Student Engagement: Bridging Research and Practice to Improve the Quality of Undergraduate Education

2013 ◽  
pp. 47-92 ◽  
Author(s):  
Alexander C. McCormick ◽  
Jillian Kinzie ◽  
Robert M. Gonyea
Keyword(s):  
Student Engagement ◽  
Undergraduate Education ◽  
Research And Practice ◽  
Bridging Research And Practice

scholarly journals How Student Engagement Can Improve the Quality of Undergraduate Education Using Course Experience as a Mediating Variable

2021 ◽  
Author(s):  
Traian Ropot ◽  
◽  
Muhua Wang ◽  
Francis Stonier ◽  
◽  
...  
Keyword(s):  
Student Engagement ◽  
Undergraduate Education ◽  
Course Experience ◽  
Further Development

The intent of this paper is to analyse the correlation between student engagement and course experience as a mechanism for improvement of the quality of undergraduate education. Traditionally, research focused separately on student engagement or course experience but it is to be argued that the later can be perceived as a mediating variable onto assessing student engagement as a tool for measurement and improvement of the undergraduate education. Additionally, is to be argued that the critique upon the student engagement and course experience concepts contributes to their further development.

scholarly journals Quality criteria for conceptual technology integration models in education: bridging research and practice

2021 ◽  
Author(s):  
J Tondeur ◽  
D Petko ◽  
R Christensen ◽  
K Drossel ◽  
Anne Starkey ◽  
...  
Keyword(s):  
Educational Technology ◽  
Technology Integration ◽  
Conceptual Models ◽  
Quality Criteria ◽  
Research And Practice ◽  
Practical Applications ◽  
Wide Range ◽  
Or Practice ◽  
Bridging Research And Practice

© 2021, Association for Educational Communications and Technology. In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today, there is a wide range of conceptual models that are developed and used in research and/or practice focusing on educational technology integration. Conceptual models are of relevance as they can bridge theory with practical applications. Today, there are a wide range of conceptual models are developed and used in research and/or practice focusing on educational technology integration. These models can be seen as simplified versions of theories for practical application or as condensed wisdoms of practice that need to be further investigated theoretically and empirically. However, there is insufficient agreement on the dimensions and criteria used to judge the quality of conceptual models in educational technology. Therefore, the main goals of this article are to: (1) develop criteria to assess the quality and scope of conceptual models and (2) identify and compare exemplary models for technology integration in educational settings along with these quality criteria. The resulting five criteria from this investigation provide the means to effectively evaluate the quality and scope of conceptual models focused on technology integration while providing additional insight into applying these models in research and practice.

scholarly journals Quality criteria for conceptual technology integration models in education: bridging research and practice

2021 ◽  
Author(s):  
J Tondeur ◽  
D Petko ◽  
R Christensen ◽  
K Drossel ◽  
Anne Starkey ◽  
...  
Keyword(s):  
Educational Technology ◽  
Technology Integration ◽  
Conceptual Models ◽  
Quality Criteria ◽  
Research And Practice ◽  
Practical Applications ◽  
Wide Range ◽  
Or Practice ◽  
Bridging Research And Practice

© 2021, Association for Educational Communications and Technology. In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today, there is a wide range of conceptual models that are developed and used in research and/or practice focusing on educational technology integration. Conceptual models are of relevance as they can bridge theory with practical applications. Today, there are a wide range of conceptual models are developed and used in research and/or practice focusing on educational technology integration. These models can be seen as simplified versions of theories for practical application or as condensed wisdoms of practice that need to be further investigated theoretically and empirically. However, there is insufficient agreement on the dimensions and criteria used to judge the quality of conceptual models in educational technology. Therefore, the main goals of this article are to: (1) develop criteria to assess the quality and scope of conceptual models and (2) identify and compare exemplary models for technology integration in educational settings along with these quality criteria. The resulting five criteria from this investigation provide the means to effectively evaluate the quality and scope of conceptual models focused on technology integration while providing additional insight into applying these models in research and practice.

scholarly journals Altruism, Solidarity and Responsibility from a Committed Sociology: Contributions to Society

2021 ◽  
Author(s):  
Estrella Gualda
Keyword(s):  
International Development ◽  
Data Science ◽  
Collective Responsibility ◽  
Focus Of Attention ◽  
Sociological Research ◽  
Refugee Crisis ◽  
Research And Practice ◽  
Humanitarian Emergencies ◽  
History Of

AbstractA careful look at the international development of Sociology highlights the centrality that the study of social problems and the approach to possible solutions to them have had in the history of this discipline, not infrequently for the sake of better social integration, stability, development, social change or even modernity. Recent approaches suggest shifting this focus of attention, arguing about the deficit in sociological research and practice concerning theor etical frameworks that pay attention to the positive aspects. This text reflects on the contributions that altruism, solidarity, and collective responsibility can have to improve the quality of life in contemporary societies and face humanitarian emergencies with a certain degree of success. For instance, the so-called refugee crisis or the current COVID-19 pandemic poses significant challenges for societies. This article also explores briefly new roles of data science in connection with responsibility and altruism. The text invites us to revisit sociology, thinking about the lights more than the shadows.

scholarly journals Missing in Action: Reports of Interdisciplinary Integration in Canadian Palliative Care

2021 ◽  
Vol 28 (4) ◽  
pp. 2699-2707
Author(s):  
Maggie C. Robinson ◽  
Maryam Qureshi ◽  
Aynharan Sinnarajah ◽  
Srini Chary ◽  
Janet M. de Groot ◽  
...  
Keyword(s):  
Palliative Care ◽  
Social Work ◽  
Spiritual Care ◽  
Psychosocial Care ◽  
Research And Practice ◽  
Barriers And Enablers ◽  
Special Concern ◽  
Missing In Action ◽  
Interdisciplinary Integration

Palliative care has an interdisciplinary tradition and Canada is a leader in its research and practice. Yet even in Canada, a full interdisciplinary complement is often lacking, with psychosocial presence ranging from 0–67.4% depending on the discipline and region. We sought to examine the most notable gaps in care from the perspective of Canadian palliative professionals. Canadian directors of palliative care programs were surveyed with respect to interdisciplinary integration. Participants responded in writing or by phone interview. We operationalized reports of interdisciplinary professions as either “present” or “under/not-represented”. The Vaismoradi, Turunen, and Bondas’ procedure was used for content analysis. Our 14 participants consisted of physicians (85.7%), nurses (14.3%), and a social worker (7.1%) from Ontario (35.7%), British Columbia (14.3%), Alberta (14.3%), Quebec (14.3%), Nova Scotia (14.3%), and New Brunswick (7.1%). Psychology and social work were equally and most frequently reported as “under/not represented” (5/14, each). All participants reported the presence of medical professionals (physicians and nurses) and these groups were not reported as under/not represented. Spiritual care and others (e.g., rehabilitation and volunteers) were infrequently reported as “under/not represented”. Qualitative themes included Commonly Represented Disciplines, Quality of Multidisciplinary Collaboration, Commonly Under-Represented Disciplines, and Special Concern: Psychosocial Care. Similar to previous reports, we found that (1) psychology was under-represented yet highly valued and (2) despite social work’s relative high presence in care, our participants reported a higher need for more. These finding highlight those psychosocial gaps in care are most frequently noted by palliative care professionals, especially psychology and social work. We speculate on barriers and enablers to addressing this need.

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