Medical Student Engagement in a Virtual Learning Environment Positively Correlates with Course Performance and Satisfaction in Psychiatry

2021 ◽

Author(s):

Roza Ghaemi ◽

Gabrielle Lam

Keyword(s):

Student Engagement ◽

Learning Environment ◽

Online Courses ◽

Meaningful Learning ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Online Engagement ◽

Student Interviews

Student engagement is believed to be related to students’ meaningful learning, persistence andsatisfaction. Although its importance is well recognized, student engagement patterns in the virtual learning environment are not well understood, particularly in online courses that offer both synchronous and asynchronous paths. The purpose of this study is to characterize studentonline engagement in a team-based project-centric course, in terms of behavioral, cognitive, emotional, social and collaborative dimensions. Data from tracking logs and student interviews will be analyzed to elucidate any relationships between the various dimensions of online engagement.

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A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning

Journal of University Teaching and Learning Practice ◽

10.53761/1.18.4.14 ◽

2021 ◽

Vol 18 (4) ◽

pp. 184-205

Author(s):

Lesley Andrew ◽

◽

Ruth Wallace ◽

Ros Sambell ◽

◽

...

Keyword(s):

Higher Education ◽

Online Learning ◽

Student Engagement ◽

Learning Environment ◽

Teaching And Learning ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Peer Observation ◽

Learning And Teaching

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson’s (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.

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Engaging with assessment: Increasing student engagement through continuous assessment

Active Learning in Higher Education ◽

10.1177/1469787417723230 ◽

2017 ◽

Vol 19 (1) ◽

pp. 23-34 ◽

Cited By ~ 15

Author(s):

Naomi Holmes

Keyword(s):

Student Engagement ◽

Learning Environment ◽

Student Satisfaction ◽

Curriculum Design ◽

Student Experience ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Continuous Assessment ◽

The Impact

Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are ‘assessment-driven’, a low-stakes continuous weekly summative e-assessment was introduced to a module. The impact this had on student engagement was measured by studying student activity within the module virtual learning environment. It was found that introduction of the e-assessments led to a significant increase in virtual learning environment activity compared to the virtual learning environment activity in that module the previous year, and also compared to the virtual learning environment activity of two other modules studied by the same student cohort. As many institutions move towards greater blended or online deliveries, it will become more important to ensure that virtual learning environments encourage high levels of student engagement in order to maintain or enhance the student experience.

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Fostering Student Engagement in Virtual Learning Environment

SBV Journal of Basic, Clinical and Applied Health Science ◽

10.5005/jp-journals-10082-03123 ◽

2021 ◽

Vol 4 (3) ◽

pp. 57-58

Author(s):

Subhash C Parija ◽

Prateek S Shrivastava

Keyword(s):

Student Engagement ◽

Learning Environment ◽

Virtual Learning ◽

Virtual Learning Environment

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Student Engagement and the Creation of Knowledge Within a 3D Virtual Learning Environment

Immersive Environments, Augmented Realities, and Virtual Worlds ◽

10.4018/978-1-4666-2670-6.ch001 ◽

2013 ◽

pp. 1-15

Author(s):

Brian G. Burton ◽

Barbara Martin

Keyword(s):

Student Engagement ◽

Learning Environment ◽

Undergraduate Students ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Community Of Learners ◽

Student Knowledge ◽

Knowledge Conversion ◽

The Creation ◽

Knowledge Spiral

This chapter’s goal is to examine the student engagement and the creation of student knowledge of undergraduate students using a 3D Virtual Learning Environment. After creating a 3D didactic constructivist virtual environment, student conversations were recorded for engagement dimensions using Hara, Bonk, and Angeli (2000) framework and Nonaka and Takeuchi (1995) knowledge creation theory. Findings revealed that five forms of student engagement amplified the learning process and that a complete knowledge spiral occurred emphasizing the four modes of knowledge conversion. Although limited in time and scope, results further suggest that a highly engaged community of learners was created.

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Out of class-out of mind? The use of a virtual learning environment to encourage student engagement in out of class activities

British Journal of Educational Technology ◽

10.1111/j.1467-8535.2008.00822.x ◽

2009 ◽

Vol 40 (1) ◽

pp. 70-77 ◽

Cited By ~ 27

Author(s):

Maggie Leese

Keyword(s):

Student Engagement ◽

Learning Environment ◽

Virtual Learning ◽

Virtual Learning Environment

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Proposal of an instrument to evaluate interaction spaces in a VLE

Journal of Teaching and Educational Research ◽

10.35429/jter.2019.15.5.1.13 ◽

2019 ◽

pp. 1-13

Author(s):

Rubí Estela Morales-Salas ◽

Daniel Montes-Ponce

Keyword(s):

Learning Environment ◽

Design Space ◽

Collaborative Work ◽

Virtual Learning ◽

Interaction Space ◽

Learning Objects ◽

Traditional Education ◽

Virtual Learning Environment ◽

Discussion Forums ◽

Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

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