Institutional Expenditures and Student Engagement: a Role for Financial Resources in Enhancing Student Learning and Development?

2005 ◽  
Vol 46 (2) ◽  
pp. 235-249 ◽  
Author(s):  
John F. Ryan
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Financial Resources ◽  
Learning And Development ◽  
Institutional Expenditures

scholarly journals In Defense of the Populist Lecture

2010 ◽  
Vol 43 (04) ◽  
pp. 759-765 ◽  
Author(s):  
Mark Lawrence Schrad
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Full Advantage ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Lecture Hall ◽  
Large Lecture ◽  
Information And Communication ◽  
Visual Variety

AbstractInformation and communication technology (ICT) programs like Microsoft PowerPoint and Apple Keynote have become the norm for large university lecture classes, but their record in terms of student engagement and active learning is mixed at best. Here, the author presents the merits of a “populist” lecture style that takes full advantage of the variety of features available from the latest generation of ICT programs. Based on visual variety, audio and visual sound bites, and the incorporation of humor and pop-cultural references, this populist approach not only facilitates greater student attention and engagement with the class materials, but also offers unmatched opportunities for extending student learning beyond the confines of the large lecture hall.

scholarly journals The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education—Using Deep and Surface Approaches

2021 ◽  
Vol 11 (9) ◽  
pp. 462
Author(s):  
Salah Alhammadi
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Mode Of Delivery ◽  
Class Discussion ◽  
The Face ◽  
Face To Face Learning ◽  
Future Of Education

This paper explores the student learning experience using technology as an e-learning tool during the COVID-19 pandemic. This article utilized qualitative methods to examine the quality of student learning using deep and surface approaches to understand what influences student engagement with technology. Interviews were conducted with 21 students from various academic majors using deductive content analysis to evaluate their responses. The findings show that technology increased student engagement with class discussion, and students became more informed about lecture material. It is noteworthy that there were some variations in the students’ interpretation of the learning experience with technology, indicating a gap in the quality of learning. Notably, there was an improvement in grades compared to the last online session and the face-to-face learning experience prior to the COVID-19 pandemic, and there were fewer missing quizzes and late assignments. These outcomes may be used to enhance teaching strategies and problem solving within teaching and learning to develop a new mode of delivery. In addition, these findings are important for the future of education in a post-pandemic world.

scholarly journals ‘Incentivised reading’- Using an online VLE to measure engagement and attainment in student learning.

2017 ◽  
Vol 5 (11) ◽  
pp. 74-86
Author(s):  
Louise Helen Beard
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Student Motivation ◽  
Student Feedback ◽  
Online Assessment ◽  
Teaching Resources ◽  
Qualitative Feedback ◽  
Online Assignments ◽  
High Engagement ◽  
Study Student

Virtual Learning Environments (VLEs) can be used as a resource repository but also as an environment to encourage independent student learning. Customised online assignments that can be assembled by the lecturer can be found in teaching resources such as Mastering Biology, developed by Pearson Publishers. In this study, student engagement in both summative and formative assignments was measured, and student attainment and qualitative feedback on the use of Mastering Biology was collected.During the period 2010-2017, the online VLE Mastering Biology was used to create online summative assignments and promoted to the students as ‘incentivized reading.'The results showed high student engagement in summative online assessment (94±3.2%) but lower engagement in formative online assessment (34±10.9%) and DSM assessment (36±3.5%) across all years. Student attainment increased after the introduction of Mastering Biology, in coursework (+13.2%), exams (+12.5%) and total module scores (+10.6%). Importantly, student feedback was also very positive about the implementation of Mastering Biology.This study suggests that students display high engagement with the summative online assessment. Lower engagement in formative assessment could be due to differences in student motivation. Lack of engagement in this assessment could be used to identify disengaged students and intervention and extra support could be given.

TVET as a Game Changer

2020 ◽  
pp. 134-158
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Learning Outcomes ◽  
Indirect Effects ◽  
Student Learning Outcomes ◽  
Direct And Indirect Effects ◽  
Demographic Information ◽  
College Impact ◽  
Research Questions ◽  
Impact Models

This chapter discusses the implications of results presented in Chapter 4. Possible explanations for the findings are provided in reference to how they converge or diverge from the existing literature. In Chapter 4, the effects of college resources and student engagement on student learning outcomes were investigated. By incorporating the college impact models, this chapter explores how college resources influence learning outcomes beyond what is already explained by aspects of the environment. Specifically, the chapter analyzed the direct and indirect effects of college resources and student engagement on students learning outcomes. In addition, this chapter examined the college environments and the influence it exerts on learning outcomes. The chapter is centered on the findings of demographic information as well as understanding group variances. The chapter winds up with a concrete discussion around the research questions and hypotheses developed in Chapter 4.

Utilizing Twitter and #Hashtags Toward Enhancing Student Learning in an Online Course Environment

2018 ◽  
pp. 1217-1226 ◽  
Author(s):  
T. Scott Bledsoe ◽  
Dave Harmeyer ◽  
Shuang Frances Wu
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Research Methodology ◽  
Research Question ◽  
Online Course ◽  
Online Research ◽  
Theory Approach ◽  
Information Communication ◽  
Educational Environments ◽  
Grounded Theory Approach

The authors offer an answer to the research question, To what extent and in what ways is Twitter helpful to student learning when group hashtags are created and used in collaborative educational environments? Sixty-two students in a spring 2012 graduate online Research Methodology course worked individually and in groups to create discussions on topics of interest through Twitter posts and student-created hashtags. Student participants answered nine qualitative and quantitative questions concerning the Twitter/hashtag exercise and used collaborative blog pages to reflect on their experiences. A grounded theory approach was applied to classify data generated from the nine questions and blog postings. An analysis of the study's data resulted in the discovery of the following four themes: access to information, communication, class engagement, and general feedback. Based on these themes, nine recommendations are offered for maximizing the use of Twitter in an online environment for increased student engagement and learning.

Implementation and use of a mobile lab bench for a first course in power electronics

2020 ◽  
pp. 002072092092847
Author(s):  
Bora Karayaka ◽  
Robert Adams ◽  
Paul Yanik
Keyword(s):  
Student Engagement ◽  
Student Retention ◽  
Student Learning ◽  
Power Electronics ◽  
Learning Experience ◽  
Laboratory Setting ◽  
Learning Enhancement ◽  
Relevant Theory ◽  
Alternative Approaches

Although practice by doing is typically regarded to be an effective method to facilitate student learning in a laboratory setting, stretched resources may require alternative approaches to accommodate students and to promote student retention. A portable multipurpose lab bench is presented that facilitates student learning by incorporating demonstration and discussion in a lab environment. In a first course for power electronics, improved student engagement and learning enhancement were targeted through the use of this single bench cohesively with classroom presentations and relevant theory. Laboratory assessments and end of course surveys for two consecutive years were collected to assess the learning experience as well as the effectiveness of the established mobile lab bench concept.

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