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

Reid, Leslie

doi:10.5206/cjsotl-rcacea.2012.2.5

Cited by 9 publications

(5 citation statements)

References 22 publications

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“…Several large scale studies at post secondary institutions have supported the idea that student engagement in response to the delivery of the curriculum is as important as the actual content of the curriculum in determining student outcomes (Astin, 1993;Light, 2001;Pascarella & Terenzini, 2005). The unique problems of engaging students in large undergraduate classes have been noted in many publications (e.g., Allen, Duch, & Groh, 1996;Klegeris & Hurren, 2011;Long & Qin, 2014;MacGregor, Cooper, Smith, & Robinson, 2000;Murray & Summerlee, 2007;Pastirik, 2006;Reid, 2012). Several pedagogical practices have been used to increase student engagement such as problem-based learning, small group collaborative problem solving, and undergraduate research (Macgregor et al, 2000).…”

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confidence: 99%

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

Fukuzawa

Boyd

2016

cjsotl-rcacea

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Large first year undergraduate courses have unique challenges in the promotion of student engagement and self-directed learning due to resource constraints that prohibit small group discussions with instructors. The Monthly Virtual Mystery was developed to increase student engagement in a large (N = 725) first year undergraduate class in anthropology at the University of Toronto Mississauga. The teaching challenge was to develop a participation component (worth 6% of the final grade) that would increase student engagement without incurring any additional resource costs. The goal of the virtual mystery was to incorporate the principles of problem-based learning to engage students in self-directed learning through an online medium. Groups of approximately 50 students collaborated on a series of “virtual” case studies in a discussion board. Students submitted comments or questions each week to identify the information they needed to solve the mystery. A facilitator oversaw the discussion board to guide students in collaboration and resource acquisition. The final grades of students who participated in the virtual mystery (N=297) were compared to students who participated in a passive online learning exercise that involved watching weekly online videos and answering questions in a course reader (N = 347). Student self-selection determined group participation. Participation completion for both the virtual mystery and the course reader were high (78.8% and 91.6% respectively). There were no significant differences in the distribution of final grades between the participation options. The high completion rate of the virtual mystery demonstrated that an active learning project can be implemented using problem-based learning principles through an online discussion board; however, the large online group collaborations were problematic. Students were frustrated with repetition and inequitable participation in such large groups; however, students evaluated the monthly mystery as a valuable learning tool that engaged them through the practical nature of the case scenarios. Au premier cycle, les grandes classes de première année présentent des défis uniques en ce qui concerne la promotion de la participation de l’étudiant et de l’apprentissage autonome en raison des contraintes au niveau des ressources qui empêchent les discussions par petits groupes avec des instructeurs. Le Monthly Virtual Mystery (Le mystère virtuel mensuel) a été créé afin d’améliorer la participation des étudiants dans les très grandes classes (N = 725) d’anthropologie de première année, au premier cycle, à l’Université de Toronto Mississauga. Ce défi en matière d’enseignement avait pour but de développer une composante de participation (qui valait 6 % de la note finale) qui allait permettre d’augmenter la participation des étudiants sans que cela entraîne des coûts supplémentaires en ressources. L’objectif du mystère virtuel était d’incorporer les principes de l’apprentissage par problèmes afin d’engager les étudiants dans un apprentissage autonome grâce à un support en ligne. Des groupes d’environ 50 étudiants ont collaboré à une série d’études de cas « virtuelles » dans un forum de discussion. Les étudiants ont envoyé chaque semaine des commentaires ou des questions afin d’identifier les renseignements dont ils avaient besoin pour résoudre le mystère. Un animateur contrôlait le forum de discussion afin de guider les étudiants dans leur collaboration et leur acquisition des ressources. Les notes finales des étudiants qui avaient participé au mystère virtuel (N = 297) ont été comparées à celles des étudiants qui avaient participé à un exercice d’apprentissage passif en ligne qui consistait à regarder des vidéos hebdomadaires en ligne et à répondre à des questions figurant dans un recueil des textes du cours (N = 347). L’auto-sélection des étudiants avait déterminé la participation aux groupes. La participation, tant pour le mystère virtuel que pour le recueil des textes du cours, a été très élevée (78,8 % et 91,6 % respectivement). Aucune différence significative n’a été notée entre les deux options de participation en ce qui concerne la répartition des notes finales. Le taux de réussite élevé du mystère virtuel a montré qu’un projet d’apprentissage actif peut être mis en place si on utilise les principes de l’apprentissage par problèmes dans un forum de discussion en ligne. Toutefois, les collaborations de grands groupes en ligne ont posé quelques problèmes : les étudiants se sont sentis frustrés par la répétition et la participation inéquitable dans de tels grands groupes. Pourtant, les étudiants ont évalué le mystère mensuel comme un outil d’apprentissage utile qui leur a permis de participer grâce à la nature pratique des scénarios des études de cas.

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confidence: 99%

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

Fukuzawa

Boyd

2016

cjsotl-rcacea

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“…Various engagement metrics have been utilized and proposed in the literature to measure/identify the student engagement levels [17][18][19]. To determine the student engagement levels, "Classroom Survey of Student Engagement (CLASSE)" model was used in addition to frequency-based metrics that were proposed in the study [17]. CLASSE measured questions asked, participation, interactions with the instructor, and time spent on the course.…”

Section: Student Engagement and Metricsmentioning

confidence: 99%

Relation between Student Engagement and Demographic Characteristics in Distance Learning Using Association Rules

Jawthari

Stoffa

2022

Electronics

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Distance learning has made learning possible for those who cannot attend traditional courses, especially in pandemic periods. This type of learning, however, faces a challenge in keeping students engaged and interested. Furthermore, it is important to identify students who are in need of help to ensure that their progress does not deteriorate. First, the research identifies students’ engagement based on their behaviors in Virtual Learning Environment (VLE) and their performances in assessments. This research goal is to investigate the association/relationship between demographic characteristics and engagement level. It identifies less engaged students by using an unsupervised clustering model based on VLE interactions and assessments of submission-derived features. According to results, the two-level clustering model outperforms other models in regard to cluster separation using silhouette coefficient. Apriori algorithm is utilized to obtain a set of rules that connect demographic features to student engagement. Results show gender, highest education, studied credits, and number of previous attempts have positive correlation with engagement level in distance-based learning.

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“…To be able to measure/identify the engagement level of students, different engagement metrics have been used and proposed in the literature [33]- [35]. Reid used the "Classroom Survey of Student Engagement (CLASSE)" model and proposed frequency-related metrics to determine the engagement level of the students [33]. The metrics considered were: number of questions asked, number of participations, number of interactions with instructor, and time spent on the course.…”

Section: Related Work and Contributionmentioning

confidence: 99%

Relationship Between Student Engagement and Performance in E-Learning Environment Using Association Rules

Moubayed

Injadat

Shami

et al. 2018

2018 IEEE World Engineering Education Conference (EDUNINE)

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The field of e-learning has emerged as a topic of interest in academia due to the increased ease of accessing the Internet using using smart-phones and wireless devices. One of the challenges facing e-learning platforms is how to keep students motivated and engaged. Moreover, it is also crucial to identify the students that might need help in order to make sure their academic performance doesn't suffer. To that end, this paper tries to investigate the relationship between student engagement and their academic performance. Apriori association rules algorithm is used to derive a set of rules that relate student engagement to academic performance. Experimental results' analysis done using confidence and lift metrics show that a positive correlation exists between students' engagement level and their academic performance in a blended e-learning environment. In particular, it is shown that higher engagement often leads to better academic performance. This cements the previous work that linked engagement and academic performance in traditional classrooms.

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

Cited by 9 publications

References 22 publications

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

Relation between Student Engagement and Demographic Characteristics in Distance Learning Using Association Rules

Relationship Between Student Engagement and Performance in E-Learning Environment Using Association Rules

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