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1 – 10 of over 9000
Book part
Publication date: 22 August 2022

Lelokwane Mokgalo, Alice Njoroge and Mercy Musikavanhu

Emergency situations call for effective means of providing quality education. Higher education institutions are therefore required to use effective and efficient online approaches…

Abstract

Emergency situations call for effective means of providing quality education. Higher education institutions are therefore required to use effective and efficient online approaches for teaching and learning which necessitate students, academic practitioners and institutions to engage and interact with each other successfully. The purpose of this chapter is to discuss the importance of interaction and engagement in the use of blended learning online tools during emergency situations. The theoretical lens that informs the chapter is social constructivism which argues that learning is a social endeavour. The literature findings show that the effective engagement of students contributes to the overall quality of students’ produced experiences as well as pass rates. Furthermore, the importance of student–lecturer engagement and student–content engagement cannot be taken for granted. The right balance of synchronous and asynchronous online learning tools contributes to fruitful interaction and engagement. Online engagement seems to have many benefits as compared to conventional based engagement such as the ability of students to contribute to their teaching and learning. Despite these advantages, challenges associated with online learning such as balancing life commitments, confidence, students’ approach to learning, high investment costs in resources, motivation, competences of lecturers and students, interest of lecturers and students and efficacy of lecturers and students cannot be ignored. The authors therefore recommend that effective and efficient online learning requires the correct blend of online learning tools accompanied by the correct engagement strategies.

Details

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

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Book part
Publication date: 4 November 2021

Ramashego Shila Shorty Mphahlele and Matlala Violet Makokotlela

This chapter employed a systemic meta-synthesis literature review to reflect on the transactional variables of the theory of transactional distance (TTD) in addressing barriers to…

Abstract

This chapter employed a systemic meta-synthesis literature review to reflect on the transactional variables of the theory of transactional distance (TTD) in addressing barriers to student engagement in the open and distance learning (ODL). Literature sources were obtained from unlimited databases around the globe; however, articles published before 2015 were not included in this review. Through the literature review, the authors identified barriers to student engagement in the ODL through the lens of TTD. The identified barriers to student engagement are presented according to three transactional variables of the TTD and later classified concerning student engagement dimensions. Findings suggest that key instructional dialogue barriers emanate from the teacher and student personality. For program structure, the authors found the poorly designed courses while for learner autonomy there are situational, institutional, and dispositional barriers. The identified barriers to student engagement in ODL revealed the interrelatedness of the transactional variables and the strong link with the student engagement dimensions. By integrating the transactional variables of TTD and student engagement dimensions, this chapter identified possible strategies to address barriers to student engagement in the ODL.

Book part
Publication date: 17 March 2010

Jeff Lashbrook

Purpose – This study describes how college students understand and manifest their academic engagement, but also explores its variations and influences.Methodology – Data for this…

Abstract

Purpose – This study describes how college students understand and manifest their academic engagement, but also explores its variations and influences.

Methodology – Data for this study are drawn from semi-structured interviews with 135 undergraduate students in 2003. The interviews were conducted by other undergraduate students who were trained in an upper-level sociology research methods course.

Findings – Interviews reveal that college student engagement is a more multidimensional phenomenon than previous treatments indicate. Students used two main narratives to talk about their engagement. Many students' vocabularies exhibit a restricted engagement that goes no further than typical course requirements and is characterized by an instrumental orientation (e.g., grades). The other narrative is a more elaborate, authentic engagement characterized by a deeper motivation. They care and are enthusiastic about their academic experiences. Students' engagement is influenced by a number of factors: course- and instructor-related characteristics, additional role obligations, and other social psychological forces.

Limitations – This study was exploratory in nature and the sample, although larger than many qualitative studies, was not randomly selected. Using undergraduate students as interviewers also has its advantages and disadvantages.

Practical implications – Findings suggest that postsecondary researchers would do well to expand current quantitative measures of engagement. Also, we need a broader theoretical model for conceptualizing the multidimensional nature of student engagement and its influences.

Originality – This paper concludes by offering such a model by drawing upon recent advances in the sociology of culture.

Details

Children and Youth Speak for Themselves
Type: Book
ISBN: 978-1-84950-735-6

Book part
Publication date: 6 February 2013

Antonella Esposito

This chapter stems from the need to focus on the inherent interplay of faculty and student engagement while studying the impact of social media in higher education teaching and…

Abstract

This chapter stems from the need to focus on the inherent interplay of faculty and student engagement while studying the impact of social media in higher education teaching and learning. The discussion is specifically concerned with the role and affordances of microblogging in the rethinking of the teacher/student relationship and in blurring the boundaries of academic contexts. The chapter examines an early experimentation of Twitter use to foster and monitor participation by the master students enrolled in a Human Resources Management class in an Italian university. The pilot is discussed referring to lessons learned from a range of accounted empirical cases and relevant studies on microblogging for teaching and learning in academia. A special focus addresses both a revised notion of academic scholarship and engagement, prompted by emergent profiles of networked faculty, and debates about the multiple ways of conceptualizing student engagement in the current academic cultures and contexts, being challenged by an increasingly complex digital landscape and by a varied typology of learners coming to university. As conclusion, issues related to the range of alignments to be taken into account when adopting social networking services in a higher education context are suggested as cues for an ongoing discussion.

Details

Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies
Type: Book
ISBN: 978-1-78190-512-8

Book part
Publication date: 17 September 2018

Jill LeBihan, Christina Hughes and Carol A. Taylor

This chapter discusses the institutional contextual narratives provided as part of the evaluation of universities in the Teaching Excellence Framework (TEF) in England. The…

Abstract

This chapter discusses the institutional contextual narratives provided as part of the evaluation of universities in the Teaching Excellence Framework (TEF) in England. The purpose of the TEF is to allow differentiation between higher education institutions on the basis of teaching quality, but the equality challenge unit has expressed reservations about the TEF’s ability to make sense of, or reflect, diverse student experiences of being taught. The authors follow the methodology of critical policy ethnography using higher education and government policy documents as a field of anthropological data and contend that, in order to understand large-scale transformations, such as the educational experience of students, the authors have to examine the ‘policy field’ and then locate more precise sites, in this case the TEF, for understanding the larger environment. The authors have systematically determined our search terms and used text-mining tools to search all the institutional narratives and obtain a broad ‘policy field’; we then select some key examples to analyse particular cases in more detail. This provides us with evidence from the statements to determine both how the perspective of students has been included in preparing the TEF contextual narratives and how diversity is being addressed.

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

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Book part
Publication date: 22 December 2016

Richard L. Miller

This chapter aims to discuss methods for promoting student engagement to counteract declining academic motivation and achievement in the contemporary setting.

Abstract

Purpose

This chapter aims to discuss methods for promoting student engagement to counteract declining academic motivation and achievement in the contemporary setting.

Methodology/approach

In this chapter, two studies are presented that describe ways to promote student engagement in and out of the classroom. The in-class study was conducted with psychology students at the University of Nebraska at Kearney (UNK). The Student Course Engagement Questionnaire (SCEQ) developed by Handelsman, Briggs, Sullivan, and Towler (2005) was used to measure student engagement. Study 2 examined the extent to which four high-impact educational practices promoted student engagement. Undergraduate UNK students who had participated in undergraduate research, learning communities, service learning, or internships were surveyed.

Findings

The results of the first study indicated that instructors can promote engagement by how the structure of the classroom (discussion classes), individuation (knowing student names and keeping class sizes small), and teacher support in the form of being responsive to student questions, encouraging students to seek assistance, and assigning effective aids to learning. The second study indicated that undergraduate research and internships were more engaging than service learning or learning communities.

Originality/value

These results suggest practical methods for meeting a variety of student needs, including their need for relatedness — by encouraging them to seek assistance and knowing their names, competence — by assigning effective learning aids and autonomy — by encouraging intrinsically motivating activities.

Details

Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes
Type: Book
ISBN: 978-1-78635-063-3

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Book part
Publication date: 5 February 2018

Yusuke Sakurai and Kirsi Pyhältö

Academic engagement is considered to be a hallmark of an optimal studying experience and a key to academic success for all students, including those from abroad. Accordingly…

Abstract

Academic engagement is considered to be a hallmark of an optimal studying experience and a key to academic success for all students, including those from abroad. Accordingly, creating an engaging learning environment for higher education students is among the most pressing issues currently facing universities. This essay first summarises authors’ research perspectives focussing on international students’ engagement in university studies. The authors especially have attempted to understand to what extent international students from different backgrounds engage in their studies and whether the impacts of factors in students’ learning environment on their academic engagement vary between different international student cohorts. Second, we introduce three emerging perspectives: students’ academic engagement in relation to their future self-visions, doctoral education and short-term study abroad programs, which are all closely tied with international education. Third, the essay proposes several gaps in the literature that the authors find important for future investigation to contribute to students’ academic engagement in globalising higher educational institutions.

Details

Annual Review of Comparative and International Education 2017
Type: Book
ISBN: 978-1-78743-765-4

Keywords

Book part
Publication date: 28 June 2011

Liz Thomas

Purpose – This chapter identifies the reasons why institutions need to undertake transformation to engage a diverse student population: it presents a model of student retention…

Abstract

Purpose – This chapter identifies the reasons why institutions need to undertake transformation to engage a diverse student population: it presents a model of student retention and success, which centres on student engagement pre- and post-entry.

Methodology/approach – The chapter overviews the literature on student retention and success and utilises emerging findings from the meta-analysis of the What works? Student retention and success programme.

Findings – The emerging model puts student engagement at the heart of student retention and success. Institutions should promote engagement by•Provision of a range of opportunities for student engagement of different types, at different levels, across the institution in different sites (academic sphere, social sphere and professional services sphere), throughout the student lifecycle.•Developing students to recognise the importance of engagement and to have the capacity to engage in a range of opportunities.•Developing staff responsibility for and capacity to provide effective engagement opportunities.•Taking responsibility for engagement, including monitoring engagement and acting when there are indicators of lower levels of engagement.•Creating a partnership between students and institutions towards a shared outcome of successful learners and graduates.

Research limitations – This chapter draws on emergent findings from the What works? programme.

Practical implications – This chapter assists institutions to improve student retention and success by focusing on engagement and institutional culture.

Social implications – The model assists institutions to critically consider transformation to engage a diverse student population and improve retention and success.

Originality/value – The chapter pre-views original research about engagement, retention and success, which are international concerns.

Details

Institutional Transformation to Engage a Diverse Student Body
Type: Book
ISBN: 978-0-85724-904-3

Keywords

Book part
Publication date: 23 June 2020

Will Miller and Kyle Gunnels

Civic engagement means more than formal participation in the political process. Students can experience civic life across campus in ways that may not jump off the page as being…

Abstract

Civic engagement means more than formal participation in the political process. Students can experience civic life across campus in ways that may not jump off the page as being relevant on first reading. Whether in the classroom through intentionally designed curricular experiences or through participating in a student organization focused on civic engagement, higher education should be helping develop students as active, participatory citizens. This chapter aims to provide the first look at how students across the United States are organizing on college campuses to participate in the political process.

Details

Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development
Type: Book
ISBN: 978-1-83909-464-4

Keywords

Book part
Publication date: 4 October 2019

Marco Spruit and Patrick Joosten

The higher education world around us is changing fast. Mobile learning (M-learning) and apps in education are new and exciting. However, this does not mean that the faculty is…

Abstract

The higher education world around us is changing fast. Mobile learning (M-learning) and apps in education are new and exciting. However, this does not mean that the faculty is less relevant. On the contrary, the faculty are an ever-important factor that is needed to increase student engagement. Disengaged students are in fact more problematic than low achieving students. This is because of the disruption disengaged student bring in the classroom. Therefore, increasing student engagement is a key challenge in higher education today. Research suggests that active learning, value and expectations are important factors that determine student engagement. Some of these factors can be indirectly influenced by the faculty and course designers. Against this background, the objective of this chapter is to examine if dwindling student engagement in higher education can be addressed with CURPA, i.e. a CURriculum and course planning (CURP) App. CURPA is the result of our efforts at Utrecht University to help design courses and curricula by using cards to account for different activities, with the strategic aim being to stimulate student engagement in higher education. Our expert interviews resulted in a MoSCoW-prioritised list of requirements that can be implemented over time, structured in line with Becker's student engagement model.

Details

Management and Administration of Higher Education Institutions at Times of Change
Type: Book
ISBN: 978-1-78973-628-1

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