scholarly journals Assessment and comparison of student engagement in a variety of physiology courses

2016 ◽  
Vol 40 (1) ◽  
pp. 70-78 ◽  
Author(s):  
Mari K. Hopper
Keyword(s):  
Student Engagement ◽  
Primary Objective ◽  
First Year ◽  
Baseline Measure ◽  
First Year Students ◽  
Anatomy And Physiology ◽  
Animal Physiology ◽  
Physiology Students ◽  
Positive Effect ◽  
Question Survey

Calls for reform in science education have promoted active learning as a means to improve student engagement (SENG). SENG is generally acknowledged to have a positive effect on student learning, satisfaction, and retention. A validated 14-question survey was used to assess SENG in a variety of upper- and lower-level physiology courses, including 100-level Anatomy and Physiology 1, 300-level Animal Physiology, 400-level Advanced Physiology, and 500-level Medical Physiology courses. The results indicated that SENG did not vary consistently by course level, format, or curriculum. The highest levels of SENG were found in the Advanced Physiology course, which included SENG as a primary objective of the course. Physiology student SENG scores were compared with National Survey of Student Engagement (NSSE) scores. The results demonstrated that physiology students enrolled in the Anatomy and Physiology 1 course reported lower levels of SENG than first-year students that completed the NSSE. Students enrolled in the Advanced Physiology course reported higher levels of SENG than fourth-year students that completed the NSSE. Assessment of SENG offers insights as to how engaged students are, identifies where efforts may best be applied to enhance SENG, and provides a baseline measure for future comparisons after targeted course modifications.

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students

2015 ◽  
Vol 39 (3) ◽  
pp. 158-166 ◽  
Author(s):  
Saramarie Eagleton
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Community Support ◽  
First Year ◽  
Learning Effectiveness ◽  
Anatomy And Physiology ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
Teaching Anatomy ◽  
Physiology Students

Lecturers have reverted to using a “blended” approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also “grade oriented” rather than “learning oriented” as they indicated that they were more concerned about results than “owning” the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.

scholarly journals An Empirical Study of Business Student Engagement with Active Teaching Strategies: A Comparison of First Year and Senior Students

2021 ◽  
Vol 24 (1) ◽  
pp. 67-89
Author(s):  
Amir Arjomandi ◽  
Juergen Heinz Seufert ◽  
Martin O’Brien ◽  
L. Celeste Rossetto
Keyword(s):  
Student Engagement ◽  
Teaching Strategies ◽  
Student Outcomes ◽  
Business Students ◽  
First Year ◽  
First Year Students ◽  
Empirical Modelling ◽  
Active Teaching ◽  
Support Tools ◽  
Senior Students

The quantitative evaluation of student engagement has been difficult to achieve. This study uses Kahu’s (2013) conceptual framework to investigate the effectiveness of active teaching strategies and how they influence Business students’ engagement in a blended learning environment. First, we quantify the influence of various in-class active teaching activities and out-of-class support tools upon student engagement. The link between engagement and student outcomes in terms of academic results and personal and professional skills development is then captured in our empirical modelling. Results are compared between first year and senior students to understand significant differences in their engagement and experience. Our findings suggest that first year students display a higher propensity to utilize in-class learning activities and out-of-class support tools. This in turn, establishes a strong link with their engagement patterns. However, there is a weaker link between first year student engagement and outcomes compared to senior students. Overall, this study reinforces the usefulness of Kahu’s framework to guide curricula developments that cater for learners’ different needs.

scholarly journals Elements of Engagement for Successful Learning

2014 ◽  
Author(s):  
Amy Schweinle ◽  
Marcy Reisetter ◽  
Valerie Stokes
Keyword(s):  
Student Engagement ◽  
Sense Of Self ◽  
Life Goals ◽  
First Year ◽  
First Year Students ◽  
University Environment ◽  
Midwestern University ◽  
Interpretive Approach ◽  
The Individual ◽  
Positive Engagement

In this research we sought to understand student practices, beliefs, and behaviors that led to positive engagement on campus. More specifically, we studied student engagement as a function of the individual within the contexts of classroom and university environment using a basic interpretive approach. First year students from a medium-sized, public, Midwestern university participated in interviews on engagement, the classroom, university, and community contexts. Results suggest that both personality and a sense of self influence students' levels of engagement. Students who had identified life goals and who sought related activities and relationships made greater use of university resources and felt more engaged. We propose ways in which instructors and universities can make simple changes that may help enhance the experience of all students.

scholarly journals Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?

2020 ◽  
Vol 44 (1) ◽  
pp. 1-8
Author(s):  
Louise Ainscough ◽  
Richard Leung ◽  
Kay Colthorpe
Keyword(s):  
Learning Strategies ◽  
System Integration ◽  
Discussion Board ◽  
First Year ◽  
Discussion Boards ◽  
First Year Students ◽  
Anatomy And Physiology ◽  
New Learning ◽  
Self Discovery ◽  
New Strategies

Learning anatomy and physiology at university can be challenging, as students need to understand both the language of the discipline and complex topics, such as system integration. Yet learning strategies are rarely taught at university, making it difficult for students to adopt new strategies, if their approach to learning has not been effective or efficient. This study evaluated the use of small-group peer discussion boards as an avenue for sharing learning strategies between students in a first-year anatomy and physiology course. The majority of students (91%) identified strategies from the discussion board worth trying before they completed the midsemester exam. The most frequently reported type of strategy was transforming records. By the end of semester, 76% of students had adopted at least one new strategy; however, these students performed significantly worse on the exam compared with students who did not adopt new strategies. The students who adopted new strategies learned about them from peers (33%), the discussion board (32%), or through self-discovery (32%). The majority of students (83%) found the discussion boards to be useful as a source of new learning strategies and for insight into how others learn. Although the discussion boards provided an avenue for students to learn about new strategies from each other, further guidance from instructors may be required to help students evaluate the effectiveness of these learning strategies.

scholarly journals First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement

2019 ◽  
Vol 10 ◽  
Author(s):  
Luísa Ribeiro ◽  
Pedro Rosário ◽  
José Carlos Núñez ◽  
Martha Gaeta ◽  
Sonia Fuentes
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
First Year ◽  
First Year Students ◽  
Mediating Role

scholarly journals Improving EFL Students' Speaking Proficiency and Motivation: A Hybrid Problem-based Learning Approach

2018 ◽  
Vol 8 (7) ◽  
pp. 848 ◽  
Author(s):  
Mohamed Ali Mohamed Kassem
Keyword(s):  
Proficiency Test ◽  
Action Plan ◽  
Problem Based Learning ◽  
First Year ◽  
First Year Students ◽  
Speaking Proficiency ◽  
New Ideas ◽  
Efl Students ◽  
Standardized Curriculum ◽  
Positive Effect

The present study used a Hybrid Problem-Based Learning (H-PBL) approach for teaching a Speaking Course to the First-Year students of the English Department at Prince Sattam Bin Abdulaziz University, Saudi Arabia. Previous research has proved the currently inappropriate teaching approaches and the lack of motivation to be the most significant reasons for EFL students' poor speaking proficiency. The lack of motivation is due to the traditional, rigid and tedious teaching techniques adopted in speaking classrooms and partly due to the standardized curriculum of the speaking course where there is no scope for instructors to change their teaching approach or introduce new ideas in the curriculum. The H-PBL approach has been proved to be an effective model for teaching language skills; however, the existing literature still lacks an actual action plan or a methodology to introduce this approach as a pedagogical remedy for motivating EFL students and improving their speaking proficiency. The study addressed this gap by recommending the use of H-PBL approach in EFL speaking classes. The study used a pre-post speaking proficiency test, a students' motivation questionnaire, interviews and observation sheets as data collection tools. Results revealed that the H-PBL approach has a positive effect on improving the students' speaking proficiency, students' motivation significantly increased and, eventually, students tended to be more self-directed and independent. Instructors also applauded the use of H-PBL approach but recommended adapting the curriculum and the teaching strategies to support this approach.

First-Year Students' Employment, Engagement, and Academic Achievement: Untangling the Relationship between Work and Grades

NASPA Journal ◽  
2009 ◽  
Vol 45 (4) ◽  
Author(s):  
Gary R Pike ◽  
George D. Kuh ◽  
Ryan C Massa-McKinley
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
National Survey ◽  
Negative Relationship ◽  
First Year ◽  
First Year Students ◽  
Significant Negative Relationship ◽  
Using Data ◽  
The Relationship

This study examined the relationships among first-year students’ employment, engagement, and academic achievement using data from the 2004 National Survey of Student Engagement. A statistically significant negative relationship was found between working more than 20 hours per week and grades, even after controlling for students’ characteristics and levels of engagement. An examination of the indirect relationships between work and grades revealed that working 20 hours or less on campus was significantly and positively related to grades, acting through student engagement.

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