Student Engagement in the Facebook Learning Environment: A Person-Centred Study

2021 ◽  
pp. 073563312110301
Author(s):  
Vo Ngoc Hoi ◽  
Ho Le Hang
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Latent Profile Analysis ◽  
Teaching Effectiveness ◽  
Profile Analysis ◽  
Learning Activities ◽  
Academic Disciplines ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Learning Platform

Facebook has been used not only as a popular social network service among college students but also as a platform for promoting learning and teaching effectiveness in different subject areas. While previous studies have demonstrated the utility of Facebook for enhancing student engagement, little is known about whether there are different profiles of students with different engagement patterns in the Facebook learning environment. Adopting a person-centred approach, we aim to fill this gap in the current study by identifying unobserved sub-populations of students with respect to their engagement patterns in the Facebook as a supplemental learning platform. Latent profile analysis revealed three engagement profiles, a minimally engaged, a moderately engaged, and a highly engaged profile. Results also suggested that academic disciplines and teacher involvement in the Facebook learning activities were significant predictors of student membership in the three engagement profiles. Our findings offer implications for the design and delivery of Facebook learning activities that cater to different groups of learners with different learning needs.

scholarly journals Web 2.0 Tools in Classroom: Enhancing Student Engagement through Technology Enabled Active Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 41-55
Author(s):  
Ibrahim Adam
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Low Complexity ◽  
Learning Activities ◽  
Learning Needs ◽  
Pedagogical Strategies ◽  
Web 2.0 Tools ◽  
Student Centred Learning

The essentiality of teaching is to make student learning possible. This can be achieved by ensuring student engagement during lessons. Due to the paradigm shift in learning towards student-centred learning, pedagogical strategies need to be adopted to create a learning environment where students can be active learners. Hence, 21st century teachers are expected to be capable of enhancing active learning. As current learners accept technology; adapts to it, uses it to complete tasks in new and creative ways, pedagogical strategies such as active learning needs to be implemented in a technology enabled learning environment. This paper looks into the two cycles of action research, conducted to improve student engagement by creating learning activities using Web 2.0 tools to promote active learning among students, which in turn would enhance their engagement within the class. The purpose of the first cycle was to design learning activities using web 2.0 tools and evaluate these activities on the levels of active learning. Evaluators agree that each activity promotes active learning with a combination of low complexity, medium complexity and high complexity levels. The purpose of the second cycle was to measure the levels of student engagement when the learning activities were implemented within the classroom. Results suggest that they were highly engaged with performance of the highest level.

scholarly journals All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement

2020 ◽  
Author(s):  
Katharina Schnitzler ◽  
Doris Holzberger ◽  
Tina Seidel
Keyword(s):  
High School Students ◽  
Student Engagement ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Self Concept ◽  
Emotional Engagement ◽  
School Students ◽  
Post Test ◽  
High Engagement ◽  
Better Than

Abstract Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by student motivational characteristics such as academic self-concept. These relations have been well established with variable-centered analyses, but in this study, a person-centered analysis was applied to describe how the different aspects of student engagement are combined within individual students. Specifically, we investigated how the number of hand-raisings interacts with student cognitive and emotional engagement in various engagement patterns. Additionally, it was analyzed how these engagement patterns relate to academic self-concept as an antecedent and achievement as an outcome. In an empirical study, high school students (N = 397) from 20 eighth-grade classrooms were surveyed and videotaped during one mathematics school lesson. The design included a pre- and post-test, with the videotaping occurring in between. Five within-student engagement patterns were identified by latent profile analysis: disengaged, compliant, silent, engaged, and busy. Students with higher academic self-concept were more likely to show a pattern of moderate to high engagement. Compared with students with low engagement, students with higher engagement patterns gained systematically in end-of-year achievement. These findings illustrate the power of person-centered analyses to illuminate the complexity of student engagement. They imply the need for differentiation beyond disengaged and engaged students and bring along the recognition that being engaged can take on various forms, from compliant to busy.

scholarly journals Impelementasi Media Daring Dalam Mendukung Pembelajaran di Masa Pendemi

2021 ◽  
Vol 1 (03) ◽  
pp. 110-115
Author(s):  
Ubaidillah Kamal Faseh ◽  
Septi Gumiandari
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Needs ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Minimum Data ◽  
Library Research ◽  
E Learning

The Covid-19 pandemic has caused many activities to stop, including activities teaching and learning conventionally. Until a solver or deep solution is needed respond to these problems. Teaching and learning activities carried out online is a way to overcome that problem. Destination The research was to determine the use of online learning e-learning media for students at a university in Indramayu. The research instrument carried out on the collection of information and data is by means of questionnaires and library research. As a result of this research shows that online learning has been implemented well, and takes advantage of various learning media such as WhatsApp, Google Classroom, Zoom and Google Meet so learning becomes more varied and makes students not bored quickly and understand faster material delivered. There are several obstacles faced in implementation of online teaching and learning activities, namely the internet network that is not stable, lacking maximum availability of physical references and minimum data quota Internet. Online learning needs to be used as best as possible in activities learning and teaching because it is an innovation in learning so that students and lecturers can conduct lectures efficiently and effectively.

scholarly journals 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

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.

Teaching in a Makerspace

2020 ◽  
pp. 26-51
Author(s):  
Catherine Otieno
Keyword(s):  
Learning Environment ◽  
Knowledge Base ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Learning Goals ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Depth Study

This chapter provides an in-depth study of the teaching practices of instructors who primarily guide and facilitate learning in a makespace. With a close look at the pedagogical practices that govern teaching and learning in the maker classroom, this study presents instructors who modeled these frameworks. In addition to their own knowledge base and expertise, they were able to efficiently and effectively integrate multi-resources in a unique learning environment while helping learners succeed and adopt the maker mindset. Makerspaces are changing how we perceive learning and teaching. Instructors highlighted in this chapter put forth activities and learning goals that were learner centered and interesting to various learning needs. They designed and created a learning environment that safeguarded learners and allowed them to experiment with ideas and materials, creating different iterations of learning and redefining what success and failure means.

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