such as summary statistics derived from assessment are crude secondary measures of engagement at best and do not provide…

Psychometric Properties of the Portuguese Version of the Student Engagement Instrument

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Moreira, Paulo A. S.; Machado Vaz, Filipa; Dias, Paulo C.; Petracchi, Paulo

2009-01-01

Student engagement is an emergent research domain in educational psychology, as research increasingly supports the connection between academic achievement, school-related behaviours, and student engagement. In spite of the important role of student engagement in academic achievement across cultures, little is known about the cross-cultural…

Digital Natives: Fifth-Grade Students' Authentic and Ritualistic Engagement with Technology

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Dietrich, Trevor; Balli, Sandra J.

2014-01-01

Thirty four fifth-grade students were interviewed about classroom learning and technology. Interview data were considered through Schlechty's (2002) levels of engagement framework to explore students' authentic or ritualistic engagement during technology supported lessons. Student engagement is defined as interest in and commitment to learning.…

Differences in students' mathematics engagement between gender and between rural and urban schools

Science.gov (United States)

Ayub, Ahmad Fauzi Mohd; Yunus, Aida Suraya Md.; Mahmud, Rosnaini; Salim, Nur Raidah; Sulaiman, Tajularipin

2017-01-01

The purpose of this study was to explore secondary school students' mathematics engagement focusing on the cognitive, affective and behavioural engagement domains. A total of 387 students (186 male and 201 female) from the urban and rural secondary schools in Pahang, Malaysia, were randomly selected. There were 158 students from the urban schools and 229 students from the rural schools. Descriptive analyses for mathematics engagement domains revealed behavioural engagement had the highest mean (M = 3.74, SD = .63), followed by cognitive engagement (M = 3.56, SD = .43) and affective engagement (M = 3.48, SD = .47). The mean for students' overall mathematics engagement was 3.56 (SD = .46). Further analyses showed there were significant differences in each of the engagement domains in mathematics learning (affective, cognitive and behavioural), where students in the urban schools showed significantly better in the mean scores for affective, cognitive, behavioural domains and the overall mathematics engagement as compared to the students in the rural schools. Similar findings also showed there were significant differences in the overall mathematics engagement mean between the genders. The findings indicated girls were significantly better than boys in all (affective, cognitive and behavioural) of the engagement domains in mathematics learning. It was also shown girls had higher overall mathematics engagement mean as compared to boys. However, the study also indicated the overall students' mathematics engagement was at a moderate level. Besides, the rural school students did not show high mathematics engagement as compared to the urban school students. Further analyses showed girls significantly had better mathematics engagement as compared to boys. Hence, it is recommended that in order to optimize students' mathematics engagement, they should be actively engaged in more participative learning activities in mathematics classrooms. Focus should be given to rural schools

Engaging At-Risk Students with Technology.

Science.gov (United States)

Duttweiler, Patricia Cloud

1992-01-01

Educational technology can be used to engage students in interesting activities through which teachers can present skills, concepts, and problems to be solved. At-risk students benefit from the investigation of relevant real world problems and the immediate feedback and privacy that technology affords. (EA)

Black, White, and Biracial Students' Engagement at Differing Institutional Types

Science.gov (United States)

Harris, Jessica C.; BrckaLorenz, Allison

2017-01-01

Within this study, the authors are interested in engagement practices for Black students, White students, and the mixed-race college student population at Historically Black Colleges and Universities (HBCUs) and non-HBCUs. The authors asked the following research questions: How does engagement compare for Black, White, and biracial students with…

Engaging undergraduate nursing students in face-to-face tutorials.

Science.gov (United States)

Elder, Ruth L; Lewis, Peter A; Windsor, Carol A; Wheeler, Margaret; Forster, Elizabeth; Foster, Joanne; Chapman, Helen

2011-09-01

Chronic nursing shortages have placed increasing pressure on many nursing schools to recruit greater numbers of students with the consequence of larger class sizes. Larger class sizes have the potential to lead to student disengagement. This paper describes a case study that examined the strategies used by a group of nursing lecturers to engage students and to overcome passivity in a Bachelor of Nursing programme. A non-participant observer attended 20 tutorials to observe five academics deliver four tutorials each. Academics were interviewed both individually and as a group following the completion of all tutorial observations. All observations, field notes, interviews and focus groups were coded separately and major themes identified. From this analysis two broad categories emerged: getting students involved; and engagement as a struggle. Academics used a wide variety of techniques to interest and involve students. Additionally, academics desired an equal relationship with students. They believed that both they and the students had some power to influence the dynamics of tutorials and that neither party had ultimate power. The findings of this study serve to re-emphasise past literature which suggests that to engage students, the academics must also engage. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Role of Personal Best (PB) and Dichotomous Achievement Goals in Students' Academic Motivation and Engagement: A Longitudinal Investigation

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Martin, Andrew J.; Elliot, Andrew J.

2016-01-01

This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students' academic motivation and…

Undergraduate Research as Engaged Student Learning

Science.gov (United States)

Wolf, Lorraine W.

2018-01-01

This chapter discusses the impact of undergraduate research as a form of engaged student learning. It summarizes the gains reported in post-fellowship assessment essays acquired from students participating in the Auburn University Undergraduate Research Fellowship Program. The chapter also discusses the program's efforts to increase opportunities…

The association between academic engagement and achievement in health sciences students

Science.gov (United States)

2013-01-01

Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005

Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

Science.gov (United States)

Nwachukwu, Bethel C.

There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

Honors and Non-Honors Student Engagement: A Model of Student, Curricular, and Institutional Characteristics

Science.gov (United States)

Buckner, Ellen; Shores, Melanie; Sloane, Michael; Dantzler, John; Shields, Catherine; Shader, Karen; Newcomer, Bradley

2016-01-01

The purpose of this study was to apply several measures of learning and engagement to a comparable cohort of honors and non-honors students in order to generate a preliminary model of student engagement. Specific purposes were the following: (1) to determine the feasibility for use of several measures of student characteristics that may affect…

Getting Students Outside: Using Technology as a Way to Stimulate Engagement

Science.gov (United States)

Boyce, Carrie J.; Mishra, Chandrani; Halverson, Kristy L.; Thomas, Aimée K.

2014-12-01

Informal environments provide students with unique experiences that allow them to actively participate in activities while promoting a positive attitude toward and an increased interest in science. One way to enhance informal science experiences is through the integration of mobile technologies. This integration is particularly useful in engaging underrepresented students in learning science. Our informal environmental science program engages underrepresented, fifth-grade students in an informal learning environment supplemented with mobile tablet technology (iPads). The purpose of this study was to explore how fifth-grade students interacted with nature using mobile technology during a nature hike series. Participants included 55 fifth-grade students from two low-income schools. We found that students used the mobile technology to explore nature and stay engaged throughout the hike. The iPads were used as references, data collectors, and engagement tools. Students had an intense desire in returning to the site and responded positively toward interacting with nature. Prior research has indicated that students in this age group are likely to lose interest in science and the incorporation of field-friendly technology that engages students with nature, not technology alone, is a useful tool for keeping students interested in science.

Gender Differences in the Relationships Among Major Depressive Disorder, Heavy Alcohol Use, and Mental Health Treatment Engagement Among College Students.

Science.gov (United States)

Pedrelli, Paola; Borsari, Brian; Lipson, Sarah Ketchen; Heinze, Justin E; Eisenberg, Daniel

2016-07-01

Although major depressive disorder (MDD) and heavy episodic drinking (HED, 4+/5+ drinks in a single sitting for women/men) are common among young adults in college, the relationship between the two remains unclear. This study examined the association between MDD and HED in this population, the effect of gender on this association, and whether comorbid MDD and heavy alcohol use are associated with higher rates of mental health treatment engagement. The study comprised 61,561 (65.3% female) undergraduate students who answered an online survey on depression, alcohol use, and treatment engagement in the past year. Hierarchical linear regressions examined the association between MDD and alcohol use (HED and peak blood alcohol concentration [pBAC]) and whether gender moderated these associations. Logistic regressions were then conducted to examine the influence of MDD, heavy alcohol use, and gender on treatment engagement. Students with MDD reported more frequent HED and higher pBAC than did students without MDD; this was especially true for female students. Rates of treatment engagement were higher among women than men, among students with MDD than students without MDD, and among female students with HED than women without HED. The presence of an association between MDD and heavy alcohol use suggests the need for systematic screenings of both conditions. Low rates of treatment engagement in college students with MDD and heavy alcohol use calls for the development of strategies to engage this high-risk group in treatment.

A Role for Technology in Enhancing Students' Engagement with Feedback

Science.gov (United States)

Parkin, Helen J.; Hepplestone, Stuart; Holden, Graham; Irwin, Brian; Thorpe, Louise

2012-01-01

This paper explores the potential of technology-enabled feedback to improve student learning. "Technology, Feedback, Action!: The impact of learning technology upon students' engagement with their feedback" aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to…

Informing Educational Psychology Training with Students' Community Engagement Experiences

Science.gov (United States)

Ebersohn, Liesel; Bender, C. J. Gerda; Carvalho-Malekane, Wendy M.

2010-01-01

The purpose of this article was to describe students' experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students' community engagement. Experiential learning served as our theoretical framework and we employed an instrumental case…

Exploring Language Awareness through Students' Engagement in Language Play

Science.gov (United States)

Ahn, So-Yeon

2016-01-01

The present study explores Korean students' demonstration of language awareness through their engagement in language play. Grounded in the understanding of the relationship between language play and an "engagement with language" (EWL) perspective, this ethnographic and discourse analytic study investigates how Korean students aged 11-15…

Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education

NARCIS (Netherlands)

van Uden, Jolien M.; Ritzen, Henk; Pieters, Julius Marie

2014-01-01

Student engagement is an important precursor for learning. In this study we used teacher (N = 200) and student (N = 2288) questionnaires to investigate whether perceived interpersonal teacher behavior and teacher beliefs concerning motives for being a teacher, attitudes toward teacher knowledge

Redesigning a Large Lecture Course for Student Engagement: Process and Outcomes

Directory of Open Access Journals (Sweden)

Leslie F. Reid

2012-12-01

Full Text Available Using an action-research approach, a large-lecture science course (240 students was redesigned to improve student engagement in the areas of active and collaborative learning, faculty-student interaction and level of academic challenge. This was mainly achieved through the addition of a half-semester long group project, which replaced half of the lectures and the final exam. The course redesign did not result in more hours spent on teaching and teaching-related activities (grading, assessment preparation, lecturing, lecture preparation for the instructor – although the redesigned course requires the support of teaching assistants for the project component. Data on students’ perceptions of the modified course and the frequency to which they participated in the engagement activities were collected using the Classroom Survey of Student Engagement (CLASSE. The majority of students reported high levels of engagement in most of the intended areas and were comfortable with the new class design. The CLASSE data also helped identify areas where intended engagement levels were not met. These areas are the focus for future course development and action research questions.Utilisant une approche de type recherche-action, un cours de science offert dans un grand auditorium (240 étudiants a été reconfiguré afin d’amener les étudiants à s’engager davantage dans un apprentissage actif et collaboratif ainsi que dans leur interaction professeur-étudiants et à relever un défi de nature académique. Pour ce faire, la moitié des cours magistraux ainsi que l’examen final ont été remplacés par un projet de groupe. La reconfiguration du cours ne s’est pas traduite par une augmentation des heures d’enseignement ou des activités liées à l’enseignement (notation, préparation des évaluations, exposé magistral, préparation de l’exposé magistral – bien qu’elle ait nécessité le soutien des assistants à l’enseignement pour la

Student perception of content master and engagement in using an e-authoring tool

Directory of Open Access Journals (Sweden)

Lin Carver

2013-09-01

Full Text Available Examination of student comments and end of course surveys from previous courses revealed two content design themes: request for additional graphics and visuals to support content and improved quality and opportunities to master content. Researchers wanted to investigate if incorporating SoftChalk, an e-authoring tool, would effectively address these expressed design concerns. As such, the purpose of the study was to explore the students’ perceptions of the effectiveness of the newly implemented e-authoring tool. A mixed-method survey design, which included Likert scales and qualitative responses, was utilized. All students enrolled in five sections of the three online graduate education courses (N=81 were eligible to participate in the anonymous online survey. Response data were collected at the beginning of the term through an external link outside of the course website to allow for voluntary participation in the study. Implied consent was demonstrated through completion of the survey. Student participation or lack of participation did not impact student grades. The qualitative and quantitative data support the addition of an e-authoring tool to an online module as an effective method for increasing students’ perception of their engagement with and mastery of the course content as compared to the previous more static Word format. DOI: 10.18870/hlrc.v3i3.107

An Analysis of White Student Engagement at Public HBCUs

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Carter, Joelle Davis; Fountaine, Tiffany Patrice

2012-01-01

The steady increase of White undergraduates attending public Historically Black Colleges and Universities (HBCUs) compels educators to better understand White students' collegiate experiences at HBCUs. One lens to assess these experiences is through examining their engagement on campus. Student engagement is defined as the amount of time and…

Harnessing Facebook for Student Engagement in Accounting Education: Guiding Principles for Accounting Students and Educators

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Stone, Gerard; Fiedler, Brenton Andrew; Kandunias, Chris

2014-01-01

This paper proposes principles to guide accounting students' and accounting educators' use of Facebook as an educational resource to engage students with their learning. A body of cross-disciplinary research has investigated potential applications of Facebook to invigorate student engagement. Generic guidelines for educators who are contemplating…

Toward Understanding Business Student Professional Development Engagement

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Blau, Gary; Blessley, Misty; Kunkle, Matthew; Schirmer, Michael; Regan, Laureen

2017-01-01

Professional development engagement (PDE) is defined as the level of perceived undergraduate engagement in professional development activities. An 11-item measure of PDE exhibited a good reliability. Using a complete data sample of 467 graduating business undergraduates, four variable sets (student background or precollege variables,…

Project-Based Learning in a STEM Academy: Student Engagement and Interest in STEM Careers

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Misher, Pamela Henry

This case study explored the utilization of project-based learning (PBL) and how it affected student engagement and interest in STEM careers. Sixty-seven students and nine teachers participated in this case study. Three research questions addressed student engagement, perceptions, and challenges during PBL implementation. This study was designed to understand the experiences teachers and students had when they participated in a PBL environment. This research investigated how to develop a globally skilled workforce utilizing a PBL approach and the challenges teachers encountered during implementation. The survey data and informal focus-group sessions with staff and students were utilized, analyzed, and summarized in order to obtain insight on perceptions, challenges, and implementation of PBL. PBL is an instructional approach that was designed to encourage more engaged learning. This approach was built upon realistic learning activities that stimulated student interest and motivation. This research discovered that PBL did teach content and 21st century skills as students worked collaboratively toward a common goal while responding to a question or problem. This study revealed that rigorous projects were carefully planned to aid students in learning important academic content. This study displayed how PBL allowed students to reflect on their projects and ideas with the opportunity to voice their decisions and findings. This instructional approach provided opportunities for students to investigate and strengthen interest in future STEM careers. The driving force of America's future economy and maintaining the competitive edge will be through more innovation, mainly derived from advances in STEM (Science, Technology, Engineering, and Math) careers. As business and industry leaders stressed the importance of improving STEM education, there continued to be a need to better prepare students to fill STEM-related careers. This research adds to the current body of research

Student Engagement and Blended Learning: Making the Assessment Connection

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Vaughan, Norman

2014-01-01

There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…

Student Engagement with Computer-Generated Feedback: A Case Study

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Zhang, Zhe

2017-01-01

In order to benefit from feedback on their writing, students need to engage effectively with it. This article reports a case study on student engagement with computer-generated feedback, known as automated writing evaluation (AWE) feedback, in an EFL context. Differing from previous studies that explored commercially available AWE programs, this…

Student engagement in mathematics: Development of instrument and validation of construct

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Kong, Qi-Ping; Wong, Ngai-Ying; Lam, Chi-Chung

2003-05-01

Universal education has aggravated the problems of students' disengagement in learning, highlighting in particular, a greater range of motivations to learn and wider diversification in students' interests. Students' engagement with curriculum has become a crucial element in classroom learning. How we cultivate their involvement in the curriculum may be seen as being far more important than the epistemological consideration in the design of the school curriculum. Though aspects of behavioural, affective and cognitive engagements have been revealed in literature, we are still in need of a validated instrument that measures student engagement for further research. In the present study, an instrument of student engagement in the subject area of mathematics was developed through grounded research. Its validity was established by statistical methods

The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

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Kevin R. Clark

2015-01-01

Full Text Available In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities. Changes in the student participants’ perceptions and attitudes were evidenced and evaluated through the completion of a pre- and post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis. Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction. In terms of academic performance, no significant changes were demonstrated between the flipped model of instruction students and those taught in a traditional classroom environment.

Effect of Using Smartphones as Clickers and Tablets as Digital Whiteboards on Students' Engagement and Learning

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Remón, Javier; Sebastián, Víctor; Romero, Enrique; Arauzo, Jesús

2017-01-01

This work addresses the use of tablets and smartphones to enhance both student learning and engagement. Tablets were tested as potential substitutes for digital whiteboards, while smartphones were tested as potential survey media in the classroom using a question and answer method. Two teaching strategies were evaluated and compared: (1)…

The Effects of Autonomy Support on Student Engagement in Peer Assessment

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Yuan, Jiangmei; Kim, ChanMin

2018-01-01

Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. To enhance student engagement in peer assessment, we designed and developed a web-based tool, autonomy-supportive peer assessment (ASPA), to support students' need for autonomy when they conducted peer assessment. Students' sense of…

Using Games to Engage Students in Inquiry

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Byrne, Martha

2017-01-01

This paper discusses the author's experiences of getting advanced undergraduate math students to engage in mathematical inquiry by using games as a vehicle for exploration. The students explored the mathematics behind SET®1, Spot it!®2, Blokus®3, and Six®4. Specifically, we present the experience of the instructor and students and how the games…

Using "Petites Projects" to Further Engage Students in Geography

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Katz, Richard

2013-01-01

The challenge of teaching AP Human Geography to high school students is to make geography relevant, engaging and "real world." Often the pace of teaching AP classes constrains the ability of teachers to do creative projects and truly engage students until after the exam is over in May. In this lesson plan, the author suggests using "Petites…

Engaging Marketing Students: Student Operated Businesses in a Simulated World

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Russell-Bennett, Rebekah; Rundle-Thiele, Sharyn R.; Kuhn, Kerri-Ann

2010-01-01

Engaged students are committed and more likely to continue their university studies. Subsequently, they are less resource intensive from a university's perspective. This article details an experiential second-year marketing course that requires students to develop real products and services to sell on two organized market days. In the course,…

Triumph or Tragedy: Comparing Student Engagement Levels of Members of Greek-Letter Organizations and Other Students.

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Hayek, John C.; Carini, Robert M.; O'Day, Patrick T.; Kuh, George D.

2002-01-01

This study compared the levels of student engagement between fraternity and sorority members and other undergraduate students. After controls, Greek members appeared to be equally and sometimes more engaged in academically challenging tasks, active learning, student-faculty interaction, community service, diversity, satisfaction, and on learning…

School Engagement for Academically At-Risk Students: A Participatory Research Project

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O'Toole, Nadia; Due, Clemence

2015-01-01

While past literature has explored school engagement in older students, there is less research for younger children specifically, and very little which engages children themselves in the research process. This paper provides insight into school engagement for academically at-risk students in the second year of school through a participatory…

Does the amount of school choice matter for student engagement?

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Vaughn, Michael G.; Witko, Christopher

2013-01-01

School choice may increase student engagement by enabling students to attend schools that more closely match their needs and preferences. But this effect on engagement may depend on the characteristics of the choices available. Therefore, we consider how the amount of educational choice of different types in a local educational marketplace affects student engagement using a large, national population of 8th grade students. We find that more choice of regular public schools in the elementary and middle school years is associated with a lower likelihood that students will be severely disengaged in eighth grade, and more choices of public schools of choice has a similar effect but only in urban areas. In contrast, more private sector choice does not have such a general beneficial effect. PMID:23682202

Elementary students' engagement in failure-prone engineering design tasks

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Andrews, Chelsea Joy

Although engineering education has been practiced at the undergraduate level for over a century, only fairly recently has the field broadened to include the elementary level; the pre-college division of the American Society of Engineering Education was established in 2003. As a result, while recent education standards require engineering in elementary schools, current studies are still filling in basic research on how best to design and implement elementary engineering activities. One area in need of investigation is how students engage with physical failure in design tasks. In this dissertation, I explore how upper elementary students engage in failure-prone engineering design tasks in an out-of-school environment. In a series of three empirical case studies, I look closely at how students evaluate failed tests and decide on changes to their design constructions, how their reasoning evolves as they repeatedly encounter physical failure, and how students and facilitators co-construct testing norms where repetitive failure is manageable. I also briefly investigate how students' engagement differs in a task that features near-immediate success. By closely examining student groups' discourse and their interactions with their design constructions, I found that these students: are able to engage in iteration and see failure-as-feedback with minimal externally-imposed structure; seem to be designing in a more sophisticated manner, attending to multiple causal factors, after experiencing repetitive failure; and are able to manage the stress and frustration of repetitive failure, provided the co-constructed testing norms of the workshop environment are supportive of failure management. These results have both pedagogical implications, in terms of how to create and facilitate design tasks, and methodological implications--namely, I highlight the particular insights afforded by a case study approach for analyzing engagement in design tasks.

Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors

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Dykstra Steinbrenner, Jessica R.; Watson, Linda R.

2015-01-01

Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student…

Exploring the Relationship between Student Engagement, Twitter, and a Learning Management System: A Study of Undergraduate Marketing Students

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Williams, David; Whiting, Anita

2016-01-01

Because student engagement is believed to be a predictor of academic achievement, there is significant interest in discovering methods that will improve and increase student engagement at all levels of education. This study investigated the relationship between digital and social media usage and student engagement. In particular, this study sought…

ENGAGEMENT AND BURNOUT AMONG NURSING AND PSYCHOLOGY STUDENTS IN SLOVAKIA

OpenAIRE

Zuzana Škodová; Ľubica Bánovčinová; Petra Lajčiaková

2017-01-01

Aim: The aim of the study was to examine the differences in engagement and burnout syndrome in students of nursing/midwifery and psychology in Slovakia. Design: A cross-sectional design was used. Methods: 171 university students on a baccalaureate program participated in the research (90.9% females; age 20.6 ± 1.3; 80 psychology students, 91 nursing/midwifery students). The School Burnout Inventory (SBI) and Utrecht Work Engagement Scale (UWES) were employed as measurement methods. Results: A...

Potential of Social Networking Sites for Distance Education Student Engagement

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Lester, Jaime; Perini, Michael

2010-01-01

This chapter explores the potential of social networking sites for increasing student engagement for distance education learners. The authors present a modified student engagement model with a focus on the integration of technology, specifically social networking sites for community college distance education learners. The chapter concludes with…

What Secondary Teachers Think and Do about Student Engagement in Mathematics

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Skilling, Karen; Bobis, Janette; Martin, Andrew J.; Anderson, Judy; Way, Jennifer

2016-01-01

What teachers' think about student engagement influences the teaching practices they adopt, their responses to students and the efforts they make in the classroom. Interviews were conducted with 31 mathematics teachers from ten high schools to investigate their perceptions and beliefs about student engagement in mathematics. Teachers also reported…

Data-informed nudges for student engagement and success

OpenAIRE

Stephens, Jason; Leichtweis, Steve; Liu, Danny; Blumenstein, Marion; Richards, Deborah

2018-01-01

Student engagement has never mattered more in college and university education. While the problem of low engagement and underachievement may differ greatly depending on learning contexts their relationship is well-established. Increasingly, digital technologies have allowed teachers to utilize actionable insights gleaned from data about learner engagement and performance to influence students’ choices on regulating their learning behaviour towards academic success. In this context, we apply t...

Student Engagement in the Scottish Quality Enhancement Framework

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Gvaramadze, Irakli

2011-01-01

The research addressed the interplay of student engagement and quality enhancement mechanisms in the Scottish higher education system. The paper demonstrates increasing focus on student learning, learning experience and high-quality learning in the current quality enhancement approaches. The student-university coproduction model is used to…

A Typology of International Student Community Engagement

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Fleischman, David; Raciti, Maria; Lawley, Meredith

2014-01-01

This paper presents an empirical study undertaken to develop a typology of international student community engagement activities that incorporates the perceptions of three key stakeholder groups--the international students, the community and the university. Framed by the notion of value co-creation, our exploratory study was undertaken at a…

Interteach and Student Engagement in Political Science

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Slagter, Tracy H.; Scribner, Druscilla L.

2014-01-01

"Interteach" is a method of guided discussion and feedback developed by Thomas Boyce and Philip Hineline in 2002. This method, primarily used in the psychology classroom, encourages greater student engagement and responsibility for learning by requiring extensive student preparation, peer-to-peer instruction, and peer evaluation. How can…

A Program to Improve Student Engagement at Research-Focused Universities

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Whillans, Ashley V.; Hope, Sally E.; Wylie, Lauren J.; Zhao, Bob; Souza, Michael J.

2018-01-01

Promoting undergraduate engagement is an important and challenging obstacle at large research-focused universities. Thus, the current study evaluated whether a peer-led program of student-geared events could improve engagement among a diverse group of psychology students early on in their degrees. We randomly assigned interested second-year…

Considering the Role of Tutoring in Student Engagement: Reflections from a South African University

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Faroa Brendon Duran

2017-12-01

Full Text Available Student engagement has been defined as the extent to which students are engaged in activities that higher education research has shown to be linked with high-quality learning outcomes. The ubiquitous influence of the term ‘student engagement’ has been felt throughout the higher education landscape.  This is especially true for South African higher education where student success has been poor. South African universities have been tasked to improve the student learning experience as a component of improving success. Some of the innovative teaching and learning practices often highlighted by research which are thought to improve student engagement include: having students adopt teaching roles such as peer assessment, tutoring and mentoring. These practices are thought to promote student engagement, leading to greater student academic success. Tutoring can therefore be seen as one of the key strategies to facilitate student engagement in order to achieve academic success. The following paper considers the role of tutoring in student engagement while reflecting on strategies used at a South African university to address the challenges associated with student success.

Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course

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Soluk, Lauren; Buddle, Christopher M.

2015-01-01

Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education. PMID:26594328

Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course.

Science.gov (United States)

Soluk, Lauren; Buddle, Christopher M

2015-01-01

Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education.

Creating Student Engagement: The Kickstarter Active Learning Project

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Manzon, Elliott

2017-01-01

Students can become disengaged from marketing material if they cannot see the direct application. Marketing material needs to be applied to a meaningful business task to engage and motivate students. This article introduces the Kickstarter Active Learning Project--an innovative semester-long project in which students create a Kickstarter…

Evaluating the Theory of Planned Behavior to explain intention to engage in premarital sex amongst Korean college students: a questionnaire survey.

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Cha, Eun Seok; Doswell, Willa M; Kim, Kevin H; Charron-Prochownik, Denise; Patrick, Thelma E

2007-09-01

To reduce risky adolescent sexual behavior, education programs must be tailored to specific cultures and stage of adolescence. This study describes the self-reported sexual behavior of Korean college students and examines the efficiency of the Theory of Planned Behavior (TpB) in explaining intention of engaging in premarital sex in order to provide insights for a potential sex education program designed to reduce risky sexual behavior. A cross-sectional, correlational design using an exploratory survey method was used. Participants were recruited from a university in Korea with a flyer posted at the entrance of the student health service center, and self-referral in 2004. Male and female unmarried college students aged 18 to 25 were included. Foreign students and students with visible physical problems were excluded. Three hundred and twenty of 550 students returned the questionnaire packets. Final data analysis included 298 students after deleting incomplete data. Participants completed six questionnaires: (1) Background and Sexual Behavior Questionnaire, including items related to perceived risk of sexual behavior, (2) Parent-Adolescent Communication Scale, and four scales related to TpB construct: (3) modified Premarital Sexual Attitude Scale, (4) Referent group Approval of Sex Behavior Scale, (5) Sexual Abstinence Efficacy Scale and (6) modified version of Doswell's Intention of Sexual Behavior Scale. Premarital sexual attitude, abstinence self-efficacy and referent group norms were significant predictors of intention of premarital sex for male students with a large effect, but only attitude and norms predicted intention of premarital sex for female students. The TpB may be an effective theory to guide the development of theory-driven sexual abstinence interventions to reduce risky sexual behavior for Korean males, while the Theory of Reasoned Action may be an effective theory for Korean females.

An Investigation into Student Engagement in Higher Education Classrooms

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Paula Witkowski, PhD

2017-01-01

Full Text Available This article reports on a one-year research project that used peer coaching and collaboration between two reading professors to study the effects of collaborative classroom activities on student engagement. In order to address professors’ concerns about student participation, two undergraduate reading-methods classes were revised through the inclusion of more collaborative learning activities. Classroom observations were conducted to take notes on both pedagogical methods and student response to these methods. Students were also asked to self-assess their engagement in behavioral, cognitive, and affective domains. The results of this research were then used to revise pedagogical techniques in these and other classes.

Teacher performance goal practices and elementary students' behavioral engagement: a developmental perspective.

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Hughes, Jan N; Wu, Wei; West, Stephen G

2011-02-01

We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. Published by Elsevier Ltd.

Engaging Students in Large Health Classes with Active Learning Strategies

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Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy

2017-01-01

Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…

Engaging Students in Learning Science through Promoting Creative Reasoning

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Waldrip, Bruce; Prain, Vaughan

2017-01-01

Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we…

Effect of student engagement on multimedia-assisted instruction

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Hsiu-Ping Yueh

2012-09-01

Full Text Available This study applied multimedia in a general engineering and technology course in Taiwan and evaluated the effectiveness of multimedia-assisted instruction and learning. The course presented trends in technological development and the achievements of Taiwanese industries and research institutes from a historical perspective, and overviewed the technology industries and industrial transformation development in Taiwan. The course units adopted multimedia to support class teaching and student learning, and a survey was conducted to collect students’ attitudes and perception toward multimedia-assisted instruction and learning in the course. Research data were collected from 45 male and 9 female students with varied academic and cultural backgrounds. Results showed that multimedia videos help raise students’ awareness of learning issues, improve their understanding of content, and increase the depth of their learning. Almost all students liked the approach of using multimedia to assist teaching and learning, preferring this approach over traditional lecture-based instruction. They also would recommend this course to their peers. This study also found that the degree of students’ engagement caused variance in the students’ perception of multimedia helpfulness in assisting their learning. Finally, this study further proposes suggestions in both design and research on applications of multimedia-enhanced learning in engineering and technology education.

Flipping College Algebra: Effects on Student Engagement and Achievement

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Ichinose, Cherie; Clinkenbeard, Jennifer

2016-01-01

This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional…

Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in Canadian medical students.

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Babenko, Oksana; Mosewich, Amber; Abraham, Joseph; Lai, Hollis

2018-01-01

To investigate the contributions of psychological needs (autonomy, competence, and relatedness) and coping strategies (self-compassion, leisure-time exercise, and achievement goals) to engagement and exhaustion in Canadian medical students. This was an observational study. Two hundred undergraduate medical students participated in the study: 60.4% were female, 95.4% were 20-29 years old, and 23.0% were in year 1, 30.0% in year 2, 21.0% in year 3, and 26.0% in year 4. Students completed an online survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory-student version; autonomy, competence, and relatedness from the Basic Psychological Needs Scale; self-compassion from the Self-Compassion Scale-short form; leisure-time exercise from the Godin Leisure-Time Exercise Questionnaire; and mastery approach, mastery avoidance, performance approach, and performance avoidance goals from the Achievement Goals Instrument. Descriptive and inferential analyses were performed. The need for competence was the strongest predictor of student engagement (β= 0.35, P= 0.000) and exhaustion (β= -0.33, P= 0.000). Students who endorsed mastery approach goals (β= 0.21, P= 0.005) and who were more self-compassionate (β= 0.13, P= 0.050) reported greater engagement with their medical studies. Students who were less self-compassionate (β= -0.32, P= 0.000), who exercised less (β= -0.12, P= 0.044), and who endorsed mastery avoidance goals (β= 0.22, P= 0.003) reported greater exhaustion from their studies. Students' gender (β= 0.18, P= 0.005) and year in medical school (β= -0.18, P= 0.004) were related to engagement, but not to exhaustion. Supporting students' need for competence and raising students' awareness of self-compassion, leisure-time exercise, and mastery approach goals may help protect students from burnout-related exhaustion and enhance their engagement with their medical school studies.

Using collective argumentation to engage students in a primary mathematics classroom

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Brown, Raymond

2017-02-01

This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints of using CA to enrich student engagement with mathematics. The design of the research was based on a teaching experiment that sought to capture the influence of social and cultural processes on learning and development. Participants included primary and secondary school teachers and their mathematics classes. This article focuses on the practice of one female primary school teacher. Data sources included interview transcripts, report writings, journal entries and observational records. Data were analysed using a participation framework. Findings suggest that aspects of CA such as students explaining and justifying ideas and presenting ideas to the whole class can be used by teachers to promote student engagement with mathematics.

Engaging EFL Students in E-Books Using Reader-Response Theory

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Chou, I-Chia

2015-01-01

E-book reading is generally considered suboptimal because people engaging in e-book reading tend to browse through digital texts. As a result, studies concerning students' e-book preference in academic contexts have shown that students less prefer using e-books than hardcopy books when engaging in academic reading which is considered intensive…

Science and Community Engagement: Connecting Science Students with the Community

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Lancor, Rachael; Schiebel, Amy

2018-01-01

In this article we describe a course on science outreach that was developed as part of our college's goal that all students participate in a meaningful community engagement experience. The Science & Community Engagement course provides a way for students with science or science-related majors to learn how to effectively communicate scientific…

To What Extent Do Teacher-Student Interaction Quality and Student Gender Contribute to Fifth Graders' Engagement in Mathematics Learning?

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Rimm-Kaufman, Sara E.; Baroody, Alison E.; Larsen, Ross A. A.; Curby, Timothy W.; Abry, Tashia

2015-01-01

This study examines concurrent teacher-student interaction quality and 5th graders' (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher-student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed…

Aspects of science engagement, student background, and school characteristics: Impacts on science achievement of U.S. students

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Grabau, Larry J.

Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities. I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school characteristics. Treating aspects of science engagement as outcome variables provided tests for approaches for their enhancement; meanwhile, treating science achievement as the outcome variable provided tests for the influence of the aspects of science engagement on science achievement under appropriate controls. When aspects of science engagement were treated as outcome variables, gender and father's SES had frequent (significant) influences, as did science teaching strategies which focused on applications or models and hands-on activities over-and-above influences of student background and other school characteristics. When science achievement was treated as the outcome variable, each aspect of science engagement was significant, and eight had medium or large effect sizes (future-oriented science motivation was the exception). The science teaching strategy which involved hands-on activities frequently enhanced science achievement over-and-above influences of student background and other school characteristics. Policy recommendations for U.S. science educators included enhancing eight aspects of science engagement and implementing two specific science teaching strategies (focus on applications or models

Problematizing a general physics class: Understanding student engagement

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Spaid, Mark Randall

This research paper describes the problems in democratizing a high school physics course and the disparate engagement students during class activities that promote scientific inquiry. Results from the Learning Orientation Questionnaire (Martinez, 2000) guide the participant observations and semi-formal interviews. Approximately 60% of the participants self-report a "resistant" or "conforming" approach to learning science; they expect to receive science knowledge from the teacher, and their engagement is influenced by affective and conative factors. These surface learners exhibit second order thinking (Kegan, 1994), do not understand abstract science concepts, and learn best from structured inquiry. To sustain engagement, conforming learners require motivational and instructional discourse from their teacher and peers. Resisting learners do not value learning and do not engage in most science class activities. The "performing" learners are able to deal with abstractions and can see relationships between lessons and activities, but they do not usually self-reflect or think critically (they are between Kegan's second order and third order thinking). They may select a deeper learning strategy if they value the knowledge for a future goal; however, they are oriented toward assessment and rely on the science teacher as an authority. They are influenced by affective and conative factors during structured and guided inquiry-based teaching, and benefit from motivational discourse and sustain engagement if they are interested in the topic. The transforming learners are more independent, self-assessing and self-directed. These students are third order thinkers (Kegan, 1994) who hold a sophisticated epistemology that includes critical thinking and reflection. These students select deep learning strategies without regard to affective and conative factors. They value instructional discourse from the teacher, but prefer less structured inquiry activities. Although specific

The journey from texting to applications on personally owned devices to enhance student eEngagement in large lectures: A pilot study

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Trevor Nesbit

Full Text Available Increasing class sizes to gain economies of scale have resulted in less interaction between lecturers and students during lectures. This paper presented the results of a pilot study that set out to examine the use of applications on personally owned devices (APODs to enhance student interaction, participation and engagement in large lectures. The pilot study commences with the development and trial of a text messaging based application, and after a survey of students regarding ownership levels of mobile devices, concludes with the trial of an application developed for mobile devices. The conclusions of the paper highlight that the use of APODs can significantly increase student interaction, participation and engagement in large lectures and identifies implications and opportunities for further research.

Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions

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Durksen, Tracy L.; Way, Jennifer; Bobis, Janette; Anderson, Judy; Skilling, Karen; Martin, Andrew J.

2017-02-01

We started with a classic research question (How do teachers motivate and engage middle year students in mathematics?) that is solidly underpinned and guided by an integration of two theoretical and multidimensional models. In particular, the current study illustrates how theory is important for guiding qualitative analytical approaches to motivation and engagement in mathematics. With little research on how teachers of mathematics are able to maintain high levels of student motivation and engagement, we focused on developing a qualitative framework that highlights the influence of teacher-student interactions. Participants were six teachers (upper primary and secondary) that taught students with higher-than-average levels of motivation and engagement in mathematics. Data sources included one video-recorded lesson and associated transcripts from pre- and post-lesson interviews with each teacher. Overall, effective classroom organisation stood out as a priority when promoting motivation and engagement in mathematics. Results on classroom organisation revealed four key indicators within teacher-student interactions deemed important for motivation and engagement in mathematics—confidence, climate, contact, and connection. Since much of the effect of teachers on student learning relies on interactions, and given the universal trend of declining mathematical performance during the middle years of schooling, future research and intervention studies might be assisted by our qualitative framework.

Combining Chalk Talk with PowerPoint to Increase In-class Student Engagement

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Swati Betharia

2016-11-01

Full Text Available In striving to attain a higher degree of in-class student engagement, and target a larger number of preferred student-learning styles, this case study describes a multimodal teaching approach. PowerPoint slides have gradually gained popularity over the more traditional chalk and talk lecture design. The student population in today’s age seeks more non-passive modes of information delivery. Numerous novel approaches to enhance active learning, such as flipped classroom and problem-based learning, have recently been explored. While working well for therapeutic and lab-based courses, these formats may not be best-suited for all basic science topics. The importance of basic science in a pharmacy curriculum is well emphasized in the 2016 ACPE Standards. To actively involve students in a pharmacology lecture on diuretics, a session was designed to combine the PowerPoint and chalk talk approaches. Students created 10 concept diagrams following an instructor, who explained each step in the process using a document camera. For visual learners, these diagrams provided a layered representation of the information, gradually increasing in complexity. For learners with a preference for the reading learning style, the information was also available in corresponding PowerPoint slides. Scores from pre- and post-session quizzes indicated a high level of concept understanding and recall (median 1 [IQR 0 – 2] vs 4 [IQR 3 – 5]; p<0.001. The student perception survey data reported higher in-class attention levels (76%, an appreciation for the utility of self-created concept diagrams (88%, and a call for additional sessions being presented in this format (73%. Targeting a variety of student learning styles by using the active development of concept diagrams, in addition to traditional PowerPoint slides, can promote student engagement and enhance content understanding.   Type: Case Study

Student Engagement: Stakeholder Perspectives on Course Representation in University Governance

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Carey, Philip

2013-01-01

Student engagement has become a key feature of UK higher education policy and analysis. At the core of this is a notion of engagement characterised by dialogue and joint venture. The article explores this by considering the role of student representation in university governance. It focuses on the system of course representation that is a feature…

Student Engagement in an Independent Research Project: The Influence of Cohort Culture

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Conner, Jerusha O.

2009-01-01

Student engagement is widely viewed as an important antecedent to learning and achievement; however, research finds that engagement declines sharply as students advance through school. This article uses a mixed-methods approach to examine the engagement of high school seniors working on the IB Diploma Program's extended essay. Average engagement…

Citizenship Engagement: Responses from High School Students

OpenAIRE

Martin, Leisa A.

2017-01-01

In the United States, the main mission of social studies education is to prepare students for citizenship. With this in mind, the following study examined 191 high school students’ views on how they demonstrated citizenship. Traditionally with this age group, personally responsible citizenship has been a common form of self-reported citizenship engagement. However, in this study, the students seemed to conceptualize citizenship differently. With the Akwesasne Mohawk students, the European Ame...

Engaging Math-Avoidant College Students

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M. Paul Latiolais

2009-07-01

Full Text Available This paper is an informal, personal account of how we, as two college teachers, became interested in math anxiety, decided to explore it amongst students at our institution in order to inform our teaching, and became convinced that the massive problem is math avoidance. We tried discussion groups, but few students attended, although those that did made useful suggestions. Thus informed, we designed an innovative course, Confronting College Mathematics as a Humanities course with the possibility of credit toward the math requirement, but it was undersubscribed in its first offering and had to be canceled. How can we get college students who avoid math to break through the barrier of math avoidance? We have now begun to explore a new approach: Second Life, where students can engage math—and quantitative literacy—virtually, and anonymously.

Engaging students in community health: a public health advocacy curriculum.

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Curran, Nell; Ned, Judith; Winkleby, Marilyn

2014-03-01

Individual risk assessment and behavior change dominate the content of high school health education instruction whereas broader social, political, and economic factors that influence health-known as upstream causes-are less commonly considered. With input from instructors and students, we developed a 10-lesson experiential Public Health Advocacy Curriculum that uses classroom-based activities to teach high school students about the upstream causes of health and engages them in community-based health advocacy. The Curriculum, most suitable for health- or advocacy-related elective classes or after-school programs, may be taught in its entirety or as single lessons integrated into existing coursework. Although students at many schools are using the Curriculum, it has been formally evaluated with 110 predominantly Latino students at one urban and one semirural public high school in Northern California (six classes). In pre-post surveys, students showed highly significant and positive changes in the nine questions that covered the three main Curriculum domains (Upstream Causes, Community Exploration, and Public Health Advocacy), p values .02 to Curriculum is being widely disseminated without charge to local, national, and international audiences, with the objective of grooming a generation of youth who are committed to the public health perspective to health.

The use of a game-based learning platform to engage nursing students: A descriptive, qualitative study.

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Gallegos, Cara; Tesar, Abigail J; Connor, Kelley; Martz, Kim

2017-11-01

Baccalaureate nursing programs require students to complete a research course, and faculty find it challenging to engage students. Educational gaming has recently gained attention as a technique to motivate students and enhance learning. The purpose of this pilot study was to describe undergraduate nursing students' reflections of their experiences with 3D Gamelab © , a game-based learning platform. A descriptive qualitative research design was used to elicit students' reflections of their experiences. Educational content such as handouts, videos, activities, and recommended resources for a required junior level nursing research course was organized into quests for use in 3D GameLab © . At the end of the semester, students were invited to give their feedback through a survey with open-ended questions. Thematic analysis resulted in the following components of the game-based learning experience: navigation, motivation, gaming concept, knowledge, technology, and target population. Although the overall response to 3D GameLab © in this course was negative, game-based learning does have the potential to engage students and enhance learning. To better understand how educational gaming could be used in nursing, further research should be conducted to determine the most motivating elements and the types of course content best delivered in this manner. Copyright © 2017 Elsevier Ltd. All rights reserved.

Developing a Conceptual Framework for Student Learning during International Community Engagement

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Pink, Matthew A.; Taouk, Youssef; Guinea, Stephen; Bunch, Katie; Flowers, Karen; Nightingale, Karen

2016-01-01

University-community engagement often involves students engaging with people who experience multiple forms of disadvantage or marginalization. This is particularly true when universities work with communities in developing nations. Participation in these projects can be challenging for students. Assumptions about themselves, their professional…

"It's More Than a Class": Leisure Education's Influence on College Student Engagement

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Evans, Kate E.; Hartman, Cindy L.; Anderson, Denise M.

2013-01-01

As universities and colleges continue to seek out ways to improve student engagement on their campuses, attention has been given to the role that on-campus leisure opportunities can play in developing this engagement. Yet, little research has analyzed the influence of leisure education on student engagement in the higher education setting. The…

Searching for Socrates: How to Engage Online Students

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William Swart

2016-08-01

Full Text Available Our university enrolls over 500 students in its online Master of Business Administration (MBA program. In this paper we present tools that were developed to better engage students with their online learning environment. Over 85% of our students reported that individually and collectively these tools were more effective in helping them to understand the material.

Student Engagement at a Large Suburban Community College: Gender and Race Differences

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Sontam, Varalakshmi; Gabriel, George

2012-01-01

Previous research shows that there are individual differences in academic achievement associated with gender and race. Research also suggests that student engagement is an important determinant of student outcomes/achievement. The present study explored student engagement at an extra-large community college. It specifically investigated possible…

An Exploration Of Engagement, Motiviation And Student-Centered Learning In Physical Education

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Barbara WARNER

2015-12-01

Full Text Available This author examines the discrepancy between the known benefits of physical activity and the startling statistics of obesity in children between the ages of 12 and 17. She queries if it is time to look at educators as contributing to this problem and questions if our current teaching styles and curriculum are working for students. In addition, the author explores the question if by allowing our students autonomy, will this equate to engagement and motivation to continue to participate in physical activities? Through a discussion of her personal experiences and a literature review focusing on the areas of autonomy, engagement and motivation, the author shares input into how and why some students experience physical education in a negative manner, and some things that educators can do to improve student engagement and motivation. Her argument demonstrates that an autonomous, student-centered teaching approach will positively affect student engagement, which in turn causes motivation and a desire to participate in life-long physical activity.

Teacher Practices: How They Promote or Hinder Student Engagement in Mathematics

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Skilling, Karen

2014-01-01

With persistent concerns about student engagement, interest and participation in mathematics, this research investigated the range of practices 31 Year 7 mathematics teachers reported using and how they perceived these practices influenced student engagement in mathematics. In-depth interviews revealed similarities in teachers' perceptions of…

Monitoring undergraduate student needs and activities at Experimental Biology: APS pilot survey.

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Nichols, Nicole L; Ilatovskaya, Daria V; Matyas, Marsha L

2017-06-01

Life science professional societies play important roles for undergraduates in their fields and increasingly offer membership, fellowships, and awards for undergraduate students. However, the overall impacts of society-student interactions have not been well studied. Here, we sought to develop and test a pilot survey of undergraduate students to determine how they got involved in research and in presenting at the Experimental Biology (EB) meeting, what they gained from the scientific and career development sessions at the meeting, and how the American Physiological Society (APS) can best support and engage undergraduate students. This survey was administered in 2014 and 2015 to undergraduate students who submitted physiology abstracts for and attended EB. More than 150 students responded (38% response rate). Respondents were demographically representative of undergraduate students majoring in life sciences in the United States. Most students (72%) became involved in research through a summer research program or college course. They attended a variety of EB sessions, including poster sessions and symposia, and found them useful. Undergraduate students interacted with established researchers at multiple venues. Students recommended that APS provide more research fellowships (25%) and keep in touch with students via both e-mail (46%) and social media (37%). Our results indicate that APS' EB undergraduate activities are valued by students and are effective in helping them have a positive scientific meeting experience. These results also guided the development of a more streamlined survey for use in future years. Copyright © 2017 the American Physiological Society.

Turking Statistics: Student-Generated Surveys Increase Student Engagement and Performance

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Whitley, Cameron T.; Dietz, Thomas

2018-01-01

Thirty years ago, Hubert M. Blalock Jr. published an article in "Teaching Sociology" about the importance of teaching statistics. We honor Blalock's legacy by assessing how using Amazon Mechanical Turk (MTurk) in statistics classes can enhance student learning and increase statistical literacy among social science gradaute students. In…

Student engagement and foreign language learning through online social networks

NARCIS (Netherlands)

Akbari, E.; Naderi, A.; Simons, P.R.J.; Pilot, A.

2016-01-01

Introduction Nowadays, one of the most important questions in teaching and learning involves increasing the degree of students’ engagement in learning. According to Astin’s Theory of Student engagement, the best learning environment is one in which it is possible to increase students’ engagement.

The Developmental Characteristics of Engagement in Service-Learning for Chinese College Students

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Guo, Fangfang; Yao, Meilin; Zong, Xiaoli; Yan, Wenfan

2016-01-01

The purpose of this study was to investigate the development characteristics of Chinese college students' engagement during a service-learning project with a case study method: 273 reflective journals from 31 college students who participated in service-learning were analyzed. Results indicated that students' overall engagement showed 4…

Assessing the engagement, learning, and overall experience of students operating an atomic absorption spectrophotometer with remote access technology.

Science.gov (United States)

Erasmus, Daniel J; Brewer, Sharon E; Cinel, Bruno

2015-01-01

The use of internet-based technologies in the teaching of laboratories has emerged as a promising education tool. This study evaluated the effectiveness of using remote access technology to operate an atomic absorption spectrophotometer in analyzing the iron content in a crude myoglobin extract. Sixty-two students were surveyed on their level of engagement, learning, and overall experience. Feedback from students suggests that the use of remote access technology is effective in teaching students the principles of chemical analysis by atomic absorption spectroscopy. © 2014 The International Union of Biochemistry and Molecular Biology.

A survey of work engagement and psychological capital levels.

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Bonner, Lynda

2016-08-11

To evaluate the relationship between work engagement and psychological capital (PsyCap) levels reported by registered nurses. PsyCap is a developable human resource. Research on PsyCap as an antecedent to work engagement in nurses is needed. A convenience sample of 137 registered nurses participated in this quantitative cross-sectional survey. Questionnaires measured self-reported levels of work engagement and psychological capital. Descriptive and inferential statistics were used for data analysis. There was a statistically significant correlation between work engagement and PsyCap scores (r=0.633, pworking at band 5 level reported statistically significantly lower PsyCap scores compared with nurses working at band 6 and 7 levels. Nurses reporting high levels of work engagement also reported high levels of PsyCap. Band 5 nurses might benefit most from interventions to increase their PsyCap. This study supports PsyCap as an antecedent to work engagement.

Civic Engagement and Organizational Learning Strategies for Student Success

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Moore, Tami L.; Mendez, Jesse P.

2014-01-01

Students succeed in college by engaging with faculty, peers, and the community. Institutional leaders can utilize organizational learning strategies to learn what works to support civic learning outcomes and student success.

Student Engagement and Completion in Precalculus Precalculus Mega Section: Efficiently Assisting Student Engagement and Completion with Communications and Information Technology

Science.gov (United States)

Brusi, Rima; Portnoy, Arturo; Toro, Nilsa

2013-01-01

The Precalculus Mega Section project was developed with the main purpose of improving the overall performance of the student body in Precalculus, an important gatekeeper course that affects student engagement and completion, with typical drop/failure rates of over 50 percent. Strategies such as integration of technology and additional practice…

Student engagement and its relationship with early high school dropout.

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Archambault, Isabelle; Janosz, Michel; Fallu, Jean-Sébastien; Pagani, Linda S

2009-06-01

Although the concept of school engagement figures prominently in most school dropout theories, there has been little empirical research conducted on its nature and course and, more importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence. Using a longitudinal sample of 11,827 French-Canadian high school students, we tested behavioral, affective, cognitive indices of engagement both separately and as a global construct. We then assessed their contribution as prospective predictors of school dropout using factor analysis and structural equation modeling. Global engagement reliably predicted school dropout. Among its three specific dimensions, only behavioral engagement made a significant contribution in the prediction equation. Our findings confirm the robustness of the overall multidimensional construct of school engagement, which reflects both cognitive and psychosocial characteristics, and underscore the importance attributed to basic participation and compliance issues in reliably estimating risk of not completing basic schooling during adolescence.

Using Collective Argumentation to Engage Students in a Primary Mathematics Classroom

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Brown, Raymond

2017-01-01

This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints…

BOOSTING STUDENT LIFE SATISFACTION AND ENGAGEMENT TO IMPROVE ONLINE STUDENT RETENTION

DEFF Research Database (Denmark)

Slavensky, Henning; Hansen, Hans Jørgen; Knudsen, Mikael Bergholz

2017-01-01

’ decisions to drop out is their full-time job; having a full-time job while studying full time is very time-consuming. Another reason for the student dropout is a feeling of disconnection with their fellow students and the campus environment. Consequently, various strategies to motivate and retain...... to the students what is expected of them. In addition, we have seen a decrease in students with fulltime jobs who, thus, are able to join the teaching synchronously, engaging them much more directly. This, combined with a new strategy of forming mixed teams of online and on-campus students, has boosted...

Engaging Nursing Students: Integrating Evidence-Based Inquiry, Informatics, and Clinical Practice.

Science.gov (United States)

Keiffer, Melanie R

2017-12-05

The nursing research class requires faculty to create a spirit of inquiry while integrating technology, flexibility, and responsiveness to student needs. This article discusses new pedagogies to actively engage students in the evidence-based nursing process and the achievement of course learning outcomes. Through course exemplar, the author demonstrates a creative method to engage traditional baccalaureate nursing students in a nursing project that links evidence to improved patient outcomes.

Engaging students in a community of learning: Renegotiating the learning environment.

Science.gov (United States)

Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

2018-03-01

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Using Augmented Reality to engage STEM students with an authentic curriculum

Directory of Open Access Journals (Sweden)

M. Hobbs

2016-06-01

Full Text Available This paper reports on the introduction of a set of 'Augmented Reality' (AR tasks, offering an innovative, real world and problem based set of activities for a group of first year University Gaming and Computer Science students. Our initial research identifies a gap in the perceptions of STEM students between the usefulness of discipline based modules and a compulsory 'Professional Development' module where more ‘employability’ based skills were delivered. It had a history of poor student engagement and attendance, and failed to provide a compelling narrative/links to the outside world. The AR tasks were designed to facilitate group-working and multi-channel communication, and to engage students through the use of a more creative technology. Framed as a rich case study, insights are captured through student blogs, video interviews and a questionnaire. Initial findings indicate higher levels of satisfaction and an appreciation of groupwork tasks, enhanced student engagement and a greater awareness of the value of transferable skills.

The Challenges of Defining and Measuring Student Engagement in Science

Science.gov (United States)

Sinatra, Gale M.; Heddy, Benjamin C.; Lombardi, Doug

2015-01-01

Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special…

The Meaning of Student Engagement and Disengagement in the Classroom Context: Lessons from Organisational Behaviour

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Balwant, Paul T.

2018-01-01

Despite the popularity of student engagement and, by association, student disengagement, the academic literature is unclear about the meaning of these terms. This review extends existing conceptual studies of student engagement by offering clear definitions and conceptualisations of both student engagement and disengagement in the classroom…

Active Learning: Engaging Students to Maximize Learning in an Online Course

Science.gov (United States)

Khan, Arshia; Egbue, Ona; Palkie, Brooke; Madden, Janna

2017-01-01

Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty…

Considering the Role of Tutoring in Student Engagement: Reflections from a South African University

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Faroa, Brendon Duran

2017-01-01

Student engagement has been defined as the extent to which students are engaged in activities that higher education research has shown to be linked with high-quality learning outcomes. The ubiquitous influence of the term "student engagement" has been felt throughout the higher education landscape. This is especially true for South…

Factors Affecting Student Engagement in HEIs--It is All about Good Teaching

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Almarghani, Eman M.; Mijatovic, Ivana

2017-01-01

The passive role of students in their learning and education and the absence of student engagement in higher education institutions (HEIs) are quite common in many higher education institutions in developing countries. The main objective of the research presented in this paper is to explore the influential factors on student engagement in HEIs in…

Working toward More Engaged and Successful Accounting Students: A Balanced Scorecard Approach

Science.gov (United States)

Fredin, Amy; Fuchsteiner, Peter; Portz, Kris

2015-01-01

Prior research indicates that student engagement is the key to student success, as measured by college grades, degree completion, and graduate school enrollment. We propose a set of goals and objectives for accounting students, in particular, to help them become engaged not only in the educational process, but also in the accounting profession.…

Teachers and students' divergent perceptions of engagement: recognition of school or work place goals

DEFF Research Database (Denmark)

Jonasson, Charlotte

2012-01-01

In extant research, the concept of student engagement refers to individual behavioural patterns and traits. Recent research indicates that engagement should not only be related to the individual but also should be anchored in the social context. This ethnographic field study of students...... and teachers in a Danish vocational education and training school responds to the need for more knowledge on this theme by exploring the social dynamics of engagement perceptions. Results show that teachers and students held diverging perceptions of student engagement that rested on educational goals as well...

No difference in the intention to engage others in academic transgression among medical students from neighboring countries: a cross-national study on medical students from Bosnia and Herzegovina, Croatia, and Macedonia.

Science.gov (United States)

Đogaš, Varja; Donev, Doncho M; Kukolja-Taradi, Sunčana; Đogaš, Zoran; Ilakovac, Vesna; Novak, Anita; Jerončić, Ana

2016-08-31

To asses if the level of intention to engage others in academic transgressions was comparable among medical students from five schools from neighboring Southern-European countries: Croatia, Bosnia and Herzegovina, and Macedonia; and medical students from western EU studying at Split, Croatia. Five medical schools were surveyed in 2011, with ≥87% of the targeted population sampled and a response rate of ≥76%. Students' intention to engage a family member, friend, colleague, or a stranger in academic transgression was measured using a previously validated the Intention to Engage Others in Academic Transgression (IEOAT) questionnaire and compared with their intention to ask others for a non-academic, material favor. Data on students' motivation measured by Work Preference Inventory scale, and general data were also collected. Multiple linear regression models of the intention to engage others in a particular behavior were developed. The most important determinants of the intention to engage others in academic transgression were psychological factors, such as intention to ask others for a material favor, or students' motivation (median determinant's β of 0.18, P≤0.045 for all), whereas social and cultural factors associated with the country of origin were either weak (median β of 0.07, P≤0.031) or not relevant. A significant proportion of students were aware of the ethical violations in academic transgressions (P≤0.004 for all transgressions), but a large proportion of students also perceived academic cheating as a collective effort and were likely to engage people randomly (P≤0.001 for all, but the most severe transgression). This collective effort was more pronounced for academic than non-academic behavior. Culture differences among neighboring Southern-European countries were not an important determinant of the intention to engage others in academic cheating.

Exercise Participation Motives and Engaging In Sports Activity among University of Ljubljana Students

Science.gov (United States)

Cerar, Katja; Kondrič, Miran; Ochiana, Nicolae; Sindik, Joško

2017-01-01

AIM: The main aim of this study was to examine differences in sport participation motives, the frequency of engaging in sports activities according to gender, region and field of study, but also the association between the incidence of engaging in sports activity and the motivation for sports activity of students at the University of Ljubljana. MATERIAL AND METHODS: Five thousand two hundred seventy-one students completed The Exercise Motivations Inventory (EMI-2), with additional questions about 12 socio-demographic parameters. RESULTS: The results reveal that most of the students are engaged in unorganized sports activities. Male students engage in sports activity more often than female students do. For male students, dominant participation motives are enjoyment, challenge, social recognition, affiliation, competition and strength but also endurance, for female students these are: stress and weight management, revitalisation, ill-health avoidance, positive health, appearance and nimbleness. Gender differences in participation motives are partly reflected also in differences according to the field of study. The correlations between the frequency of engaging in sports activity and the participation motives are mainly statistically significant. We did not find any significant differences in participation motives by region. CONCLUSION: In spite of these discouraging findings, increasing physical activity among students continues to be a national priority. PMID:29104693

Satisfaction and Academic Engagement among Undergraduate Students: A Case Study in Istanbul University

Directory of Open Access Journals (Sweden)

Burcu Ozge Özaslan Caliskan

2016-01-01

Full Text Available Academic engagement used to refer to the extent to which students identify with and value schooling outcomes, and participate in academic and non-academic school activities. This study aims to investigate the academic engagement and satisfaction from the school among the university students. The data is taken from the undergraduate students in School of Transportation & Logistics in Istanbul University. We used a questionnaire that consisted of two parts. First part of the questionnaire is about to measure the students’ academic engagement that is improved by Schaufeli et al. Second part of the questionnaire is about to measure the students’ satisfaction from the school. K-means cluster analysis is used to determine two groups of students, group the students in to two clusters based on their school satisfaction scores. We named these two groups as “satisfied” and “unsatisfied” students. Secondly we investigate the relationships between the satisfaction scores and the academic engagement. By means of T Test we investigate whether the academic engagement differs between the clusters that are determined according to the students’ satisfaction scores. Finally we found that academic engagement differs according to the identified clusters.

Instructor-Created Activities to Engage Undergraduate Nursing Research Students.

Science.gov (United States)

Pierce, Linda L; Reuille, Kristina M

2018-03-01

In flipped or blended classrooms, instruction intentionally shifts to a student-centered model for a problem-based learning approach, where class time explores topics in greater depth, creating meaningful learning opportunities. This article describes instructor-created activities focused on research processes linked to evidence-based practice that engage undergraduate nursing research students. In the classroom, these activities include individual and team work to foster critical thinking and stimulate student discussion of topic material. Six activities for small and large student groups are related to quantitative, qualitative, and both research processes, as well as applying research evidence to practice. Positive student outcomes included quantitative success on assignments and robust student topic discussions, along with instructor-noted overall group engagement and interest. Using these activities can result in class time for the construction of meaning, rather than primarily information transmission. Instructors may adopt these activities to involve and stimulate students' critical thinking about research and evidence-based practice. [J Nurs Educ. 2018;57(3):174-177.]. Copyright 2018, SLACK Incorporated.

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

Science.gov (United States)

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.

Not just robo-students: why full engagement matters and how schools can promote it.

Science.gov (United States)

Conner, Jerusha O; Pope, Denise C

2013-09-01

Research has long linked academic engagement to positive social, psychological, and physical developmental outcomes; however, qualitative studies in high-performing schools find that some students who work hard in school may be compromising their mental and physical health in the pursuit of top grades. Such research calls for closer and more contextualized examinations of the concept of engagement. This study examines academic engagement in a sample of 6,294 students (54 % female; 44 % White, 34 % Asian, and 22 % other racial or ethnic background) attending 15 high-achieving schools. Findings show that two-thirds of students at these schools are not regularly "fully engaged" in their academic schoolwork; that is, they do not regularly report high levels of affective, behavioral and cognitive engagement. Although most students report working hard, few enjoy their schoolwork and find it valuable. This lack of full engagement, particularly the absence of affective and cognitive engagement, is associated with more frequent school stress, higher rates of cheating, and greater internalizing, externalizing, and physical symptoms of stress. The study also finds that full engagement is strongly related to positive teacher-student relationships. Implications for practice and future research are discussed.

Empowering and Engaging Students in Learning Research Methods

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Liu, Shuang; Breit, Rhonda

2013-01-01

The capacity to conduct research is essential for university graduates to survive and thrive in their future career. However, research methods courses have often been considered by students as "abstract", "uninteresting", and "hard". Thus, motivating students to engage in the process of learning research methods has become a crucial challenge for…

Engaging and Assessing Students through their Electronic Devices and Real Time Quizzes

Directory of Open Access Journals (Sweden)

E. Ferrándiz

2016-10-01

Full Text Available This paper describes a teaching experience using Socrative, a third party electronic tool, for real-time questioning in lectures of Econometrics.  Econometrics is a theoretical-practical subject, but traditionally a large proportion of our students tend to focus on the practical and discard the theory, often skipping classes on theory and avoiding studying its content, probably motivated by its complexity. As a consequence, students’ marks obtained in the theoretical part of the exam are usually low. In this context, we put forward a change in our teaching methodology to include the use of Socrative, a freely available app, that allows students to answer teachers’ short, true/false, or multiple choice questions posed during each class using their smartphones (or other electronic devices with Internet connection. The objectives of this project are twofold: 1 to engage students and increase attendance at lectures; 2 to improve feedback on the learning process. The results of a survey of a sample of 186 students reveal that Socrative has been an effective tool for achieving these objectives.

Mask Making in Human Services Education: A Case for Student Engagement

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Lashewicz, Bonnie; McGrath, Jenny; Smyth, Maria

2014-01-01

This article is an examination of strategies for engaging students in programs of human services education. We describe an in class mask-making activity, used by three human services instructors at an undergraduate university in western Canada, as a means of engaging students to grow in individual and collaborative awareness and skills. We present…

Increasing Student Engagement Using Asynchronous Learning

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Northey, Gavin; Bucic, Tania; Chylinski, Mathew; Govind, Rahul

2015-01-01

Student engagement is an ongoing concern for educators because of its positive association with deep learning and educational outcomes. This article tests the use of a social networking site (Facebook) as a tool to facilitate asynchronous learning opportunities that complement face-to-face interactions and thereby enable a stronger learning…

Fostering Student Engagement with the Flip

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Moore, Amanda J.; Gillett, Matthew R.; Steele, Michael D.

2014-01-01

The Common Core Standards for Mathematical Practice (CCSSI 2010) and NCTM's "Focus in High School Mathematics: Reasoning and Sense Making" (2009) present a vision of high school classrooms in which the majority of the activity involves students working on rich mathematical problems and engaging in mathematical discourse. This model…

The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

Science.gov (United States)

Larson, Susan C.

Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to

A confirmatory factor analysis of the Utrecht Work Engagement Scale for Students in a Chinese sample.

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Meng, Lina; Jin, Yi

2017-02-01

Educational institutions play an important role in encouraging students' engagement with course work. Educators are finding instruments to measure students' engagement in order to develop strategies to improve it. Little is known about the factor structure of the Utrecht Work Engagement Scale for Students among Chinese nursing students. The aim of this research was to examine the factor structure of the Utrecht Work Engagement Scale for Students via confirmatory factor analysis. The study used a cross-sectional design. A sample of 480 students from a nursing school in one Chinese university completed the Utrecht Work Engagement Scale for Students. Factor analysis was used to analyze the resulting data. The overall results of internal consistency reliability and confirmatory factor analysis provided evidence supporting the reliability and three-factor structure of the Utrecht Work Engagement Scale for Students. The total internal consistency reliability coefficients were 0.91. Model comparison tests indicated that an oblique factors model that permitted correlations between pairs of error terms fitted the data better than other first-order models. In addition, due to the three strongly intercorrelated factors, a second-order model was found to fit the data well, providing support for the factorial structure of the Utrecht Work Engagement Scale for Students. The findings of confirmatory factor analysis provided evidence supporting the reliability and three-factor structure of the Utrecht Work Engagement Scale for Students when evaluated with a Chinese nursing student sample in this study. Thus, it is appropriate to use The Utrecht Work Engagement Scale for Students in for assessing the engagement among Chinese nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Measuring teaching quality and student engagement in South Korea and The Netherlands

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van de Grift, Wim J.C.; Chun, Seyeoung; Maulana, Ridwan; Lee, Okhwa; Helms-Lorenz, Michelle

2017-01-01

Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the

The Influence of Personal Well-Being on Learning Achievement in University Students Over Time: Mediating or Moderating Effects of Internal and External University Engagement

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Lu Yu

2018-01-01

Full Text Available The current study examined the relationship between students' personal well-being and their learning achievement during university study, and whether such relationship would be mediated or moderated by university engagement. A total of 434 university students from one public university in Hong Kong participated in the study. The participants completed an online survey consisting of personal well-being (cognitive behavioral competence and general positive youth development, university engagement, and learning achievement measures (personal growth, and accumulated GPA as academic achievement at four time points with a 1-year interval. Results showed that personal well-being measured at the beginning of university study positively predicted students' personal growth and academic achievement after 3 years' study. While the internal dimensions of university engagement (academic challenge and learning with peers showed longitudinal significant mediational effect, the external dimensions (experience with faculty and campus environment did not have significant longitudinal moderating effect. Nevertheless, external dimensions of student engagement also showed direct effect on personal growth and academic achievement. The long-standing positive effects of personal well-being on university engagement and subsequently, learning achievement during university years call for more attention to the promotion of holistic development among university students in Hong Kong.

The Influence of Personal Well-Being on Learning Achievement in University Students Over Time: Mediating or Moderating Effects of Internal and External University Engagement

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Yu, Lu; Shek, Daniel T. L.; Zhu, Xiaoqin

2018-01-01

The current study examined the relationship between students' personal well-being and their learning achievement during university study, and whether such relationship would be mediated or moderated by university engagement. A total of 434 university students from one public university in Hong Kong participated in the study. The participants completed an online survey consisting of personal well-being (cognitive behavioral competence and general positive youth development), university engagement, and learning achievement measures (personal growth, and accumulated GPA as academic achievement) at four time points with a 1-year interval. Results showed that personal well-being measured at the beginning of university study positively predicted students' personal growth and academic achievement after 3 years' study. While the internal dimensions of university engagement (academic challenge and learning with peers) showed longitudinal significant mediational effect, the external dimensions (experience with faculty and campus environment) did not have significant longitudinal moderating effect. Nevertheless, external dimensions of student engagement also showed direct effect on personal growth and academic achievement. The long-standing positive effects of personal well-being on university engagement and subsequently, learning achievement during university years call for more attention to the promotion of holistic development among university students in Hong Kong. PMID:29375421

Engaging Millennial Students in Leadership Education

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Arensdorf, Jill R.; Andenoro, Anthony C.

2009-01-01

Leadership, regardless of definition, cannot be taught by a textbook alone, and if educators are to embrace the idea of highly engaged, holistic classrooms for Millennials, they must teach students to participate in real changes as both leaders and followers through practice and experiences. As new generations of young people mature and enter…

Opportunities for Scientists to Engage the Public & Inspire Students in Science

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Vaughan, R. G.; Worssam, J.; Vaughan, A. F.

2014-12-01

Increasingly, research scientists are learning that communicating science to broad, non-specialist audiences, particularly students, is just as important as communicating science to their peers via peer-reviewed scientific publications. This presentation highlights opportunities that scientists in Flagstaff, AZ have to foster public support of science & inspire students to study STEM disciplines. The goal here is to share ideas, personal experiences, & the rewards, for both students & research professionals, of engaging in science education & public outreach. Flagstaff, AZ, "America's First STEM Community," has a uniquely rich community of organizations engaged in science & engineering research & innovation, including the Flagstaff Arboretum, Coconino Community College, Gore Industries, Lowell Observatory, Museum of Northern Arizona, National Weather Service, National Park Service, National Forest Service, Northern Arizona University, Northern Arizona Center for Entrepreneurship & Technology, US Geological Survey, US Naval Observatory, & Willow Bend Environmental Education Center. These organizations connect with the Northern Arizona community during the yearly Flagstaff Festival of Science - the third oldest science festival in the world - a 10 day long, free, science festival featuring daily public lectures, open houses, interactive science & technology exhibits, field trips, & in-school speaker programs. Many research scientists from these organizations participate in these activities, e.g., public lectures, open houses, & in-school speaker programs, & also volunteer as mentors for science & engineering themed clubs in local schools. An example of a novel, innovative program, developed by a local K-12 science teacher, is the "Scientists-in-the-Classroom" mentor program, which pairs all 7th & 8th grade students with a working research scientist for the entire school year. Led by the student & guided by the mentor, they develop a variety of science / technology

A Holocaust Exhibit ePortfolio: Actively Engaging Students

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Jordine, Melissa

2015-01-01

California State University, Fresno is currently considering implementing an ePortfolio requirement for all undergraduate students. The ePortfolio requirement would be introduced primarily to engage students in a HIP (high impact practice) but would also be used for assessment purposes. As a faculty member and a member of the CSU Fresno ePortfolio…

The Influence of Motivational Regulation Strategies on Online Students' Behavioral, Emotional, and Cognitive Engagement

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Park, Sanghoon; Yun, Heoncheol

2018-01-01

Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students' academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and…

Weaving Student Engagement into the Core Practices of Schools. A National Dropout Prevention Center/Network Position Paper

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Dary, Teri; Pickeral, Terry; Shumer, Rob; Williams, Anderson

2016-01-01

This position paper on student engagement is organized in response to major questions on how student engagement aligns with dropout prevention. Through a set of questions and responses, the "Weaving Student Engagement Into the Core Practices of Schools" position paper on student engagement : (1) defines the term "student…

Science Identity's Influence on Community College Students' Engagement, Persistence, and Performance in Biology

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Riccitelli, Melinda

In the United States (U.S.), student engagement, persistence, and academic performance levels in college science, technology, engineering, and mathematics (STEM) programs have been unsatisfactory over the last decade. Low student engagement, persistence, and academic performance in STEM disciplines have been identified as major obstacles to U.S. economic goals and U.S. science education objectives. The central and salient science identity a college student claims can influence his engagement, persistence, and academic achievement in college science. While science identity studies have been conducted on four-year college populations there is a gap in the literature concerning community college students' science identity and science performance. The purpose of this quantitative correlational study was to examine the relationship between community college students claimed science identities and engagement, persistence, and academic performance. A census sample of 264 community college students enrolled in biology during the summer of 2015 was used to study this relationship. Science identity and engagement levels were calculated using the Science Identity Centrality Scale and the Biology Motivation Questionnaire II, respectively. Persistence and final grade data were collected from institutional and instructor records. Engagement significantly correlated to, r =.534, p = .01, and varied by science identity, p < .001. Percent final grade also varied by science identity (p < .005), but this relationship was weaker (r = .208, p = .01). Results for science identity and engagement and final grade were consistent with the identity literature. Persistence did not vary by science identity in this student sample (chi2 =2.815, p = .421). This result was inconsistent with the literature on science identity and persistence. Quantitative results from this study present a mixed picture of science identity status at the community college level. It is suggested, based on the findings

Millennial Filipino Student Engagement Analyzer Using Facial Feature Classification

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Manseras, R.; Eugenio, F.; Palaoag, T.

2018-03-01

Millennials has been a word of mouth of everybody and a target market of various companies nowadays. In the Philippines, they comprise one third of the total population and most of them are still in school. Having a good education system is important for this generation to prepare them for better careers. And a good education system means having quality instruction as one of the input component indicators. In a classroom environment, teachers use facial features to measure the affect state of the class. Emerging technologies like Affective Computing is one of today’s trends to improve quality instruction delivery. This, together with computer vision, can be used in analyzing affect states of the students and improve quality instruction delivery. This paper proposed a system of classifying student engagement using facial features. Identifying affect state, specifically Millennial Filipino student engagement, is one of the main priorities of every educator and this directed the authors to develop a tool to assess engagement percentage. Multiple face detection framework using Face API was employed to detect as many student faces as possible to gauge current engagement percentage of the whole class. The binary classifier model using Support Vector Machine (SVM) was primarily set in the conceptual framework of this study. To achieve the most accuracy performance of this model, a comparison of SVM to two of the most widely used binary classifiers were tested. Results show that SVM bested RandomForest and Naive Bayesian algorithms in most of the experiments from the different test datasets.

Student as producer: research-engaged teaching, an institutional strategy

OpenAIRE

Neary, Mike; Saunders, Gary; Hagyard, Andy; Derricott, Dan

2014-01-01

Student as Producer is a curriculum development project that has been ongoing at the University of Lincoln since 2007. The aim of the project has been to promote research-engaged teaching as the organising principle for teaching and learning across all subjects and all levels of taught provision at Lincoln. While there are many examples of research-engaged teaching in higher education what makes the curriculum distinctive at Lincoln is that research-engaged teaching is the default...

The Particular Aspects of Science Museum Exhibits That Encourage Students' Engagement

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Shaby, Neta; Assaraf, Orit Ben-Zvi; Tal, Tali

2017-06-01

This research explores learning in science museums through the most common activity in a science museum—interaction with exhibits. The goal of this study was to characterize the learning behaviors exhibited by students as they engage with interactive exhibits in order to draw insight regarding the design of the exhibits. In order to do so, we used a qualitative method of observation as well as the Visitor Engagement Framework (VEF) model, a visitor-based framework for assessing visitors' learning experiences with exhibits in a science center setting. The combined method produced a framework of nine learning behaviors exhibited during the visitors' interaction with the exhibits, grouped into three categories that reflect increasing levels of engagement and depth of the learning experience. Our research participants consisted of a total 1800 students aged 10-12 (4th, 5th, and 6th graders) who came to the museum with their class for a day visit. We observed nine exhibits, each visited by 200 students. Our observations revealed several design elements that contribute to engagement with exhibits in science museums. For example, exhibits that have familiar activation encourage visitors' interaction, exhibits that facilitate social interaction are more likely to increase engagement, and the highest levels of engagement can be found in exhibits that support large groups.

Working and Providing Care: Increasing Student Engagement for Part-Time Community College Students

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Leingang, Daniel James

2017-01-01

The purpose of this study was to examine the relationship among external time obligations of work and care giving by part-time students, their participation within structured group learning experiences, and student engagement. The Structured Group Learning Experiences (SGLEs) explored within this study include community college programming…

`Not hard to sway': a case study of student engagement in two large engineering classes

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Shekhar, Prateek; Borrego, Maura

2018-07-01

Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This paper argues that the level of student engagement in active learning classrooms is an interplay of social and physical classroom characteristics. Using classroom observations and instructor interviews, this study describes the influence of the interaction of student response systems and classroom layout on student engagement in two large active-learning-based engineering classrooms. The findings suggest that the use of different student response systems in combination with cluster-style seating arrangements can increase student engagement in large classrooms.

Life Satisfaction and Student Engagement in Adolescents

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Lewis, Ashley D.; Huebner, E. Scott; Malone, Patrick S.; Valois, Robert F.

2011-01-01

Situated within a positive psychology perspective, this study explored linkages between adolescent students' positive subjective well-being and their levels of engagement in schooling. Specifically, using structural equation modeling techniques, we evaluated the nature and directionality of longitudinal relationships between life satisfaction and…

Integration of Education: Using Social Media Networks to Engage Students

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Risa Blair

2014-10-01

Full Text Available Any educator today will tell you that the strategies used in the classroom have evolved and changed with the access everyone has to technology. In a world with constant changes and shifts because of immediate access to information, the way course content is delivered must evolve and adjust to the new ways students learn. Engagement of students in course content and reaching learning objectives are the key elements educators strive for in every course. Enter social media networks and the ability to leverage the user activity with these applications in education. Now, educators can provide content which engages students and meets learning objectives the way students want to learn. By reviewing social media networks: Facebook, Pinterest, Instagram, Blogs, Twitter, and Evernote, educators can position themselves to be as technology-savvy as today's students.

Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in Canadian medical students

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Oksana Babenko

2018-01-01

Full Text Available Purpose To investigate the contributions of psychological needs (autonomy, competence, and relatedness and coping strategies (self-compassion, leisure-time exercise, and achievement goals to engagement and exhaustion in Canadian medical students. Methods This was an observational study. Two hundred undergraduate medical students participated in the study: 60.4% were female, 95.4% were 20–29 years old, and 23.0% were in year 1, 30.0% in year 2, 21.0% in year 3, and 26.0% in year 4. Students completed an online survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory–student version; autonomy, competence, and relatedness from the Basic Psychological Needs Scale; self-compassion from the Self-Compassion Scale–short form; leisure-time exercise from the Godin Leisure-Time Exercise Questionnaire; and mastery approach, mastery avoidance, performance approach, and performance avoidance goals from the Achievement Goals Instrument. Descriptive and inferential analyses were performed. Results The need for competence was the strongest predictor of student engagement (β= 0.35, P= 0.000 and exhaustion (β= −0.33, P= 0.000. Students who endorsed mastery approach goals (β= 0.21, P= 0.005 and who were more self-compassionate (β= 0.13, P= 0.050 reported greater engagement with their medical studies. Students who were less self-compassionate (β= −0.32, P= 0.000, who exercised less (β= −0.12, P= 0.044, and who endorsed mastery avoidance goals (β= 0.22, P= 0.003 reported greater exhaustion from their studies. Students’ gender (β= 0.18, P= 0.005 and year in medical school (β= −0.18, P= 0.004 were related to engagement, but not to exhaustion. Conclusion Supporting students’ need for competence and raising students’ awareness of self-compassion, leisure-time exercise, and mastery approach goals may help protect students from burnout-related exhaustion and enhance their engagement with their medical school

Teacher Morale, Student Engagement, and Student Achievement Growth in Reading: A Correlational Study

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Sabin, Jenny T.

2015-01-01

This research study explored the current state of teacher morale in fourth and fifth grade classrooms in three low socio-economic schools in North Carolina. Additional research questions address correlational relationships among the variables of teacher morale, student engagement, and student achievement growth as measured by the NC Teacher…

Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson's analytical tool

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Patahuddin, Sitti Maesuri; Puteri, Indira; Lowrie, Tom; Logan, Tracy; Rika, Baiq

2018-04-01

This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms of words and actions, the analysis focused on identifying the types of mathematical engagement promoted through the intended lesson and performed by students during the lesson. Using modified Watson's analytical tool (2007), students' engagement was captured from what the participants' did or said mathematically. We found that teachers' enacted practices had an influence on student mathematical engagement. The teacher who demonstrated content in explicit ways tended to limit the richness of the engagement; whereas the teacher who presented activities in an open-ended manner fostered engagement.

Engaging Students In Modeling Instruction for Introductory Physics

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Brewe, Eric

2016-05-01

Teaching introductory physics is arguably one of the most important things that a physics department does. It is the primary way that students from other science disciplines engage with physics and it is the introduction to physics for majors. Modeling instruction is an active learning strategy for introductory physics built on the premise that science proceeds through the iterative process of model construction, development, deployment, and revision. We describe the role that participating in authentic modeling has in learning and then explore how students engage in this process in the classroom. In this presentation, we provide a theoretical background on models and modeling and describe how these theoretical elements are enacted in the introductory university physics classroom. We provide both quantitative and video data to link the development of a conceptual model to the design of the learning environment and to student outcomes. This work is supported in part by DUE #1140706.

How can Gamification Improve MOOC Student Engagement?

OpenAIRE

Khalil, M.F.D.; Ebner, Martin; Admiraal, Wilfried; Pivec, M.; Grundler, J.

2017-01-01

Massive Open Online Courses (MOOCs) require students’ motivation either intrinsically or extrinsically to complete any of its courses. Even though MOOCs enjoy great popularity and bring many benefits to the educational community, some concerns arise with MOOC advancement. In fact, MOOCs are affected by low completion rate and face issues with respect to interactivity and student engagement along MOOC duration, which may convert student excitement to boredom and then drop out at any stage. A k...

I think I can engage my students. Teachers' perceptions of student engagement and their beliefs about being a teacher

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van Uden, J.M.; Ritzen, H.; Pieters, Julius Marie

2013-01-01

Student engagement is an important condition for positive outcomes at school. This study examined whether teachers' motives for being a teacher, their ratings of the relative importance of different teacher competences, their self-efficacy for teaching, and ratings of their own interpersonal teacher

First year university student engagement using digital curation and career goal setting

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Amy Antonio

2015-10-01

Full Text Available The engagement of students is one of the most pressing issues facing higher education in the 21st century. Around the world, participation rates in tertiary education are on the rise and one of the key challenges facing educators is finding ways to engage these students. We present the results of a project that assesses the impact of an engagement strategy in which a cohort of students entering their first year of university (1 establish and maintain a clear goal of their ideal future career and (2 make use of a web-based digital curation tool to research and present their findings. The results demonstrate the effectiveness of the strategy, which could arguably be applied to a broad range of disciplines given that the majority of students today are technologically literate.

Using LectureTools to Enhance Student-Instructor Relations and Student Engagement in the Large Class

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Shaw, Jerie; Kominko, Sofiya; Terrion, Jenepher Lennox

2015-01-01

Positive student-instructor relationships are important for student engagement, motivation, retention and achievement. Yet, as class sizes grow, these relationships can be increasingly difficult to develop. This study explores LectureTools--a web-based student response and learning platform that facilitates communication between instructors and…

Engaging Primary School Students in Mathematics: Can iPads Make a Difference?

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Hilton, Annette

2018-01-01

Research on the impact of the integration of technologies such as iPads on primary students' attitudes and engagement in mathematics is limited. Further, there have been claims that teachers' pedagogical choices can strongly influence the effectiveness of iPads for engaging students in mathematics. This paper presents an investigation of the…

Pitching Environmental Science to Business Majors: Engaging Students in Renewable Energy Choices

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Rodgers, Vikki L.

2014-01-01

This article describes an active learning strategy for engaging undergraduate business students, a group often ignored in scientific pedagogy, in learning about renewable energy technology and associated trade-offs. I designed a small-group activity to appeal to and engage business students, but the exercise could easily be used for a variety of…

Measuring student engagement in science classrooms: An investigation of the contextual factors and longitudinal outcomes

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Spicer, Justina Judy

This dissertation includes three separate but related studies that examine the different dimensions of student experiences in science using data from two different datasets: the High School Longitudinal Study of 2009 (HSLS:09), and a dataset constructed using the Experience Sampling Method (ESM). This mixed-dataset approach provides a unique perspective on student engagement and the contexts in which it exists. Engagement is operationalized across the three studies using aspects of flow theory to evaluate how the challenges in science classes are experienced at the student level. The data provides information on a student's skill-level and efficacy during the challenge, as well as their interest level and persistence. The data additionally track how situations contribute to optimal learning moments, along with longitudinal attitudes and behaviors towards science. In the first part of this study, the construct of optimal moments is explored using in the moment data from the ESM dataset. Several different measures of engagement are tested and validated to uncover relationships between various affective states and optimal learning experiences with a focus on science classrooms. Additional analyses include investigating the links between in the moment engagement (situational), and cross-situational (stable) measures of engagement in science. The second part of this dissertation analyzes the ESM data in greater depth by examining how engagement varies across students and their contextual environment. The contextual characteristics associated with higher engagement levels are evaluated to see if these conditions hold across different types of students. Chapter three more thoroughly analyzes what contributes to students persisting through challenging learning moments, and the variation in levels of effort put forth when facing difficulty while learning in science. In chapter four, this dissertation explores additional outcomes associated with student engagement in science

More than Winning: When Students become Teachers of Civic Engagement

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Markham, Paul N.

2014-01-01

This essay is an account of student civic engagement in action. It stresses the vital role of environments in which students learn to be civic actors. The student experiences recorded in this account point toward a form of campus politics that places students in a role of coworker and cocreator, where they must negotiate differences and…

A sociodrama: an innovative program engaging college students to learn and self-reflect about alcohol use.

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Haleem, Diane M; Winters, Justin

2011-08-01

A sociodrama addressing college drinking.   This article reports on the development, production, and evaluation of an innovative sociodrama addressing college drinking mental health professionals caring for students who drink at levels that cause negative consequences can use techniques addressed in the sociodrama to help students self-reflect on their alcohol use. The goal is to help students make healthy choices to decrease the negative consequences as a result of drinking. A script for the sociodrama was developed and five students acted out the sociodrama. A facilitator engaged the audience of college students, at scripted pauses, during the production to reflect on the scenes presented. The purpose of the sociodrama is to foster a discussion, to aid in student understanding concerning college drinking, to have students consider and commit to use harm reduction techniques, to access resources, and to correct misperceptions about drinking. The sociodrama format can help address communication challenges, problem solving, and self-awareness. Pre- and post-surveys were administered to test commitment to use harm reduction techniques, assess the perception of a student's own drinking pattern to the perception of their fellow student colleague drinking, assess the student use of resources, and assess the effectiveness of the sociodrama as a means of learning. This research was Institutional Review Board approved. Over 41% of students reported not consuming alcohol the last time they partied or socialized yet reported only 3.8% of their students colleagues did not consume alcohol. Most students (94%) reported that drinking five or more drinks would place them at risk as opposed to estimating that the same amount would put fewer students at risk (75%). Students significantly increased their commitment to use harm reduction techniques. A sociodrama is an effective method of involving students in discussions about college drinking and engaging them in conversation and

Keterlibatan Siswa (Student Engagement sebagai Mediator Kompetensi Emosi dan Prestasi Akademik

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I Wayan Dharmayana

2014-02-01

Full Text Available There is a hypothesis that emotional competencies have indirect effects to the academic achievement through school engagement and a higher Academic success requires higher emotional competencies and school engagement. This study aimed to test the hypothesis. It utilized subjects consisting of 417 excellent students. Psychological scale (emotional competence scale, Advanced Progressive Matrices (APM intelligence test and documen-tations were used for collecting the data. A Structural equation modeling of AMOS 6.0 was applied to analyze the data. The important result of this study supported the hypothesis and affirmed that emotional competence indirectly affects the academic achievement through the school engagement. Based on the result of this research, it was suggested that the efforts and interventions have to include the aspects of emotional competence and school engagement as integral parts of educational program in the school. Keywords: emotional competence, student engagement, academic achievement

Longitudinal and Contextual Associations between Teacher-Student Relationships and Student Engagement: A Systematic Review

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Quin, Daniel

2017-01-01

This systematic review examined multiple indicators of adolescent students' engagement in school, and the indicators' associations with teacher-student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed…

Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps

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Helen Willacy

2017-04-01

Full Text Available This paper reports on an aspect of a case study of four 11-to-13-year-old students of a Regional Health School (RHS in New Zealand, using apps on their own mobile devices as part of their mathematics programs. It considers the issue of engaging students in mathematical learning when they are recovering from significant health issues. The paper examines the influence of apps on these students’ engagement with mathematical learning through the facilitation of differentiated learning programs. The research design was a case study with semi-structured interviews, questionnaires and observation used to generate the data. A number of themes arose from the data including both the positive and negative influences of apps on student engagement and the influence of apps on facilitating differentiated learning programs. The results indicated that using apps for mathematics had a positive influence on student engagement for most students. The positive student engagement seemed to be partly due to the apps’ ability to support differentiated learning.

Gamification of the Laboratory Experience to Encourage Student Engagement

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Kevin Drace

2013-08-01

Full Text Available The American Society for Microbiology (ASM Task Force on Curriculum Guidelines for Undergraduate Microbiology Students published recommendations for introductory microbiology courses that suggest teaching specific skill sets in the laboratory beyond just fundamental knowledge and concepts of microbiology (6; however, students can sometimes view a skills-based laboratory experience as a task list of unrelated assignments to complete for a grade. Therefore, providing explicit connections throughout the lecture and laboratory exercises is critical for a truly integrated learning experience. Several pedagogical techniques can provide a coherent framework throughout a course. For example, case-based studies can connect lecture with laboratory skills and increase student engagement by applying newly developed knowledge and skills to tackle real-world simulations (2, 3. One reason that case-based studies succeed is that they can provide intrinsic motivations and an alternate purpose for students to engage with the material. A more recent trend in pedagogy involves using game design elements to increase student engagement and motivation. Gamification is the application of game design (accruing points or badges, reaching significant levels of accomplishment, or other reward elements in a non-game context to motivate or influence participation (1, 5. A natural extension of both of these methods is to gamify a case-based approach where a fictional scenario is presented for students to role-play as scientists using their developed skills to solve a complex problem. The typical microbiology laboratory, as described by the ASM Task Force, can easily incorporate game design elements without extensive modification of the exercises themselves. Instead, gamification involves structuring the lab in a way that gives the course a coherent and unified purpose. This ultimately allows the student to see how the principles and concepts of lecture and laboratory connect

Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures

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Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

2011-01-01

This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…

Engaging Students Emotionally: The Role of Emotional Intelligence in Predicting Cognitive and Affective Engagement in Higher Education

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Maguire, Rebecca; Egan, Arlene; Hyland, Philip; Maguire, Phil

2017-01-01

Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or…

Interactive Digital Textbooks and Engagement: A Learning Strategies Framework

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Bikowski, Dawn; Casal, J. Elliott

2018-01-01

This mixed-methods study explored non-native English speaking students' learning processes and engagement as they used a customized interactive digital textbook housed on a mobile device. Think aloud protocols, surveys of anticipated and actual engagement with the digital textbook, reflective journals, and member checking constituted data…

Selected Screen for Engaging Students in Projectile Motion

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Dramae, A.; Toedtanya, K.; Wuttiprom, S.

2017-09-01

Connecting physics concepts to activities that are interesting to students or what they encounter in everyday life will help students build a strong foundation. When there is an interesting activity for the student, it will result in the student responding, engaging, and enthusiasm in learning. Learning activities that are based on what students are interested in and regularly experience will enable students to understand the long and memorable experience. Both of these will enhance the student’s learning experience. One of the activities that can be described in this research used the learning activity through movies, which is the application of the basic motion projectile for students to understand the characteristics of such movement. It also aims to further develop critical thinking skills of learners.

Focusing on Doctoral Students' Experiences of Engagement in Thesis Work

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Vekkaila, Jenna; Pyhältö, Kirsi; Lonka, Kirsti

2013-01-01

Little is known about what inspires students to be involved in their doctoral process and stay persistent when facing challenges. This study explored the nature of students' engagement in the doctoral work. Altogether, 21 behavioural sciences doctoral students from one top-level research community were interviewed. The interview data were…

Engaging Undergraduate Students in Space Weather Research at a 2- Year College

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Damas, M. C.

2017-07-01

The Queensborough Community College (QCC) of the City University of New York (CUNY), a Hispanic and minority-serving institution, has been very successful at engaging undergraduate students in space weather research for the past ten years. Recently, it received two awards to support student research and education in solar and atmospheric physics under the umbrella discipline of space weather. Through these awards, students receive stipends during the academic year and summer to engage in scientific research. Students also have the opportunity to complete a summer internship at NASA and at other partner institutions. Funding also supports the development of course materials and tools in space weather. Educational materials development and the challenges of engaging students in research as early as their first year will be discussed. Once funding is over, how is the program sustained? Sustaining such a program, as well as how to implement it at other universities will also be discussed.

Mobile Devices: A Distraction, or a Useful Tool to Engage Nursing Students?

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Gallegos, Cara; Nakashima, Hannah

2018-03-01

Engaging nursing students in theoretical courses, such as research, can be challenging. Innovative instructional strategies are essential to engage nursing students in theoretical nursing courses. This article describes an educational innovation using technology as a tool in an undergraduate nursing research class. All students in the course received iPads for the semester. Lecture material was presented in class using Nearpod, an interactive presentation embedded with slides, multimedia components, and learning activities. Students reported that using the mobile technology helped them minimize off-task activities, interact more with each other and the instructor, solve problems in the class, and develop skills and confidence related to their career. Allowing device use in the classroom, such as iPads and interactive mobile applications, can be a useful learning tool. Intentional use of technology and pedagogy can increase engagement and interaction with students. [J Nurs Educ. 2018;57(3):170-173.]. Copyright 2018, SLACK Incorporated.

The Engagement of Students in Higher Education Institutions with the Concepts of Sustainability: A Case Study of the University of Northampton, in England

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Leo Cleverdon

2017-01-01

Full Text Available Across higher education institutions there has, for some time, been a growing move towards incorporation of the concepts of sustainability into the policies and practices of the organisations. Using the University of Northampton, in the United Kingdom as a case study, this project aimed to understand the efficacy of student engagement with a sustainability project called Planet Too. The study employed a range of methods including waste and energy audits, as well as questionnaire surveys both with students and landlords to examine their environmental attitudes, beliefs, and practices. The project was able to lead to increased awareness and engagement with the concepts of sustainability amongst the students. Recycling, though it was not one of the initiatives focused upon, was a key practice mentioned by both students and landlords. The engagement of the landlords was focused primarily on conservation of energy and water. However, conservation practices generally remained static, with limited significant or long-term changes in environmental practices. The key implications of the findings are discussed and recommendations suggested.

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students

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Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students’ development. The dynamic processes and mechanisms of students’ development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students’ engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed. PMID:27445919

Sexual harassment of students - survey results

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Dimitrijević Aleksandra

2017-01-01

Full Text Available This paper aims to present results of the survey on sexual harassment of students of the Faculty of Special Education and Rehabilitation, University of Belgrade. It starts with presenting and discussing different definitions of the term ‘sexual harassment’. Afterwards, a brief overview of available surveys on this subject is provided. Results of the surveys completed so far show that this kind of students’ victimization in educational institutions is frequent in all parts of the world, regardless of the economic, ethnic and religious grounds. The aim of the survey conducted at the Faculty of Special Education and Rehabilitation (FASPER was to identify the prevalence and characteristics of sexual harassment among undergraduate students, as well as possible forms of assistance and support to students who experience sexual harassment. A survey was conducted by the students of FASPER during April and May 2014 on a sample of 147 students of all four years of undergraduate studies. For data collection a victimization survey was used. The survey results suggested that sexual harassment of students of FASPER is prevalent, while it only manifests itself in a form of verbal harassment with a sexual connotation. Female students are more exposed to harassment than male students, but we need to interpret this finding with a caution due to the fact that a sample was mostly consisted of female respondents. According to the students’ opinion, possible solutions for preventing and eliminating sexual harassment of students of FASPER are education of students and employees, adoption of rules for protection of students from this kind of victimization and establishment of support service for students who experience victimization by sexual harassment.

E-learning Based Occupational Therapy Education Leads to Engaged Students

DEFF Research Database (Denmark)

Bensen, Maria; Kolbæk, Ditte

2017-01-01

students engagement in e-learning based professional bachelor educations such as Occupational Therapy (OT). Research questions The research questions in this paper is: On the basis of the OT-students experiences, how can learning activities be supported in a synchronous, virtual learning environment......-education in Denmark. Providers of similar educations can use the results of this study to form the design of e-learning/blended learning in their programme in order to enhance students’ engagement. It also includes a modified, phenomenological way of using memory-work. Why is this interesting? This paper is unique...

The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

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Gray, Julie A.; DiLoreto, Melanie

2016-01-01

Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

Teacher Openness and Prosocial Motivation: Creating an Environment Where Questions Lead to Engaged Students

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Crane, Bret D.

2017-01-01

Evidence suggests that student engagement in the classroom leads to improved learning outcomes. As a result, teachers of management have promoted ways to involve students through Socratic teaching methods, case-based pedagogy, and class discussion. These approaches to learning emphasize the use of questions to stimulate student engagement.…

Engaging Students: The Next Level of Working on the Work

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Schlechty, Phillip C.

2011-01-01

In Phillip Schlechty's best-selling book "Working on the Work", he outlined a motivational framework for improving student performance by improving the quality of schools designed for students. "Engaging Students" offers a next-step resource in which Schlechty incorporates what he's learned from the field and from the hundreds of workshops he and…

Situational Interest, Computer Self-Efficacy and Self-Regulation: Their Impact on Student Engagement in Distance Education

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Sun, Jerry Chih-Yuan; Rueda, Robert

2012-01-01

This study investigates possible relationships among motivational and learning variables (interest, self-efficacy and self-regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall…

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course.

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Shernof, David J; Ruzek, Erik A; Sannella, Alexander J; Schorr, Roberta Y; Sanchez-Wall, Lina; Bressler, Denise M

2017-01-01

The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students ( N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

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David J. Shernof

2017-06-01

Full Text Available The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407 in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor, specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM demonstrated that sitting in the front of the classroom (compared to the sitting in the back, taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

Science.gov (United States)

Shernof, David J.; Ruzek, Erik A.; Sannella, Alexander J.; Schorr, Roberta Y.; Sanchez-Wall, Lina; Bressler, Denise M.

2017-01-01

The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a

The Role of Student-Teacher Ratio in Parents' Perceptions of Schools' Engagement Efforts

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Rodriguez, Raymond J.; Elbaum, Batya

2014-01-01

Research suggests a positive relationship between schools' efforts to engage parents and parents' involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student-teacher ratio as predictors of schools' efforts to engage parents of students receiving special education services. The…

Student Engagement and Leadership of the Transition Planning Process

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Martin, James E.; Williams-Diehm, Kendra

2013-01-01

The Council for Exceptional Children's Division on Career Development and Transition (DCDT) has been a longstanding leader and advocate in the field of secondary education for students with disabilities. This paper traces the history of student engagement in transition planning primarily through the lens of DCDT's journal "Career…

Research on Model of Student Engagement in Online Learning

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Peng, Wang

2017-01-01

In this study, online learning refers students under the guidance of teachers through the online learning platform for organized learning. Based on the analysis of related research results, considering the existing problems, the main contents of this paper include the following aspects: (1) Analyze and study the current student engagement model.…

Research and Teaching: A New Tool for Measuring Student Behavioral Engagement in Large University Classes

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Lane, Erin S.; Harris, Sara E.

2015-01-01

The authors developed a classroom observation protocol for quantitatively measuring student engagement in large university classes. The Behavioral Engagement Related to instruction (BERI) protocol can be used to provide timely feedback to instructors as to how they can improve student engagement in their classrooms.

Financial attitudes, knowledge, and habits of chiropractic students: A descriptive survey

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Lorence, Julie; Lawrence, Dana J.; Salsbury, Stacie A.; Goertz, Christine M.

2014-01-01

Objective: Our purpose was to describe the financial knowledge, habits and attitudes of chiropractic students. Methods: We designed a cross-sectional survey to measure basic financial knowledge, current financial habits, risk tolerance, and beliefs about future income among 250 students enrolled in business courses at one US chiropractic college. Descriptive statistical analyses were performed. Results: We received 57 questionnaires (23% response rate). Most respondents would accumulate over $125,000 in student loan debt by graduation. Financial knowledge was low (mean 77%). Most respondents (72%) scored as average financial risk takers. Chiropractic students reported recommended short-term habits such as having checking accounts (90%) and health insurance (63%) or paying monthly bills (88%) and credit cards (60%). Few saved money for unplanned expenses (39%) or long-term goals (26%), kept written budgets (32%), or had retirement accounts (19%). Conclusion: These chiropractic students demonstrated inadequate financial literacy and did not engage in many recommended financial habits. PMID:24587498

Staying on Track for High School Graduation: Promoting Student Engagement

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Stout, Karen E.; Christenson, Sandra L.

2009-01-01

Students' engagement at school has emerged as a critical factor across hundreds of dropout prevention and recovery programs in the United States. By supporting and improving academic, behavioral, cognitive, and emotional engagement, we can mitigate the risk of dropping out. This article describes the history of school dropout, predictors of…

The Storytelling Project: Innovating to Engage Students in Their Learning

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Miley, Frances

2009-01-01

This research explores the development of issues surrounding and reactions to the use of non-accounting stories in accounting to engage and motivate first-year students. The stories were drawn from the students' main areas of study. Students were challenged to draw analogies between a story and accounting. This process allowed them to create…

Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach

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Yao Xiong

2015-09-01

Full Text Available Students who are enrolled in MOOCs tend to have different motivational patterns than fee-paying college students. A majority of MOOC students demonstrate characteristics akin more to "tourists" than formal learners. As a consequence, MOOC students’ completion rate is usually very low. The current study examines the relations among student motivation, engagement, and retention using structural equation modeling and data from a Penn State University MOOC. Three distinct types of motivation are examined: intrinsic motivation, extrinsic motivation, and social motivation. Two main hypotheses are tested: (a motivation predicts student course engagement; and (b student engagement predicts their retention in the course. The results show that motivation is significantly predictive of student course engagement. Furthermore, engagement is a strong predictor of retention. The findings suggest that promoting student motivation and monitoring individual students’ online activities might improve course retention

Gamification Approach to Enhance Students Engagement in Studying Language course

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Cahyani Andharini Dwi

2016-01-01

Full Text Available Many researchers have attempted to utilize gamification to increase student engagement, motivation and achievement in the classroom with varying degrees of accomplishment. This research attempts to review of existing literature on the subject as well as the implementation of gamification on Language course. It aims to get better understanding of how gamification can efficiently be used in education. This analysis reveals that the underlying fact that make games engaging are already utilized in pedagogical practices. There are two important recommendations from this research. First, use gamified learning scenario as an activity, to encourage students trying new things and avoiding fear to make a mistakes. Secondly, the gamification in education setting needs students to participate deliberately to ensure the gamification retains the game-like nature.

What Drives Student Engagement: Is It Learning Space, Instructor Behavior, or Teaching Philosophy?

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Sawers, Kimberly M.; Wicks, David; Mvududu, Nyaradzo; Seeley, Lane; Copeland, Raedene

2016-01-01

This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influence instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the active learning classroom (ALC) than in the…

Creating Comic Books in Nigeria: International Reflections on Literacy, Creativity, and Student Engagement

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Bitz, Michael; Emejulu, Obiajulu

2016-01-01

This article is an international reflection on literacy, creativity, and student engagement. The authors collaborated to help Nigerian youths and their teachers develop, design, and share original comic books. By leveraging student engagement for literacy learning, the authors highlighted the crucial role of creativity in the classroom. The…

Determining the efficacy of a nanotechnology media product in enhancing children’s engagement with nanotechnology

International Nuclear Information System (INIS)

Waldron, Anna M.; Batt, Carl A.; Lui, Clarissa S.

2011-01-01

Public engagement in nanotechnology media products can lead to a greater interest in understanding of nanotechnology. A study was undertaken to determine middle school student engagement in Nanooze, a magazine featuring nanotechnology research that has been developed for a young adult audience. Teachers at 116 Detroit middle schools distributed two issues of the magazine to their students, and surveys were collected from 870 students after reading the magazines. Results suggest that the majority of students liked reading the magazine and learned something about nanotechnology. Engagement in nanotechnology led to understanding of nanotechnology. The Nanooze magazine was an effective medium for engaging middle school students in learning about nanotechnology.

STUDEnT EnGAGEMEnT AnD PARTnERInG FOR EMPLOYABILITY SKILLS DEVELOPMEnT

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Ebiringa Ofoegbunam Thaddeus

2015-11-01

Full Text Available This study is motivated by the current high rate of graduates’ unemployment in Nigeria, occasioned by poor exposure of students to practical entrepreneurial skills development. The objective is to develop a tripartite partnering (public institutions, private institution and the students model for employability skills development in Nigerian universities. The paper employed survey method for data collection and non-parametric statistics for exploration of entrepreneurial perception of 480 students’ drawn from eight universities in the South East and South regions of Nigeria. The result shows that students that engaged in practical and collaborative entrepreneurial extra curricula activities have had opportunities to be mentored by experienced entrepreneurial minded academic and business leaders. The out-of-classroom experiences equipped them with critical personality traits and business management skills favourable to entrepreneurial venturing upon graduation. Unfortunately, this is not the case for students who are not involved in such extra curricula entrepreneurial activities.

An innovative strategy in evaluation: using a student engagement framework to evaluate a role-based simulation.

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Smith, Morgan; Warland, Jane; Smith, Colleen

2012-03-01

Online role-play has the potential to actively engage students in authentic learning experiences and help develop their clinical reasoning skills. However, evaluation of student learning for this kind of simulation focuses mainly on the content and outcome of learning, rather than on the process of learning through student engagement. This article reports on the use of a student engagement framework to evaluate an online role-play offered as part of a course in Bachelor of Nursing and Bachelor of Midwifery programs. Instruments that measure student engagement to date have targeted large numbers of students at program and institutional levels, rather than at the level of a specific learning activity. Although the framework produced some useful findings for evaluation purposes, further refinement of the questions is required to be certain that deep learning results from the engagement that occurs with course-level learning initiatives. Copyright 2012, SLACK Incorporated.

Immigrant Students’ Emotional and Cognitive Engagement at School: A Multilevel Analysis of Students in 41 countries

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Chiu, Ming Ming; Pong, Suet-ling; Mori, Izumi; Chow, Bonnie Wing-Yin

2014-01-01

Central to student learning and academic success, the school engagement of immigrant children also reflects their adaptation to a primary institution in their new country. Analysis of questionnaire responses of 276,165 fifteen-year-olds (50 % female) and their 10,789 school principals in 41 countries showed that school engagement has distinct, weakly-linked cognitive and emotional components. Native students had weaker attitudes toward school (cognitive engagement) but greater sense of belonging at school (emotional engagement) than immigrant students or students who spoke a foreign language at home. Students with better teacher–student relationships, teacher support or a classroom disciplinary climate often had a greater sense of belonging at school and had better attitudes toward school than other students. While immigrant students often have solid attitudes toward school, teachers can help them feel a greater sense of belonging at school. PMID:22484548

Enhancing student engagement in pre-vocational and vocational education: a learning history

NARCIS (Netherlands)

van Uden, J.M.; Ritzen, H.; Pieters, Julius Marie

2016-01-01

Interest in student engagement has increased over the past decade, which has resulted in increased knowledge about this concept and about the aspects that facilitate engagement. However, as yet, only a few studies have focused on engagement from the perspective of the teacher. In this study, we

Polydrug use among college students in Brazil: a nationwide survey.

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Oliveira, Lúcio Garcia de; Alberghini, Denis Guilherme; Santos, Bernardo dos; Andrade, Arthur Guerra de

2013-01-01

To estimate the frequency of polydrug use (alcohol and illicit drugs) among college students and its associations with gender and age group. A nationwide sample of 12,544 college students was asked to complete a questionnaire on their use of drugs according to three time parameters (lifetime, past 12 months, and last 30 days). The co-use of drugs was investigated as concurrent polydrug use (CPU) and simultaneous polydrug use (SPU), a subcategory of CPU that involves the use of drugs at the same time or in close temporal proximity. Almost 26% of college students reported having engaged in CPU in the past 12 months. Among these students, 37% had engaged in SPU. In the past 30 days, 17% college students had engaged in CPU. Among these, 35% had engaged in SPU. Marijuana was the illicit drug mostly frequently used with alcohol (either as CPU or SPU), especially among males. Among females, the most commonly reported combination was alcohol and prescribed medications. A high proportion of Brazilian college students may be engaging in polydrug use. College administrators should keep themselves informed to be able to identify such use and to develop educational interventions to prevent such behavior.

Findings From the INANE Survey on Student Papers Submitted to Nursing Journals.

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Kennedy, Maureen Shawn; Newland, Jamesetta A; Owens, Jacqueline K

Nursing students are often encouraged or required to submit scholarly work for consideration for publication but most manuscripts or course assignment papers do not meet journal standards and consume valuable resources from editors and peer reviewers. The International Academy of Nursing Editors (INANE) is a group of nurse editors and publishers dedicated to promoting best practices in publishing in the nursing literature. In August 2014, editors at INANE's annual meeting voiced frustrations over multiple queries, poorly written student papers, and lack of proper behavior in following through. This article describes the findings of a survey distributed to INANE members to seek feedback about submissions by students. Fifty-three (53) members responded to an online anonymous survey developed by the INANE Student Papers Work Group. Data were analyzed using descriptive statistics for Likert-type questions and content analysis of open-ended questions. Quantitative data revealed that most editors reported problems with student papers across all levels of graduate programs. Six themes emerged from the qualitative data: submissions fail to follow author guidelines; characteristics of student submissions; lack of professional behavior from students; lack of professional behavior from faculty; editor responses to student submissions; and faculty as mentors. These themes formed the basis for recommendations and strategies to improve student scholarly writing. Overall, editors endorsed supporting new scholars in the publication process but faculty engagement was integral to student success. Copyright © 2016 Elsevier Inc. All rights reserved.

Exploring Student Engagement in STEM Education: An Examination of STEM Schools, STEM Programs, and Traditional Schools

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Franco, M. Suzanne; Patel, Nimisha H.

2017-01-01

High school students' perceptions and experiences regarding student engagement were investigated using 32 focus group sessions across 4 different types of STEM education settings in 2 metropolitan areas in the Midwest. Students' understandings and experiences related to student engagement were reflected via 5 categories: students' thinking of…

High school student's motivation to engage in conceptual change-learning in science

Science.gov (United States)

Barlia, Lily

1999-11-01

This study investigated motivational factors that are related to engaging in conceptual change learning. While previous studies have recognized the resistance of students' scientific conception to change, few have investigated the role that non-cognitive factors might play when students are exposed to conceptual change instruction. Three research questions were examined: (a) What instructional strategies did the teacher use to both promote students' learning for conceptual change and increase their motivation in learning science? (b) What are the patterns of students' motivation to engage in conceptual change learning? And (c) what individual profiles can be constructed from the four motivational factors (i.e., goals, values, self-efficacy, and control beliefs) and how are these profiles linked to engagement (i.e., behavioral and cognitive engagement) in conceptual change learning of science? Eleven twelfth grade students (senior students) and the teacher in which conceptual change approach to teaching was used in daily activities were selected. Data collection for this study included student's self-reported responses to the Motivated Strategies for Learning Questionnaire (MSLQ), classroom observation of students and the teacher, and structured interviews. Analysis of these data resulted in a motivational factor profile for each student and cross case analysis for entire group. Results from this study indicate that each student has different motivation factors that are mostly influenced individual student to learn science. Among these motivation factors, task value and control beliefs were most important for students. The implication of these findings are that teachers need to encourage students to find learning for conceptual change a valuable task, and that students need to find applications for their new conceptions within their everyday lives. In addition, teachers need to encourage students to develop learning strategies for conceptual understanding

Teachers' Conceptions of Student Engagement in Learning: The Case of Three Urban Schools

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Barkaoui, Khaled; Barrett, Sarah Elizabeth; Samaroo, Julia; Dahya, Negin; Alidina, Shahnaaz; James, Carl

2015-01-01

Although student engagement plays a central role in the education process, defining it is challenging. This study examines teachers' conceptions of the social and cultural dimensions of student engagement in learning at three low-achieving schools located in a low socioeconomic status (SES) urban area. Sixteen teachers and administrators from the…

Improving Geoscience Learning and Increasing Student Engagement Using Online Interactive Writing Assignments with Calibrated Peer Review.

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Harbor, Jon

2014-05-01

Peer review is a hallmark of the publication process for scientific research, yet it is rarely used as a pedagogical approach in university geoscience courses. Learning outcomes for university geoscience courses include content knowledge and critical thinking and analysis skills, and often include written communication of scientific issues or concepts. Because lecture and memorization is not the most effective learning approach for many students, instructors are increasingly exploring teaching approaches that involve active engagement. In this context, writing assignments that engage students in using content, constructing arguments, and critiquing other students' work are highly desirable. However, many of us struggle with extensive writing requirements in our courses because the workload associated with having the instructor provide detailed comments on writing is daunting, especially in large-enrollment courses, and organizing effective peer review by students is very challenging. Calibrated Peer Review (CPR) is a web-based program that involves students in writing and in reviewing each other's writing. It is designed to allow for more involved writing and feedback experiences with much less instructor time. Here we report on the results of a qualitative-methods analysis of narrative survey responses from students using CPR in an introductory geoscience class. In addition to an impact on the students' writing and their understanding of what goes in to effective writing, the results indicate that CPR acted as reinforcement for content learning, and an impetus for gaining a deeper understanding of content material. It allowed students to see how other students explained and analyzed content, and to check their understanding of a topic in relation to other students in the class. Not surprisingly, the instructor reported that students performed far better on exam questions that tested knowledge covered by CPR assignments.

Development, validation, and factorial comparison of the McGill Self-Efficacy of Learners For Inquiry Engagement (McSELFIE) survey in natural science disciplines

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Ibrahim, Ahmed; Aulls, Mark W.; Shore, Bruce M.

2016-11-01

Sociocognitive theory [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall; Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184. doi:10.1037/0003-066x.44.9.1175; Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287. doi:10.1016/0749-5978(91)90022-L] accords high importance to the mechanisms of human agency and how they are exercised through self-efficacy. In this paper, we developed and validated the McGill Self-Efficacy For Inquiry Engagement (McSELFIE) instrument with undergraduate students in natural science disciplines. We defined inquiry engagement as carrying out the practices of science (POS) that are supported by students' personality characteristics (SPCs) and that result in achieving inquiry-learning outcomes (ILOs). Based on these theoretical perspectives, the McSELFIE is a 60-item, learner-focused survey that addresses three components that are theoretically important for engaging in scientific inquiry: (a) SPCs, (b) ILOs, and (c) POS. Evidence for construct and content validity were obtained by using experts' judgments and confirmatory factor analysis with a sample of 110 undergraduate students enrolled in science disciplines. Internal consistency of the factors and instrument was also examined. The McSELFIE instrument is a reliable and valid instrument for measuring science undergraduate students' self-efficacy for inquiry engagement. Matched pairs analyses were conducted among the instruments' factors. Students reported the highest self-efficacy for openness, applying knowledge, and carrying out investigations. Students reported the lowest self-efficacy for extraversion, understanding metacognitive knowledge, and planning investigations. Theoretical and practical implications are discussed.

Using Online Video to Support Student Learning and Engagement

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Sherer, Pamela; Shea, Timothy

2011-01-01

Online videos are used increasingly in higher education teaching as part of the explosion of Web 2.0 tools that are now available. YouTube is one popular example of a video-sharing resource that both faculty and students can use effectively, both inside and outside of the classroom, to engage students in their learning, energize classroom…

The Interplay of Students' School Engagement, School Self-Concept and Motivational Relations during Adolescence.

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Bakadorova, Olga; Raufelder, Diana

2017-01-01

Existing literature evidences the association between adolescents' school self-concept and engagement, both concepts being related to students' perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 ( M age = 13.7, SD = 0.53; 53.9% girls) and 845 9th grade students at T2 ( M age = 14.86; SD = 0.57; 55% girls) from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students' perception of peers as positive motivators (PPMs) at the beginning of 8th grade (T1) positively predicts their behavioral school engagement at the end of 9th grade (T2), as well as emotional school engagement at the beginning of 8th grade positively predicts students' perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student's school self-concept at T2.

Exploring a Middle Ground Engagement with Students in a Social Learning Environment.

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Smith, Anne M. J.; Campbell, Sonya

2012-01-01

The twenty first century student demands more from universities in terms of engagement that is flexible, accessible and immediate. This means universities revisiting their engagement agenda at a time when financial constraints can least afford expensive technologies and resource dependent engagement solutions. Solutions are likely to be varied…

The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement.

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Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke

2015-12-01

The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. This study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure, involvement) may explain gender differences in engagement (mediation hypothesis), and (3) whether and which of these teacher support dimensions matter more for boys' as opposed to girls' engagement (moderation or differential effects hypothesis). A total of 385 Grade 7 students and their 15 language teachers participated in this study. Teacher support was assessed through student reports. Student engagement was measured using student, teacher, and observer reports. By means of structural equation modelling, the mediating role of the teacher support dimensions for gender differences in behavioural engagement was tested. The potential differential role of the teacher support dimensions for boys' and girls' engagement was investigated through multigroup analysis. Boys were less engaged than girls and reported lower support from their teacher. Autonomy support and involvement partially mediated the relationship between gender and behavioural engagement. Autonomy support was demonstrated to be a protective factor for boys' engagement but not for girls'. Structure and involvement contributed equally to engagement for both sexes. Although involvement and autonomy support partly explained the gender gap in engagement (mediation hypothesis), more support was found for differential effects of autonomy support on boys' versus girls' engagement (differential effects hypothesis). © 2015 The British Psychological Society.

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students.

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Li, Ping; Zhou, Nan; Zhang, Yuchi; Xiong, Qing; Nie, Ruihong; Fang, Xiaoyi

2017-01-01

School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students' school engagement on their academic achievement, considerably less research has investigated the effect of high school students' prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck's social-cognitive theory of motivation, we further examined the moderating effect of students' theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students' prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents' school engagement. Implications and future research directions were discussed.

What Can Secondary School Students Teach Educators and School Nurses about Student Engagement in Health Promotion? A Scoping Review

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Beck, Amy J.; Reilly, Sandra M.

2017-01-01

Student engagement represents a critical component of a comprehensive school health (CSH) approach to health promotion. Nevertheless, questions remain about its implementation. This scoping review updates the field of student engagement in health promotion. Of the 1,388 located articles, 14 qualify for inclusion in this study. An analysis reveals…

An Analysis of the Student Course Engagement Questionnaire (SCEQ) in Large-Section Marketing Principles Classes

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Taylor, S. A.; Goodwin, S. A.; Melton, H.; Hunter, G.

2011-01-01

Student engagement is a significant challenge facing administrators and faculty at institutions of higher learning (Carle, Jafee, Vaughn, & Eder, 2009). While the research emphasis to this point has been on students' perceptions of overall engagement (macro-engagement) across all of their experiences within a university, the authors assert that it…

Moving Beyond Concepts: Getting Urban High School Students Engaged in Science through Cognitive Processes

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Singh, Renu

In order to maintain its global position, the United States needs to increase the number of students opting for science careers. Science teachers face a formidable challenge. Students are not choosing science because they do not think coursework is interesting or applies to their lives. These problems often compound for adolescents in urban areas. This action research investigated an innovation aimed at engaging a group of adolescents in the science learning process through cognitive processes and conceptual understanding. It was hoped that this combination would increase students' engagement in the classroom and proficiency in science. The study was conducted with 28 juniors and sophomores in an Environmental Science class in an urban high school with a student body of 97% minority students and 86% students receiving free and reduced lunch. The study used a mixed-methods design. Instruments included a pre- and post-test, Thinking Maps, transcripts of student discourse, and a two-part Engagement Observation Instrument. Data analysis included basic descriptives and a grounded theory approach. Findings show students became engaged in activities when cognitive processes were taught prior to content. Furthermore it was discovered that Thinking Maps were perceived to be an easy tool to use to organize students' thinking and processing. Finally there was a significant increase in student achievement. From these findings implications for future practice and research are offered.

Web-based feedback after summative assessment: how do students engage?

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Harrison, C.J.; Konings, K.D.; Molyneux, A.; Schuwirth, L.W.; Wass, V.; Vleuten, C.P.M. van der

2013-01-01

CONTEXT: There is little research into how to deliver summative assessment student feedback effectively. The main aims of this study were to clarify how students engage with feedback in this context and to explore the roles of learning-related characteristics and previous and current performance.

Impact of psychosocial training on burnout, engagement and resilience among students

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Zuzana Škodová

2015-09-01

Full Text Available Aim: The objective of the study was to investigate the effect of psychosocial training, with a focus on increasing social and coping skills, on the levels of burnout and engagement in students in various healthcare professions. Design: A quasi-experimental design was used in the present study. Methods: 97 students (20.2 ‘ 1.49; 95.9% female of psychology, nursing and midwifery participated in the research (50 students in an experimental group receiving psychosocial training, and 47 students in a control group. To measure burnout, the School Burnout Inventory (SBI, Antonovski Sense of Coherence Scale (SOC, Utrecht Work Engagement Scale (UWES and Baruth Protective Factors Inventory (BPFI were employed. Data were statistically analyzed using correlation analysis, Student's t-test, and the ANOVA with LSD post hoc tests. Results: A statistically significant decrease in burnout syndrome (95 % CI: 5.26; 11.94, and an increased sense of coherence (95 % CI: -11.48; -3.37 and resilience (95 % CI: -7.92; -1.70 were found in the experimental group of students after psychosocial training, while no significant changes were observed in the control group. Research assumptions regarding engagement were not confirmed. Conclusion: The research study has shown that psychosocial training as a method has a positive effect on burnout syndrome and related personality characteristics among students of the healthcare professions, and is thus a relevant and appropriate method of burnout prevention.

Lights! Camera! Action Projects! Engaging Psychopharmacology Students in Service-based Action Projects Focusing on Student Alcohol Abuse.

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Kennedy, Susan

2016-01-01

Alcohol abuse continues to be an issue of major concern for the health and well-being of college students. Estimates are that over 80% of college students are involved in the campus "alcohol culture." Annually, close to 2000 students die in the United States due to alcohol-related accidents, with another 600,000 sustaining injury due to alcohol-related incidents (NIAAA, 2013). Students enrolled in a Psychopharmacology course engaged in action projects (community outreach) focused on alcohol abuse on our campus. Research has indicated that these types of projects can increase student engagement in course material and foster important skills, including working with peers and developing involvement in one's community. This paper describes the structure and requirements of five student outreach projects and the final projects designed by the students, summarizes the grading and assessment of the projects, and discusses the rewards and challenges of incorporating such projects into a course.

Measuring Diversity and Inclusion in Academic Medicine: The Diversity Engagement Survey (DES)

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Person, Sharina D.; Jordan, C. Greer; Allison, Jeroan J.; Fink Ogawa, Lisa M.; Castillo-Page, Laura; Conrad, Sarah; Nivet, Marc A.; Plummer, Deborah L.

2018-01-01

Purpose To produce a physician and scientific workforce capable of delivering high quality, culturally competent health care and research, academic medical centers must assess their capacity for diversity and inclusion and respond to identified opportunities. Thus, the Diversity Engagement Survey (DES) is presented as a diagnostic and benchmarking tool. Method The 22-item DES connects workforce engagement theory with inclusion and diversity constructs. Face and content validity were established based on decades of previous work to promote institutional diversity. The survey was pilot tested at a single academic medical center and subsequently administered at 13 additional academic medical centers. Cronbach alphas assessed internal consistency and Confirmatory Factor Analysis (CFA) established construct validity. Criterion validity was assessed by observed separation in scores for groups traditionally recognized to have less workforce engagement. Results The sample consisted of 13,694 individuals at 14 medical schools from across the U.S. who responded to the survey administered between 2011– 2012. The Cronbach alphas for inclusion and engagement factors (range: 0.68 to 0.85), CFA fit indices, and item correlations with latent constructs, indicated an acceptable model fit and that questions measured the intended concepts. DES scores clearly distinguished higher and lower performing institutions. The DES detected important disparities for black, women, and those who did not have heterosexual orientation. Conclusions This study demonstrated that the DES is a reliable and valid instrument for internal assessment and evaluation or external benchmarking of institutional progress in building inclusion and engagement. PMID:26466376

High school dropouts: interactions between social context, self-perceptions, school engagement, and student dropout.

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Fall, Anna-Mária; Roberts, Greg

2012-08-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd.

A + (B[subscript 1]) Professor--student Rapport + (B[subscript 2]) Humor + (B[subscript 3]) Student Engagement = (Y) Student Ratings of Instructors

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Richmond, Aaron S.; Berglund, Majken B.; Epelbaum, Vadim B.; Klein, Eric M.

2015-01-01

Teaching effectiveness is often evaluated through student ratings of instruction (SRI). Research suggests that there are many potential factors that can predict student's perceptions of teaching effectiveness such as professor-student rapport, student engagement, and perceived humor of the instructor. Therefore, we sought to assess whether…

Gamification for Engaging Computer Science Students in Learning Activities: A Case Study

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Ibáñez, Maria-Blanca; Di-Serio, Ángela; Delgado-Kloos, Carlos

2014-01-01

Gamification is the use of game design elements in non-game settings to engage participants and encourage desired behaviors. It has been identified as a promising technique to improve students' engagement which could have a positive impact on learning. This study evaluated the learning effectiveness and engagement appeal of a gamified learning…

Student Use of Technology in Class: Engaged or Unplugged?

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La Roche, Claire R.; Flanigan, Mary A.

2013-01-01

In recent years, there has been a great deal of discussion about the need for student engagement and a meaningful connection in the classroom. With the advent of cell phones, computers and the Internet, students are more connected to, and, at the same time, more disconnected from each other than ever before. We are living in the age of exponential…

Service Learning and Multiple Models of Engaged Citizenship

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Reich, Robert

2005-01-01

American high school and university students perform community service in record numbers. According to the most recent survey of incoming university freshman, more than 80 percent of students undertook volunteer work in high school. While volunteering is on the rise, political interest and engagement among youth is declining. These two trends lead…

Engagement and skill development in biology students through analysis of art.

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Milkova, Liliana; Crossman, Colette; Wiles, Stephanie; Allen, Taylor

2013-01-01

An activity involving analysis of art in biology courses was designed with the goals of piquing undergraduates' curiosity, broadening the ways in which college students meaningfully engage with course content and concepts, and developing aspects of students' higher-level thinking skills, such as analysis, synthesis, and evaluation. To meet these learning outcomes, the activity had three key components: preparatory readings, first-hand visual analysis of art during a visit to an art museum, and communication of the analysis. Following a presentation on the methodology of visual analysis, students worked in small groups to examine through the disciplinary lens of biology a selection of approximately 12 original artworks related in some manner to love. The groups then developed and presented for class members a mini-exhibition of several pieces addressing one of two questions: 1) whether portrayals of love in art align with the growing understanding of the biology of love or 2) whether the bodily experience of love is universal or, alternatively, is culturally influenced, as is the experience of depression. Evaluation of quantitative and qualitative assessment data revealed that the assignment engaged students, supported development of higher-level thinking skills, and prompted meaningful engagement with course material.

Blended learning: how can we optimise undergraduate student engagement?

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Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria

2016-08-04

Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.

Using the Partial Credit Model to Evaluate the Student Engagement in Mathematics Scale

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Leis, Micela; Schmidt, Karen M.; Rimm-Kaufman, Sara E.

2015-01-01

The Student Engagement in Mathematics Scale (SEMS) is a self-report measure that was created to assess three dimensions of student engagement (social, emotional, and cognitive) in mathematics based on a single day of class. In the current study, the SEMS was administered to a sample of 360 fifth graders from a large Mid-Atlantic district. The…

Engaging medical students in the feedback process.

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Rogers, David A; Boehler, Margaret L; Schwind, Cathy J; Meier, Andreas H; Wall, Jarrod C H; Brenner, Michael J

2012-01-01

There are potential advantages to engaging medical students in the feedback process, but efforts to do so have yielded mixed results. The purpose of this study was to evaluate a student-focused feedback instructional session in an experimental setting. Medical students were assigned randomly to either the intervention or control groups and then assigned randomly to receive either feedback or compliments. Tests of knowledge, skills, and attitudes were given before and after the intervention. There was a significant gain of knowledge and skill in the group that received instruction. Satisfaction was higher after compliments in the control group but higher after feedback in the instructional group. There was no change in the subject's willingness to seek feedback. A student-focused component should be carefully included as part of an overall effort to improve feedback in surgical education. The role of medical student attitudes about feedback requires further investigation. Copyright © 2012 Elsevier Inc. All rights reserved.

Personality and professional commitment of students in nursing, social work, and teaching: A comparative survey.

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Nesje, Kjersti

2016-01-01

Nurses are often portrayed as possessing specific traits and dispositions associated with care and empathy. The assumption has been that possessing these traits makes nurses competent, engaged, and well suited to their job. This proposition has been mostly normative, and few studies have investigated how this plays out empirically. The aims of this study were to investigate (a) whether possessing a personality trait related to empathy and care was more common among nursing students than students in teaching and social work programs and (b) whether nursing students possessing an affirming personality trait judged themselves to be more suited to their future work - understood as commitment to the profession - than students in teaching and social work. A cross-sectional survey design was used. All first-year students attending seven Norwegian universities and university colleges were invited to participate in the study. Of the 1675 students who participated in the survey, 527 were nursing students, 668 were students in teaching, and 480 were social work students. A response rate of 65 percent was achieved. The survey was conducted by Oslo and Akershus University College in the autumn of 2012. Data collection methods included both a paper-and-pencil questionnaire and an online survey. Instruments used included Blau's Career Commitment Scale and Orlinsky and Rønnestad's Interpersonal Adjective Scale. Analysis of variance and regression analysis were performed on the data. Nursing students did not differ from students in teaching and social work programs in terms of the degree of affirming personality trait. Furthermore, the regression analysis revealed an equally strong association between having an affirming personality trait and being committed to the profession among all these student groups. The results of this study indicate that the narrative of nursing students as individuals who possess a special personality characteristic does not entirely reflect reality

Digital Downsides: Exploring University Students' Negative Engagements with Digital Technology

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Selwyn, Neil

2016-01-01

Digital technologies are now an integral feature of university study. As such, academic research has tended to concentrate on the potential of digital technologies to support, extend and even "enhance" student learning. This paper, in contrast, explores the rather more messy realities of students' engagements with digital technology. In…

The Effects of Instructional Design on Student Engagement with Video Lectures at Cyber Universities

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Jamie Costley

2017-05-01

Full Text Available Aim/Purpose: The number of students enrolled in online courses that use video lectures is on the rise. However, research shows that the number of students watching video lectures is low, and the number watching videos to completion is even lower. Background: This paper seeks to understand this problem by looking for correlations between instructional design and student engagement with video lectures. Methodology: Students at a cyber-university in South Korea (n=1801 were surveyed on their perception of the instructional design used in the courses they took and their engagement with online video lectures. Contribution: This paper contributes to the body of knowledge by demonstrating positive correlations between instructional design, watching, and finishing video lectures. Findings: While most other research has found low levels of online lecture viewership, this paper found significantly higher numbers watching and finishing videos. Other major findings of the paper are that five key elements of instructional design for online learning environments (designing methods, setting the curriculum, establishing time parameters, establishing netiquette, and utilizing the medium effectively all correlated positively with students watching and finishing video lectures. Recommendations for Practitioners\t: Based on findings in this paper, it is recommended that practitioners consider taking actions when designing their instruction for online courses. These include batching their video lectures together by topic, devoting greater resources to helping students utilize the medium, and communicate time parameters in a way that encourages students to view video lectures in a timely manner. Recommendation for Researchers: As the watching of video lectures in this study was mandatory for learners, an interesting area of further research would be to examine whether that decision led to higher numbers of students watching them. Future Research: It is important for

How Much Does Student Engagement with Videos and Forums in a MOOC Affect Their Achievement?

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Bonafini, Fernanda Cesar; Chae, Chungil; Park, Eunsung; Jablokow, Kathryn Weed

2017-01-01

Engagement in Massive Open Online Courses (MOOCs) is based on students who self-organize their participation according to their own goals and interests. Visual materials such as videos and discussion forums are basic ways of engaging students in MOOCs. Student achievement in MOOCs is typically measured using assessments distributed throughout the…

Student Engagement in Public Universities in the Context of University of Raparin Kurdistan Region--Iraq

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Ahmad, Paiman Ramazan

2015-01-01

To the best of our knowledge this is the first attempt to investigate student engagement in learning within the Kurdistan region in general and at University of Raparin in particular. Student engagement, self-learning, faculty-student interaction and promoting personal responsibility, besides environment of learning are the components for this…

Using Game Development to Engage Students in Science and Technology

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Wiacek, John

2011-01-01

Game design workshops, camps and activities engage K-12 students In STEM disciplines that use game engine and development tools. Game development will have students create games and simulations that Will inspire them to love technology while learning math, physics, and,logic. By using tools such as Gamemaker, Alice, Unity, Gamesalad and others, students will get a sense of confidence and accomplishment creating games and simulations.

Elementary Science Instruction: Examining a Virtual Environment for Evidence of Learning, Engagement, and 21st Century Competencies

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