Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use

Ahlfeldt, Stephanie L.; Mehta, Sudhir; Sellnow, Timothy L.

doi:10.1080/0729436052000318541

Cited by 225 publications

(186 citation statements)

References 16 publications

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“…Also, a lack of engagement in direct patient care inhibits student's ability to achieve learning objectives in the learning environment [8] . The learning environment refers to the social, psychological and pedagogical contexts in which learning occurs, which affects student achievement and attitudes and to the contextual factors which influence the way that learning is approached [9,10] .…”

mentioning

confidence: 99%

Exploring nursing student engagement in the learning environment for improved learning outcomes

D’Souza

Isac²,

Venkatesaperumal³

et al. 2013

Clinical Nursing Studies

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Background: Nursing students' engagement in the curriculum is important for learning outcomes in undergraduate nursing education.Objective: The aim of this paper is to explore students' engagement processes in cognitive, behavioural and emotional learning in the undergraduate nursing curriculum.Method: An exploratory cross-sectional research design was used to conduct the study in Oman. A standardized validated Student Engagement Questionnaire (SEQ) was used to collect data from 250 nursing students of a public nursing school in 2010.Results: 50% of the students (N=250) had high mean scores in the three engagement domains: Meaningul processes, Participation and Focused attention. Participation mean scores were the highest compared to the Focused attention and Meaningul processes. There was a significant association between cohort, as well as siblings studying in the same university and the 17 engagement subdomains. Conclusions:Nursing students showed higher engagement in the clinical learning environment. Critical and creative thinking, adaptability, ability to solve problems and to manage one's own learning were considered important factors in the cognitive and behavioural learning process. The ability to work with others, communication and interpersonal skills are considered vital for emotional and behavioural learning.Implications: Nursing students should be engaged in student centered and interactive pedagogies for cognitive, emotional and behavioural learning. Nurse educators should integrate active and collaborative learning strategies in teaching.

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mentioning

confidence: 99%

Exploring nursing student engagement in the learning environment for improved learning outcomes

D’Souza

Isac²,

Venkatesaperumal³

et al. 2013

Clinical Nursing Studies

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“…These factors include such variables as spending time in the campus (Nauffal, 2011), maintaining intrinsic and extrinsic motivation (Hufton, Elliott and Illushin, 2002;Saeed and Zyngier, 2012), achieving project-based and problem-based learning (Ahlfeldt, Mehta and Sellnow, 2005;Schlechty, 2001), sports clubs, tournaments and sports and gymnasium classes (Angus Busby, 2011), curiosity, interest, studentcentered teaching, cooperative and interactive learning (Ang and Wang, 2006;Bouta et al 2012;Chickering and Gamson, 1987;Neal, 2010), faculty-student interaction (Neal, 2010), lecturer-student relationship, group works, interesting learning activities, making learning important and valuable (Steele and Fullagar, 2009;Zyngier, 2007) and the teacher's effort to teach (Saeed and Zyngier, 2012). Beer, Clark and Jones (2010) determined the factors influencing student engagement as teacher participation, course design, class size, students' gender and students' age.…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing Student Engagement and the Role of Technology in Student Engagement in Higher Education: Campus-Class-Technology Theory

Günüç¹,

Kuzu²

2014

TOJQI

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The purpose of the present study was to determine both the factors influencing student engagement and the role and influence of technology on student engagement. The study is important as it aimed at determining the views of students about student engagement and examining in detail the research data to be collected with two different data collection techniques. The present study was designed as a grounded theory study. The research sample included a total of 45 student teachers. Of all the participants, 25 of them participated in face-to-face Interviews, and 20 of them were asked to take part in written compositions. In conclusion, it was seen that the components constituting and influencing student engagement were found to be campus engagement and class engagement. It was found out that for most of the participating students, use of technology in class was not an indispensable factor for student engagement. In addition, an effective technology integration would not only contribute much to student engagement but also constitute an important way of increasing student engagement. Finally, it was seen that use of technology in instructional activities constituted an important factor for student engagement, when the findings obtained via the interviews and the written compositions were taken into consideration together. Turkish Online Journal of Qualitative Inquiry, October 2014, 5(4) 87 olarak belirlenmiştir. Sonuç olarak, öğrenci bağlılığını etkileyen faktörler, kampüse ve derse bağlılık bileşenleri altında ele alınmıştır. Ayrıca, birçok öğrenci için derste teknoloji kullanımı bağlılıklarının artması için şart görülmemiştir. Ancak etkili teknoloji entegrasyonunun, sadece öğrenci bağlılığına katkı sağlamadığı ayrıca öğrenci bağlılığını artırmanın önemli yollarından biri de olduğu sonucuna ulaşılmıştır. Tüm bulgular sonucunda, öğrenci bağlılığı ve teknoloji kullanımı arasındaki ilişkiler çalışma sonucunda geliştirilen Kampüs-Ders-Teknoloji Kuramı ile açıklanmaya çalışılmıştır. Keywords

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“…In particular, research on the use of active learning techniques in classroom instruction-incorporation of problem-based learning, collaborative and cooperative activities-has been found to increase student motivation to learn, student engagement and improved learning (Ahlfeldt, Mehta, & Sellnow, 2005;Cavanagh, 2011;Cherney, 2008;Hake, 1998;Kuh, 2009;Prince, 2004;Terenzini et al, 2001;Yoder & Hochevar, 2005). Research has also shown that instructors who communicate high expectations for student learning and engagement and develop courses that reflect and support those expectations can promote deep approaches to learning (Baeten, Kyndt, Struyven, & Dochy, 2010;Entwistle & McClune, 2004;Fyrenius, Wirell, & Silen, 2007).…”

Section: Level Of Academic Challengementioning

confidence: 99%

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

Reid

2012

cjsotl-rcacea

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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 composante projet de groupe. Les chercheurs ont effectué un sondage en classe afin de recueillir des données sur la perception des étudiants à propos du cours modifié et sur la fréquence à laquelle ils ont participé aux activités favorisant leur engagement. La majorité des étudiants a rapporté un niveau élevé d’engagement dans la plupart des domaines souhaités et a déclaré se sentir à l’aise avec le cours reconfiguré. Les données du sondage ont également permis d’identifier les domaines dans lesquels le niveau d’engagement souhaité n’était pas atteint. Une nouvelle version du cours de même que les questions posées dans le cadre d’une autre recherche-action tiendront principalement compte de ces domaines

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Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use

Cited by 225 publications

References 16 publications

Exploring nursing student engagement in the learning environment for improved learning outcomes

Exploring nursing student engagement in the learning environment for improved learning outcomes

Factors Influencing Student Engagement and the Role of Technology in Student Engagement in Higher Education: Campus-Class-Technology Theory

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

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