Switched off? A study of disengagement among computing students at two universities

Hockings, Christine; Cooke, Sandra; Yamashita, Hiromi; McGinty, Samantha; Bowl, Marion

doi:10.1080/02671520802048729

Cited by 81 publications

(59 citation statements)

References 19 publications

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“…However, the conceptualisation of disengagement as a character fault has been criticised by others. Hockings et al (Hockings C, Cooke S, Yamashita H, McGinty S, Bowl M., 2008) warn against judging students who "appear to be disengaged as inferior, deficient or problematic" and point out that the concept of disengagement is complex, and not a stable trait within students who may be differently engaged over time or between tasks and subjects.…”

Section: Disengagement As a Character Faultmentioning

confidence: 99%

Conceptualising and Measuring Student Disengagement in Higher Education: A Synthesis of the Literature

Chipchase

Davidson

Blackstock

et al. 2017

IJHE

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Much has been written about why students engage in academic studies at university, with less attention given to the concept of disengagement. Understanding the risks and factors associated with student disengagement from learning provides opportunities for targeted remediation. The aims of this review were to (i) explore how student disengagement has been conceptualised, (ii) identify factors associated with disengagement, and (iii) identify measureable indicators of disengagement in previous literature. A systematic search was conducted across relevant databases and key websites. Reference lists of included papers were screened for additional publications. Studies and national published survey data were included if they addressed issues pertaining to student disengagement with learning or the academic environment, were in full text and in English. In the 32 papers that met the inclusion criteria, student disengagement was conceptualised as a multi-faceted, complex yet fluid state that has a combination of behavioural, emotional and cognitive domains influenced by intrinsic (psychological factors, low motivation, inadequate preparation for higher education, and unmet or unrealistic expectations) or extrinsic (competing demands, institutional structure and processes, teaching quality and online teaching and learning). A number of measurable indicators of disengagement were synthesised from the literature including those that were self-reported by students and those collected by a number of tertiary institutions. An examination of the conceptualisation, influences and indicators of disengagement could inform intervention programs to ameliorate the consequences of disengagement for students and academic institutions.

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Section: Disengagement As a Character Faultmentioning

confidence: 99%

Conceptualising and Measuring Student Disengagement in Higher Education: A Synthesis of the Literature

Chipchase

Davidson

Blackstock

et al. 2017

IJHE

View full text Add to dashboard Cite

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“…Recent literature has highlighted the issue of student alienation (Case 2007;Hockings et al 2008;Mann 2001Mann , 2005. Alienated students experience themselves as isolated from the group or activity.…”

Section: Concluding Commentsmentioning

confidence: 99%

Creating a safe climate for active learning and student engagement: an example from an introductory social work module

Raghallaigh

Cunniffe

2013

Teaching in Higher Education

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This article explores the experiences of students who participated in a series of seminars that employed active learning methodologies. The study on which the article is based involved two parts. First, students completed a questionnaire after each seminar, resulting in 468 questionnaires. Second, nine students participated in a focus group where the questionnaire findings were explored. The research findings suggest that the students were highly engaged and that the mix of 'doing', 'observing' and 'reflecting' contributed to their engagement. However, in addition, the students' perspectives suggested that the learning environment in which the seminars took place was of particular importance. Overall, the study highlights that while active learning methodologies contribute to student engagement, the atmosphere in which the methodologies are used is also of central importance. Therefore, as well as paying attention to the cognitive aspects of learning, teachers need to consider the affective domains.

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“…Importantly, enhancing student engagement facilitates diversity in understanding, which is an essential and practical step towards the innovation process and also creates a wide range of intellectual and practical skills among students. 10 Further, improving student engagement can augment the transition from surface learning to deep learning 11,14 (figure 2), which is also key to innovation and to professional success.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, students' reflection on subject knowledge is vital to their future self-directed learning and subsequent professional success. Several studies addressing strategies to improve student learning 7,[11][12][13] have indicated that improving student engagement in the learning process leads to improved learning outcomes and thus better professional success (Figure 1). Importantly, enhancing student engagement facilitates diversity in understanding, which is an essential and practical step towards the innovation process and also creates a wide range of intellectual and practical skills among students.…”

Section: Introductionmentioning

confidence: 99%

Student-led collaborative learning enhances engagement in veterinary neurophysiology lectures

Kilroy

Kumar

2016

BEMS Reports

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Student engagement is essential for effective learning. Although several approaches to improve student engagement are reported in the educational literature, specific studies focusing on veterinary preclinical subjects are lacking. In this study we aimed to test the utility of a student-led collaborative learning approach in order to increase their engagement with the learning process in veterinary neurobiology lectures. The students were asked to identify real world/clinical cases as part of their collaborative learning. These cases were further discussed in the lecture sessions to correlate them with the basic neuroscience principles covered in the veterinary neurobiology curriculum. This exercise led to improved student engagement, which was objectively assessed. We conclude that using examples of real world/clinical cases and correlating them with basic science concepts improves student engagement and hence should be considered in pre-clinical curriculum design.

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Switched off? A study of disengagement among computing students at two universities

Cited by 81 publications

References 19 publications

Conceptualising and Measuring Student Disengagement in Higher Education: A Synthesis of the Literature

Conceptualising and Measuring Student Disengagement in Higher Education: A Synthesis of the Literature

Creating a safe climate for active learning and student engagement: an example from an introductory social work module

Student-led collaborative learning enhances engagement in veterinary neurophysiology lectures

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