Showing papers on "Student engagement published in 2016"
TL;DR: Higher education in the United Kingdom has rather lagged behind other countries in developing an interest in, scholarly research on, and realisation about the importance of student engagement as mentioned in this paper. This...
Abstract: Higher Education in the United Kingdom has rather lagged behind other countries in developing an interest in, scholarly research on, and realisation about the importance of student engagement. This...
511 citations
TL;DR: This essay reviews literature relevant to cognitive load, student engagement, and active learning and suggests practical ways instructors can use these principles when using video as an educational tool.
Abstract: Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool
485 citations
TL;DR: It is found that gamified learning interventions have a positive impact on student learning and the impact of intrinsic and extrinsic motivation varies depending on whether the student is motivated intrinsically or extrinsically.
Abstract: The literature suggests that gamified learning interventions may increase student engagement and enhance learning. We empirically investigate this by exploring the impact of intrinsic and extrinsic motivation on the participation and performance of over 100 undergraduate students in an online gamified learning intervention. The paper makes a number of contributions. First, by synthesizing the literature the central concepts required for a learning intervention to be considered gamified are mapped and the development of an online gamified learning intervention is described. Second, the effect of gamification on learning outcomes is examined using a pre- and post-intervention survey. We find that gamified learning interventions have a positive impact on student learning. Third, our results show that while generally positive, the impact of gamified intervention*ns on student participation varies depending on whether the student is motivated intrinsically or extrinsically. These findings will be of practical ...
449 citations
TL;DR: The authors adopted a dual-process model within a self-determination theory framework to investigate why students sometimes veer toward a longitudinal trajectory of classroom engagement during the semester and why they other times tend toward a trajectory of rising disengagement.
430 citations
TL;DR: In this article, the authors explore the relationships between student engagement, co-creation and student-staff partnership before providing a typology of the roles students can assume in working collaboratively with staff.
Abstract: Against a backdrop of rising interest in students becoming partners in learning and teaching in higher education, this paper begins by exploring the relationships between student engagement, co-creation and student–staff partnership before providing a typology of the roles students can assume in working collaboratively with staff. Acknowledging that co-creating learning and teaching is not straightforward, a set of examples from higher education institutions in Europe and North America illustrates some important challenges that can arise during co-creation. These examples also provide the basis for suggestions regarding how such challenges might be resolved or re-envisaged as opportunities for more meaningful collaboration. The challenges are presented under three headings: resistance to co-creation; navigating institutional structures, practices and norms; and establishing an inclusive co-creation approach. The paper concludes by highlighting the importance of transparency within co-creation approaches and of changing mindsets about the potential opportunities and institutional benefits of staff and students co-creating learning and teaching.
378 citations
TL;DR: Five factors behind the popularity of three top-rated MOOCs were found and specific design strategies pertaining to each factor can provide useful guidance for instructors and are a worthwhile subject for further experimental validation.
Abstract: Although past research has sought to identify the factors of student engagement in traditional online courses, two questions remained largely unanswered with regard to Massive Open Online Courses (MOOCs): do the factors that could influence student engagement in traditional online courses also apply to online courses that are massive and open? What factors do students consider important in terms of their perceived ability to promote a satisfying or engaging online learning experience? This paper reports a case study of three top-rated MOOCs in the disciplines of programming languages, literature, and arts & design in order to address these very questions. Using a mixed methods approach that combines participant observation with analysis of reflection data from 965 course participants, this paper seeks to understand the factors behind the popularity of these MOOCs. Five factors were found. These include the following, ranked in terms of importance: (1) problem-centric learning with clear expositions, (2) instructor accessibility and passion, (3) active learning, (4) peer interaction, and (5) using helpful course resources. The specific design strategies pertaining to each factor are further discussed in this paper. These strategies can provide useful guidance for instructors and are a worthwhile subject for further experimental validation.
370 citations
TL;DR: In this article, the authors examine relationships among context, student engagement, and adjustment, and provide a short overview of the papers in this special issue highlighting their theoretical frameworks, methodologies, and analytical techniques by which many of the challenges outlined in this introduction are addressed.
357 citations
TL;DR: In this article, a path model with technology use, student engagement, self-directed learning and academic performance among undergraduate students was inspected, showing that use of technology has a direct positive relationship with students' engagement and selfdirected learning, however, no significant direct effect was found between technology use and academic performances.
342 citations
TL;DR: The Epistemologies in Practice (EIP) framework as discussed by the authors ) is a framework for characterizing how students can engage meaningfully in scientific practices, emphasizing the students' epistemic goals for their knowledge construction work and their epistemic understandings of how to engage in that work.
Abstract: Recent research and policy documents call for engaging students and teachers in scientific practices such that the goal of science education shifts from students knowing scientific and epistemic ideas, to students developing and using these understandings as tools to make sense of the world. This perspective pushes students to move beyond the rote performance of scientific actions or processes and engage instead in purposeful knowledge construction work. This raises parallel questions about how to go beyond characterizing student performance of scientific process to understand their engagement in scientific practices as a goal-directed activity. To that end, this article offers a framework—the Epistemologies in Practice (EIP) framework—for characterizing how students can engage meaningfully in scientific practices. This framework emphasizes two aspects of student engagement in scientific practices: (1) the students' epistemic goals for their knowledge construction work and (2) their epistemic understandings of how to engage in that work. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53:1082–1112, 2016
323 citations
TL;DR: Results of the study indicate that enacting concepts and experiencing critical ideas in physics through whole-body activity leads to significant learning gains, higher levels of engagement, and more positive attitudes towards science.
Abstract: Computer simulations have been shown to be effective instruments for teaching students about difficult concepts, particularly in the STEM disciplines. Emerging interface technologies are expanding the modalities with which learners can interact with these simulations, but the effects of these new interactions on conceptual understanding and student engagement have not been examined in great depth. We present here a study where middle school students learned about gravity and planetary motion in an immersive, whole-body interactive simulation, and we compared their learning and attitudes about science with students who used a desktop version of the same simulation. Results of the study indicate that enacting concepts and experiencing critical ideas in physics through whole-body activity leads to significant learning gains, higher levels of engagement, and more positive attitudes towards science. Mixed reality technologies allow for embodied interaction with science content.Whole-body interaction enhances learning of physics concepts.Compared to traditional simulations, embodied interaction leads to higher engagement.Whole-body interaction with simulations increases positive attitudes toward science.
306 citations
TL;DR: In this paper, the authors developed and validated student and teacher-report survey measures of student engagement in math and science, which are built around a multidimensional perspective of engagement by using a bifactor modeling approach.
Journal Article•
TL;DR: In this article, the authors investigated the relationship among course structure/organization, learner interaction, student engagement, and instructor presence on student satisfaction and perceived learning, and the results were intended to inform practice related to increasing retention and improving the quality of online teaching and learning.
Abstract: 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 identified. This study expanded upon the existing literature about online learning and the variables that influence student satisfaction and perceived learning. The researchers investigated the relationships among course structure/organization, learner interaction, student engagement, and instructor presence on student satisfaction and perceived learning. The results of this study were intended to inform practice related to increasing retention and improving the quality of online teaching and learning.
TL;DR: This paper examined the relationship among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high school.
Abstract: Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high school. Intrinsic motivation to learn was indirectly and positively related to academic performance via classroom engagement. Seventy-five percent of the variance in engagement and 33% of the variance in GPA were explained by variables in the study. Results were generally replicated when the model was tested separately with the 336 African American students and the 311 Latin@ students. The significant indirect effect of intrinsic motivation to learn on GPA via engagement, as well as the positive direct association between learning goals and academic performance, suggest that students will benefit from schools fostering intrinsic motivation to learn and learning goals.
TL;DR: Results indicate preliminary support for the effectiveness of the HEARTS program for each of the evaluation questions examined, suggesting that a whole-school, multi-tiered approach providing support at the student, school personnel and system levels can help mitigate the effects of trauma and chronic stress.
Abstract: The University of California, San Francisco’s Healthy Environments and Response to Trauma in Schools (HEARTS) Program promotes school success for trauma-impacted students through a whole-school approach utilizing the response to intervention multi-tiered framework. Tier 1 involves school-wide universal supports to change school cultures into learning environments that are more safe, supportive and trauma-informed. Tier 2 involves capacity building with school staff to facilitate the incorporation of a trauma-informed lens into the development of supports for at-risk students, school-wide concerns and disciplinary procedures. Tier 3 involves intensive interventions for students suffering from the impact of trauma. Program evaluation questions were: (1) Was there an increase in school personnel’s knowledge about addressing trauma and in their use of trauma-sensitive practices? (2) Was there an improvement in students’ school engagement? (3) Was there a decrease in behavioral problems associated with loss of students’ instructional time due to disciplinary measures taken? (4) Was there a decrease in trauma-related symptoms in students who received HEARTS therapy? Results indicate preliminary support for the effectiveness of the HEARTS program for each of the evaluation questions examined, suggesting that a whole-school, multi-tiered approach providing support at the student, school personnel and system levels can help mitigate the effects of trauma and chronic stress. Key areas for further studies include (a) an examination of data across more HEARTS schools that includes comparison control schools and (b) disaggregating disciplinary data by race and ethnicity to determine whether disproportionality in the meting out of disciplinary actions is reduced.
TL;DR: It is revealed that knowledge domain, class size, and the use of clicker questions, are among factors that significantly moderated the summary effect sizes observed among the studies in the meta-analysis.
Abstract: Audience Response Systems (ARS) are thought to be a good way of using technology to increase engagement in the classroom and have been widely adopted by many instructors seeking to improve academic performance through student engagement. While researchers have examined the degree to which they promote cognitive and non-cognitive learning outcomes in the classroom, most of their findings are largely mixed and inconclusive. This meta-analysis seeks to resolve the conflicting findings. Specifically, the meta-analysis compared classrooms that did, and did not use ARS-based technologies on different cognitive and non-cognitive learning outcomes to examine the potential effects of using ARS. Overall, we found small but significant effects of using ARS-based technologies on a number of desirable cognitive and non-cognitive learning outcomes. Further analysis revealed that knowledge domain, class size, and the use of clicker questions, are among factors that significantly moderated the summary effect sizes observed among the studies in the meta-analysis. These findings hold significant implication for the implementation of clicker-based technologies in the classroom. Clickers have a small but significant effect on cognitive learning outcomes.Clickers have a near medium effect on non-cognitive learning outcomes.These effects are moderated by a number of moderators.Findings have implication for instructional design and research.
TL;DR: This paper conducted interviews with 89 undergraduates at an elite university to understand how they engage authority figures in college, and found that the majority engaged authority figures with class-based engagement strategies.
Abstract: How do undergraduates engage authority figures in college? Existing explanations predict class-based engagement strategies. Using in-depth interviews with 89 undergraduates at an elite university, ...
TL;DR: In this article, the educational utility of teaching in students' preferred ways was evaluated, and a pilot test was conducted to evaluate the effectiveness of autonomy-supportive teaching to enhance students' autonomy and conceptual learning.
Abstract: We tested the educational utility of “teaching in students' preferred ways” as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study taught 63 college-age participants in small groups the same 48-minute lesson in one of these two different ways, and we assessed participants' perceived autonomy support, autonomy-need satisfaction, engagement (self-report and rater scored), and conceptual learning (self-report and rater scored). Multilevel analyses showed that participants randomly assigned to receive a preferred way of teaching perceived the teacher as more autonomy supportive and showed significantly greater autonomy-need satisfaction, engagement, and conceptual learning. Mediation analyses using multilevel modeling for clustered data showed that this way of teaching enhanced conceptual learning because it ...
TL;DR: A summary of primary literature regarding flipped classrooms is presented, concerns and unanswered questions from both a student and faculty member perspective are discussed, and recommendations regarding implementation are offered.
Abstract: Flipped or inverted classrooms have become increasingly popular, and sometimes controversial, within higher education. Many educators have touted the potential benefits of this model and initial research regarding implementation has been primarily positive. The rationale behind the flipped classroom methodology is to increase student engagement with content, increase and improve faculty contact time with students, and enhance learning. This paper presents a summary of primary literature regarding flipped classrooms, discusses concerns and unanswered questions from both a student and faculty member perspective, and offers recommendations regarding implementation.
TL;DR: The findings of the study revealed that science and technology learning supported with the guided activities developed in line with the inquiry-based learning approach have significant effects on students’ critical thinking skills inScience and technology courses.
Abstract: Background:The purpose of this study is to determine the effect of an activity set developed according to the inquiry-based learning approach in the unit “Particulate Structure of Matter” on students’ critical thinking skills in science and technology courses.
The study was conducted with 90 sixth grade students attending four sixth grade classes of a secondary school.Material and methods:Within the framework of the study, in order to evaluate the effects of inquiry-based learning approach on the students’ critical thinking skills in science and technology courses, the guided activity set was developed by the researchers in line with the inquiry-based learning approach. In this study, pre-test and posttest control group experimental designs were used.Results:The findings of the study revealed that science and technology learning supported with the guided activities developed in line with the inquiry-based learning approach have significant effects on students’ critical thinking skills in science and technology courses.Conclusions:The critical thinking level of the experimental group students taught with the inquiry-based learning approach was found to be higher than that of the control group students taught with the traditional lecturing method.the critical thinking level of the experimental group students showed a positive increase in all the dimensions.
TL;DR: The authors provided insights into first year Business Management students' experiences of starting their degrees and retention interventions at a university in the South of England, based on findings from an ongoing study that applied Wenger's social theory of learning and adopted an appreciative inquiry approach to focus group interviewing to investigate students' perceptions.
Abstract: Student belonging and engagement has received increased attention in the context of an expanding and more diverse higher education student population. Student retention is regarded as a priority with many universities augmenting their retention strategies to instil a sense of belonging. This article provides insights into first year Business Management students’ experiences of starting their degrees and retention interventions at a university in the South of England. It is based on findings from an ongoing study that applied Wenger's social theory of learning and adopted an appreciative inquiry approach to focus group interviewing to investigate students’ perceptions. Students developed a sense of belonging, constructed learner identities, made sense of their learning and gained confidence, but also experienced instances of tension and frustration that raise questions about the extent to which sociality practices within evolving communities of practice can address diverse engagement and identity d...
TL;DR: In this article, the authors investigate the linkage between the quality of the learning environment and student's experience in seven high school classrooms in six different subject areas and find that environmental complexity and its subdimensions predicted student engagement and sense of classroom self-esteem.
TL;DR: There is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipping classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning.
Abstract: The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning.
TL;DR: In this paper, the authors investigate specific, additive and combined effects of teachers' autonomy support and structure on students' engagement, and highlight the links between classroom context, especially structure, and the three components of engagement.
TL;DR: This article conducted in-depth interviews with 106 students from sixth to twelfth grade and 34 middle and high school teachers about how they conceptualized math and science engagement and disengagement, and used this qualitative information from students and teachers to develop and validate a new student self-report measure of Math and Science engagement.
TL;DR: In this article, a systematic literature review was conducted to reveal prerequisites needed for assessment for learning implementation, which identified prerequisites regarding the teacher, student, assessment and context, and the school should have a schoolwide culture that facilitates collaboration and encourages teacher autonomy.
TL;DR: The literature of student retention in higher education is rich of the theoretical models and empirical studies that gained consideration among researchers and educators over the last four decades as mentioned in this paper, and some of these studies and theoretical models were comprehensively reviewed and discussed.
Abstract: Student retention rate has been a major concern for tertiary institutions around the world since the establishment of formal education. Generally speaking, not every student completes his or her study program. Although students fail to graduate for different reasons, some of them choose to voluntarily withdraw from their study programs. This might affect the image of the tertiary institutions in many different ways including their academic reputation and financial plans. To deal with such critical issue, there is a need for strategies and plans that are based on the findings of scientific research. The literature of student retention in higher education is rich of the theoretical models and empirical studies that gained consideration among researchers and educators over the last four decades. Therefore, some of these studies and theoretical models were comprehensively reviewed and discussed. The purpose of this is to provide researchers, educators and policy makers with a background to this issue and the latest strategies and techniques that help them deal with it as well as to find the common patterns and themes of the mostly reported student attrition factors.
TL;DR: In this paper, the authors discuss different forms of motivation or emotion, their relevant theoretical basis, evidence on how they relate to academic engagement and learning, and potential classroom supports for adaptive motivation and emotion.
Abstract: Students frequently experience various types of motivation and emotion that contribute to their engagement and learning. However, translating research on motivation and emotion into educational practice and policy has so far been limited. To facilitate greater synergy among research, practice, and policy, this overview addresses educationally relevant motivation and emotion. This summary discusses different forms of motivation or emotion, their relevant theoretical basis, evidence on how they relate to academic engagement and learning, and potential classroom supports for adaptive motivation and emotion. The article concludes with five instructional design principles that can guide educators and policymakers in promoting adaptive student motivation and emotion: (a) support students’ feelings of competence, (b) enhance autonomy, (c) use personally relevant and active tasks, (d) emphasize learning and de-emphasize social comparison, and (e) encourage feelings of belonging.
TL;DR: In this article, the effects of role model biographies that challenge common STEM stereotypes (i.e., STEM is for gifted individuals and for European American males) on 1035 STEM and non-STEM undergraduate students were investigated.
Abstract: Studies examining factors (e.g., STEM stereotypes) that underlie the recruitment and retention of STEM students are critical as the demand for STEM professionals is rapidly increasing. This experimental study tested the effects of role model biographies that challenge common STEM stereotypes (i.e., STEM is for gifted individuals and for European American males) on 1035 STEM and non-STEM undergraduate students. Findings showed that role model exposure had positive effects on both STEM and non-STEM students’ interest in STEM as well as their perceived identity compatibility between the self and STEM. Role model exposure had a positive impact on academic sense of belonging among STEM and non-STEM students, and a positive impact on academic self-efficacy among STEM students, but not non-STEM students.
TL;DR: In this paper, the authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51 students with severe disabilities in high school general education classrooms.
Abstract: Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51 students with severe disabilities in high school general education classrooms. Paraprofessionals or special educators recruited, trained, and supported 106 peers to provide individualized academic and social assistance to students with severe disabilities throughout one semester. Compared to students exclusively receiving adult-delivered support (n = 48), students participating in peer support arrangements experienced increased interactions with peers, increased academic engagement, more progress on individualized social goals, increased social participation, and a greater number of new friendships. Moreover, an appreciable proportion of relationships lasted one an...
TL;DR: How student response systems (clickers) and problem-based case studies have been used to increase student engagement and how flipped classroom modules have integrated these case studies as collaborative group problem solving activities in 250–500 seat lecture halls are described.
Abstract: In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered lectures in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in introductory science courses, flipped classroom modules for large enrollment general chemistry course sequence have been created. Herein is described how student response systems (clickers) and problem-based case studies have been used to increase student engagement, and how flipped classroom modules have integrated these case studies as collaborative group problem solving activities in 250–500 seat lecture halls. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yields successful outcomes.