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Article
Publication date: 2 September 2021

Zamzami Zainuddin, Ratna Farida, Cut Muftia Keumala, Rudi Kurniawan and Hadi Iskandar

This study aims to present research evidence on the relevance of online gamification flip learning as a pedagogical instruction in promoting learning engagement when…

Abstract

Purpose

This study aims to present research evidence on the relevance of online gamification flip learning as a pedagogical instruction in promoting learning engagement when college students are impacted by the coronavirus pandemic. In this study, a gamified formative assessment was used to examine learner engagement and to evaluate the effectiveness of gamification within a synchronous online flipped instruction.

Design/methodology/approach

A multiphase mixed methods research design was used for this study. The evaluation relied on triangulated evidence gathered through questionnaire surveys and semi-structured interviews administered at an Indonesian college setting.

Findings

Based on the findings, gamified learning and formative assessments that adopt online flipped approaches have shown a positive bearing on learner engagement, despite the challenges learners face while harrowing through times of calamity. The results of this study provide prima facie support for the claim that the use of interactive gamified e-quizzes proves to be an innovative means of stimulating student engagement during the online class.

Originality/value

The results further suggest that a learning framework that incorporates both online flipped and gamification techniques provide the stimulus that is likely to forge an emotional connection that can inspire learner engagement, much needed when learners rally through calamitous events. This study has established evidential links between gamification and flipped classroom instructional delivery, particularly for online class settings. It is well-anticipated that gamification flip learning can continue to be implemented either in online, blended or face-to-face class instruction and particularly after the time of the pandemic.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

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Book part
Publication date: 22 June 2021

John N. Moye

Chapter 6 synthesizes the psychophysics of sensation into a plausible model for the design and configuration of the learning engagement dimension of a learning system. In…

Abstract

Chapter 6 synthesizes the psychophysics of sensation into a plausible model for the design and configuration of the learning engagement dimension of a learning system. In sensation, the task is to collect and review stochastic information collected from an external stimulus. In learning systems design, the task is the opposite: to design learning objects and activities that communicate the intended learning to the learner effectively and efficiently. The sensation systems focus their attention on the structure of the stimulus. Likewise, a psychophysical learning system emphasizes the interconnections within categories of content to configure the learning experiences. The curriculum embeds this information into a learning plan.

Details

The Psychophysics of Learning
Type: Book
ISBN: 978-1-80117-113-7

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Article
Publication date: 5 September 2018

Vishal Arghode, Earl Brieger and Jia Wang

This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate…

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Abstract

Purpose

This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings.

Design/methodology/approach

This paper carries out a narrative literature review.

Findings

Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment. Engaging online instructors challenge and encourage learners to spare more academic effort, use techniques to improve engagement and involve and care about learners.

Research limitations/implications

Instructors’ roles in shaping online learning and instruction deserve more attention. More research is needed to understand which technologies work best for specific academic areas or learner demographics and why online learners find it difficult to learn with peers unless supplemented with appropriate online instruction.

Practical implications

This review offers strategies for improved online instructional design to achieve learning engagement.

Originality/value

This review highlights an underexplored concept of instructors’ role in creating engaging online instructional design by understanding learner needs and receptiveness.

Details

European Journal of Training and Development, vol. 42 no. 7/8
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 7 October 2019

Syed Ali Raza, Wasim Qazi and Bushra Umer

The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university…

Abstract

Purpose

The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan.

Design/methodology/approach

The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model.

Findings

The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students.

Research limitations/implications

The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities.

Practical implications

The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement.

Originality/value

In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 3
Type: Research Article
ISSN: 2050-7003

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Article
Publication date: 23 July 2021

Khalid Abed Dahleez, Ayman A. El-Saleh, Abrar Mohammed Al Alawi and Fadi Abdelmuniem Abdelfattah

This research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined…

Abstract

Purpose

This research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.

Design/methodology/approach

Data were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.

Findings

The findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.

Originality/value

This study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

Details

International Journal of Educational Management, vol. 35 no. 6
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 18 May 2021

Carmen Sum, Ivy Chan and Helen Wong

The purpose of this paper is to examine student engagement in learning amid COVID-19 and compare it with the previous cohort under face-to-face learning and propose a…

Abstract

Purpose

The purpose of this paper is to examine student engagement in learning amid COVID-19 and compare it with the previous cohort under face-to-face learning and propose a series of learning activities to engage students for any uncertain situations in the future.

Design/methodology/approach

Two online surveys were conducted at the end of the academic years of 2018/2019 and 2019/2020 to measure student engagement under face-to-face tradition learning and emergency remote learning respectively.

Findings

Student behavioural engagement was found no statistical difference between the two learning situations, whereas students having face-to-face learning demonstrated greater emotional and cognitive engagement. Social interaction is essential to drive student engagement in emergency remote learning.

Practical implications

The authors intended to highlight some teaching approaches and learning activities for social interaction to engage students.

Originality/value

Engaging students in remote or online learning is an educational challenge for the new reality. This paper proposed the teaching approach and learning activities to engage students in their learning in the future.

Details

Accounting Research Journal, vol. 34 no. 2
Type: Research Article
ISSN: 1030-9616

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Article
Publication date: 5 April 2021

Hafiz Muhammad Basit Feroz, Salman Zulfiqar, Sadaf Noor and Chunhui Huo

Knowledge acquisition is a pivotal concern for the students and many sources help them to obtain knowledge. In this paper, the authors theoretically examine three…

Abstract

Purpose

Knowledge acquisition is a pivotal concern for the students and many sources help them to obtain knowledge. In this paper, the authors theoretically examine three engagements such as social media, peer and academic engagement by the theoretical foundation of engagement theory which tells that students interact and collaborate, sharing information for the acquisition of knowledge that enhances their academic performance. But due to the abundance of information, knowledge and resources available to students for the acquisition of knowledge, it becomes difficult for them to comprehend the most relevant information. In this vein, this study examined the impact of information overload on the relationship between social media, peer and academic engagement and knowledge acquisition of students.

Design/methodology/approach

The proposed model and structural relationships were validated using the structural equation modeling (SEM) technique through AMOS, version 24.0. To empirically test the hypothesized model, data are collected from the universities of the Sahiwal region (Sahiwal, Okara, Pakpattan) using structured questionnaires.

Findings

The findings revealed that social media engagement and academic engagement are positively associated with knowledge acquisition, whereas peer engagement is negatively associated with knowledge acquisition. Moreover, the results of the study further suggested that information overload dampens the positive relationship between social media, peer and academic engagement and knowledge acquisition, which causes negative consequences on students' knowledge acquisition and learning outcomes.

Research limitations/implications

Researchers can use this study as the literature as many of the previous studies focused on the positive side of social networking sites and technologies for knowledge purposes, but this study extends the research and focused on the other side of the picture which has been ignored earlier by researchers. The authors theoretically explained the adverse effects of information overload on students' academic progress caused by social media and the abundance of irrelevant information these advanced technologies offer daily. The current research focused on identifying the critical role of social media, peer and academic institutions providing a lot of information to students which caused stress, anxiety and other psychological issues in them. So, this study adds to the literature by highlighting the adverse effects of unnecessary information provided by multiple resources to students.

Practical implications

Educationalists can adopt this study as a tool in academic institutions for promoting learning and to actively engage students in collaborative learning activities. As the findings of the study confirm that information overload is caused by the imbalanced use of information technology (IT) and social media sites, so teachers can help students in developing creativity and maintaining the balance between using technology and innovation in their studies pattern. Universities and institutions can play a vital role by exploring further opportunities for students and by making such policies that can help students in their learning progress. For this purpose, the authors developed a model based on the literature and theories that could change the academic system of Pakistan and enhance students’ practical knowledge by motivating students in taking part in learning activities by making the higher education system of Pakistan more engaging.

Social implications

The authors are presenting simulation games-based learning as an alternate approach to learning and teaching that can positively influence students' engagement with learning activities in Pakistan. By adopting this model, the education system of Pakistan could improve as it can lead to better academic performance of students, which ultimately leads to a better education system. Thus, games if correctly designed and implemented in the education system of Pakistan, it can make a great difference in students' value of learning experience. The enjoyment, interactive and realistic nature of the simulation games appears to produce this value, and students tend to engage more toward these types of games rather than traditional learning methods. Simulation games provide students with an opportunity to engage in both hard (financial management, strategy making, decision-making) and soft skills (negotiation, collaboration) in business by challenging their thinking and decision-making power in a safe learning environment.

Originality/value

The phenomena of overload have become increasingly viable due to abundance of resources providing unnecessary information to students as they can get information from peers, teachers, social media platforms, blogs, wikis and many other platforms, which ultimately exhaust their capacity and leading them toward poor academic performance and other negative consequences (Yu, 2019; Bosch, 2016). This study focuses on students of higher education in Pakistan (Sahiwal region) and discusses the major challenges and opportunities that they had to face with the advancement of technology and the current social state of the knowledge in society.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

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Article
Publication date: 5 January 2021

Sunyoung Park and Nam Hui Kim

The purpose of this study is to examine the effect of students’ self-regulation, co-regulation and behavioral engagement on their performance in flipped learning

Abstract

Purpose

The purpose of this study is to examine the effect of students’ self-regulation, co-regulation and behavioral engagement on their performance in flipped learning environments in higher education.

Design/methodology/approach

The subjects were college students taking an education course offered at a 4-year university in South Korea. Structural equation modeling was adopted to analyze 221 student responses.

Findings

The findings indicated that the more students self-regulated, the more likely they were to engage in co-regulation with other students in the class. Students’ self-regulation and co-regulation also significantly affected their behavioral engagement. Finally, students’ self-regulation positively affected their academic performance, while co-regulation and behavioral engagement did not affect their performance.

Originality/value

Based on these findings, this study provides meaningful implications for scholars and practitioners on how to select and use more appropriate instructional and evaluation strategies to improve students’ positive behavior, engagement and performance in a flipped learning environment.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 1 December 2020

Muhammad Asif, George Thomas, Muhammad Usman Awan and Asfa Muhammad Din

Previous studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student…

Abstract

Purpose

Previous studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a classroom setting (i.e., micro-level practices) is relatively sparse. This paper provides a framework for enhancing student engagement in a university undergraduate classroom setting.

Design/methodology/approach

This study builds on action research. At the core of this approach is making interventions through a set of pedagogical approaches, derived from the literature. The impact of these interventions was measured, followed by reflections on the outcomes and developing a future improvement strategy.

Findings

Student engagement can be enhanced by using heterogeneous pedagogical approaches that positively influence student performance. Further, the use of mixed pedagogical approaches helps students and teachers acquire meta-cognitive knowledge (i.e., knowledge of their learning preferences) and sets the direction for learning.

Research limitations/implications

The key contribution of this study is providing a student engagement framework applicable in a sophomore-level classroom setting. The framework discusses a set of techniques, their theoretical underpinnings, the course of their execution and the challenges faced in this process. The framework can be used to guide enhancing student engagement.

Originality/value

Contrary to the macro-level measures, research on micro-level measures for promoting student engagement approaches is scarce. This study discusses not only different strategies but also details the dynamic course of their deployment. The study, therefore, is unique in its contribution.

Details

International Journal of Educational Management, vol. 35 no. 1
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 4 January 2016

Barry Carpenter, Jessica Carpenter, Jo Egerton and Bev Cockbill

The purpose of this paper is to describe and illustrate the use of the Engagement for Learning Framework developed through the Complex Learning Difficulties and…

Abstract

Purpose

The purpose of this paper is to describe and illustrate the use of the Engagement for Learning Framework developed through the Complex Learning Difficulties and Disabilities (CLDD) Research Project (2009-2011). The resources support mainstream and special educators to extend the engagement of learners with CLDD.

Design/methodology/approach

In total, 95 educational settings and 224 students took part across three phases of research (November 2009-March 2011) comprising a resource development phase and two trial phases in mainstream and special schools. The researchers used an exploratory, multiple case study approach and action research methodologies. A recent case study from Hamilton School, Birmingham, illustrates the Engagement for Learning Framework.

Findings

The resulting Engagement Profile and Scale data showed increases in engagement for similar proportions of the student cohort. Across the three phases, 81-85 per cent (mean: 83 per cent) increased their levels of engagement for learning, 2-9 per cent (mean: 5.3 per cent) showed no change, while 5.5-16 per cent (mean: 11.6 per cent) showed decreased levels of engagement. Descriptive data corroborated these scores.

Originality/value

This original research added value to existing work by developing resources for educators that enabled them to adapt activities to encourage students’ engagement in seven engagement areas (awareness, curiosity, investigation, discovery, anticipation, persistence and initiation). The resources enabled educators to score learner engagement over time to show progress and collected associated descriptive data.

Details

Advances in Autism, vol. 2 no. 1
Type: Research Article
ISSN: 2056-3868

Keywords

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