scholarly journals Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content

2016 ◽  
Vol 15 (4) ◽  
pp. es6 ◽  
Author(s):  
Cynthia J. Brame
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
Cognitive Load ◽  
Content Delivery ◽  
Educational Tool ◽  
Online Classes ◽  
Video Content ◽  
Educational Videos ◽  
Effective Use

Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool.

A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education

2018 ◽  
pp. 40-59 ◽  
Author(s):  
Soo Jeoung Han ◽  
Doo Hun Lim ◽  
Eulho Jung
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Team Learning ◽  
Online Courses ◽  
Learning Model ◽  
Team Members ◽  
Wide Range ◽  
Online Setting ◽  
Successful Team ◽  
Effective Use

As more higher education faculty use team-based assignments in online courses across a wide range of university disciplines, research on team learning as one of the pedagogical approaches in higher education has become more relevant. The authors reviewed active learning as a type of instructional method for team members' satisfaction and active engagement in their learning processes. Therefore, this chapter explores team learning as an effective online learning model that also facilitates effective use of learning management systems (LMS). Additionally, the chapter examines essential strategies to work and learn as a successful team in an online setting. With the intent of supporting faculty and practitioners of higher education who adopt an online team learning method, the authors propose an active learning model for online team learning and specific guidelines to utilize the model.

Tweeting the Lecture: How Social Media Can Increase Student Engagement in Higher Education

2015 ◽  
Vol 9 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Olan Kees Martin Scott ◽  
Alicia R. Stanway
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Student Engagement ◽  
Social Networking Sites ◽  
Sport Management ◽  
Sport Marketing ◽  
Course Materials ◽  
Online Lectures ◽  
Use Of Social Media ◽  
Effective Use

The higher education sector increasingly uses social media as an educational tool to develop a sense of community and foster student engagement, particularly as social networking sites have become an integral part of the lives of digital natives. The current study sought to explore whether the use of Twitter could foster student engagement in a sport marketing course, specifically by embedding Twitter through two assessments, online lectures and weekly tasks. Mean score comparisons indicated that over a 13-week semester, students (N = 68) felt more engaged and included in the course because it had Twitter, found Twitter to be relatively easy to use, and the use of social media aligned with course objectives. The results of the current study have salience in sport management education, because the effective use of Twitter within a higher education context demonstrates how the use of social media can foster engagement with course materials.

scholarly journals Student Engagement Across Cultures - Investigating Lecture Software

2017 ◽  
Vol 6 (1) ◽  
pp. 15-30
Author(s):  
Alison J Green ◽  
Gail Sammons ◽  
Alice Swift
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
21St Century ◽  
Software Technology ◽  
Integrate Technology ◽  
The U.S

Most instructors are looking for ways to improve student engagement in higher education classrooms across the globe.  With the influx of tablets and laptops as the tool for students in the 21st century, the question arises of how best to integrate technology into the design of a lecture and is there a difference when designing a lecture with technology across cultures?  The purpose of this study was to investigate lecture software in the classroom. Students and instructors from Singapore and the U.S. participated.  The instrument, to collect the perceptions of the lecture software was the Student Engagement Survey, and the results reveal that active learning was a common educational thread across the globe by using the lecture software technology.

Building Interaction Online

2016 ◽  
pp. 120-146 ◽  
Author(s):  
Arianne J Rourke ◽  
Annabelle Lewer-Fletcher
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Student Engagement ◽  
Management System ◽  
Learning Management System ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Postgraduate Student ◽  
Educational Tool ◽  
Educational Value

In higher education in recent years the educational value of blog journals for facilitating student engagement, reflection and learning has been emphasized (Chu, Kwan, & Warning, 2012; Ellison & Wu, 2008; Richardson, 2005; Yang, 2009). According to Williams and Jacobs (2004), blogs are seen as a ‘transformative educational tool', which assists in the development of ‘reflective and critical thinking skills' (Joshi & Chugh, 2009). This chapter critically analyzes the reflective and collaborative value of two different systems of blog journaling used by postgraduate student to reflect on their arts industry internships. Firstly Blogger (https://www.blogger.com), used between 2008 and 2012 and secondly, journal blogging in the Learning Management System (LMS) of Moodle (2014) are critiqued in terms their ability to promote student engagement, reflection, connection and collaboration. There is particular emphasis on how recent blog journals (2014) reflect how students' confidence, awareness and understandings evolve as they develop professional expertise.

scholarly journals Special Issues on Learning Strategies: Parallels and Contrasts between Australian and Chinese Tertiary Education

2017 ◽  
Vol 10 (12) ◽  
pp. 61
Author(s):  
Yuzuo Yao
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Tertiary Education ◽  
Feedback Mechanism ◽  
Administrative Staff ◽  
Feedback Mechanisms ◽  
Classroom Activities

Learning strategies are crucial to student learning in higher education. In this paper, there are comparisons of student engagement, feedback mechanism and workload arrangements at some typical universities in Australia and China, which are followed by practical suggestions for active learning. First, an inclusive class would allow learners from different backgrounds to become more engaged in classroom activities. Second, universities should improve feedback mechanisms, making them more timely and helpful to enable students to adapt their learning strategies and allowing teachers to adjust teaching methods to target students effectively. Third, this paper proposes a framework of principles under which the flexible workload of academics should be ensured so that students can learn social skills from administrative staff and have more free time to develop unique thinking and planning capacities.

scholarly journals From Theory to Practice of Promoting Student Engagement in Business and Law-Related Disciplines: The Case of Undergraduate Economics Education

2020 ◽  
Vol 10 (8) ◽  
pp. 205
Author(s):  
Rabindra Nepal ◽  
Ann M. Rogerson
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
Online Education ◽  
Student Performance ◽  
Retention Rates ◽  
Future Research ◽  
Economics Education ◽  
Emotional Aspects ◽  
Undergraduate Economics

Higher education is experiencing a paradigm shift from passive learning towards active learning. The COVID-19 pandemic has further presented an opportunity for education providers to enhance teaching that includes non-campus modes. However, concerns regarding student engagement lie at the heart of the transition to active learning environments in the context of the increased demand for online education. Therefore, promoting student engagement has become an educational priority since greater student engagement translates into valued student experiences, higher academic performance, and increased retention rates. This paper semi-systematically reviews the literature on student engagement in undergraduate economics education. Close emphasis is also paid to the relationships between the direct measures of disengagement such as absenteeism on student performance in economics. The student engagement framework developed by Frederiks, Blumenfeld, and Paris (2004) is used to classify the dimensions of student engagement and the factors that influence the different dimensions of engagement. The literature reviewed is predominately occupied with behavioral aspects of engagement with little attention towards capturing the cognitive and emotional aspects of student engagement. Three key recommendations are noted from the study in order for business school educators and higher education policy makers to promote student engagement in economics education. Future research on student engagement in undergraduate business education should focus more on capturing the cognitive and emotional aspects of student engagement to inform policymaking in promoting student engagement.

Sustaining Active Learning in Virtual Classroom

2020 ◽  
Vol 42 (3) ◽  
pp. 6-7
Author(s):  
Fun Man Fung ◽  
Wei Heng Chng ◽  
Hui Ru Tan ◽  
Magdeline Tao Tao Ng
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Active Learning ◽  
Real Time ◽  
Virtual Classroom ◽  
Online Classes ◽  
Tertiary Institution ◽  
Online Class ◽  
Face To Face ◽  
Lesson Content

AbstractConsidering the SARS-CoV-2 outbreak and the suspension of many physical face-to-face (F2F) lessons due to the #StayHome measures, many educators have been mandated by schools and institutions to put their teachings online. Many are asking: “How do I lead my online class without losing student engagement?” and “How do I know if my students are understanding the lesson content in real-time?” [1] Despite the unprecedented disruptions to mankind, we need not be paralysed by the COVID-19 situations that besiege us as tertiary institution academics. Being educators, we should embrace this tumultuous crisis as an avenue to blaze a trail in online learning. As the coronavirus threat continues to crescendo, we have found glimmers of hope in some success to sustain active learning in our online classes. 

scholarly journals Introduction to the special issue of SOTL in the South: advancing student engagement in learning – experiences from Pakistan

2019 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Tashmin Khamis ◽  
Geraldine Van Gyn ◽  
Jane Rarieya
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Editorial Introduction ◽  
Special Issue ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons

Tashmin Khamis, Geraldine van Gyn and Jane Rarieya edited this special issue of SOTL in the South. This publication is one of  the noteworthy outcomes of the September 2017 SoTL Conference on Active Learning Pedagogies in Higher Education, hosted by the Network of Teaching and Learning at the Aga Khan University (AKU), that was held in Karachi, Pakistan. The theme which unites all the articles in this special issue is Advancing Student Engagement in Learning.    How to cite this editorial:  KHAMIS, Tashmin; VAN GYN, Geraldine; RARIEYA, Jane. Editorial: Introduction to the special issue of SOTL in the South: advancing student engagement in learning – experiences from Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 1-5, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=102&path%5B%5D=33   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education

2021 ◽  
pp. 217-236
Author(s):  
Soo Jeoung Han ◽  
Doo Hun Lim ◽  
Eulho Jung
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Team Learning ◽  
Online Courses ◽  
Learning Model ◽  
Team Members ◽  
Wide Range ◽  
Online Setting ◽  
Successful Team ◽  
Effective Use

As more higher education faculty use team-based assignments in online courses across a wide range of university disciplines, research on team learning as one of the pedagogical approaches in higher education has become more relevant. The authors reviewed active learning as a type of instructional method for team members' satisfaction and active engagement in their learning processes. Therefore, this chapter explores team learning as an effective online learning model that also facilitates effective use of learning management systems (LMS). Additionally, the chapter examines essential strategies to work and learn as a successful team in an online setting. With the intent of supporting faculty and practitioners of higher education who adopt an online team learning method, the authors propose an active learning model for online team learning and specific guidelines to utilize the model.

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