The Impact of Peer Instruction Pedagogy on Student Learning, Attitudes Toward Learning and Student Engagement: Evidence from a Large Enrollment Political Science Course

2013 ◽  
Author(s):  
Maureen Feeley
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Political Science ◽  
Peer Instruction ◽  
Learning Attitudes ◽  
Attitudes Toward Learning ◽  
Large Enrollment ◽  
The Impact

scholarly journals Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
Mahmoud M. Bakr ◽  
Ward L. Massey ◽  
Helen M. Massa
Keyword(s):  
Retrospective Study ◽  
Student Engagement ◽  
Student Learning ◽  
Flipped Classroom ◽  
Course Design ◽  
Dental Education ◽  
Teaching Staff ◽  
First Year ◽  
Dental Anatomy ◽  
The Impact

Flipped classrooms have been successfully used to increase student engagement and support student learning in a range of educational fields, including health education. These advantages for student learning supported implementation of the flipped classroom in introductory sciences and preclinical courses in dental education. We report on a 4-year retrospective study which compared two methods of delivery of a first-year dental anatomy course. The first method used the traditional method, consisting of face to face contact teaching hours, which was compared to a partial flipped classroom, where lecture contact was maintained but practical classes were flipped. A series of online videos demonstrating different practical tasks such as wax carving and tooth identification. An online digital library and online quizzes for self-reflected learning were developed and trialled. Students’ Evaluations of Course (SEC) and students’ overall performance in practical and theoretical assessments were used to evaluate the impact on student engagement and success, respectively, after implementation of the modified course offerings. This study evidences the success of the transition to a partially flipped course design. Careful design and consideration of implementation of the flipped classroom method in dental education are recommended to ensure that there is reliable availability of online resources and dedicated teaching staff for construction of resources and delivery of relevant in-class activities.

scholarly journals Facebook Group and Student Engagement

2018 ◽  
Author(s):  
Santirianingrum Soebandhi ◽  
Natalia Damastuti ◽  
Novi Nurul Quina
Keyword(s):  
Higher Education ◽  
Information System ◽  
Student Engagement ◽  
Student Learning ◽  
Learning Process ◽  
Management Information System ◽  
Management Information ◽  
Online Questionnaire ◽  
Educational Tools ◽  
The Impact

This study aimed to investigate the impact of the use of Facebook groups on student learning process. This group is intended as a communication and discussion tool and means for collecting assignment, therefore all members of this group can access the course related materials. Online questionnaire using Likert scale and open-ended section is used at the end of the course to know the response of students to the use of this group. We obtained 57 responses from 77 enrolled students from Management Information System subject. The results showed that the FB Group enhanced engagement both on the course and lecturer, and can be used as educational tools in higher education.

scholarly journals Engaging students as co-producers: A critical reflection on the policy commission model

Politics ◽  
2017 ◽  
Vol 38 (4) ◽  
pp. 514-530 ◽  
Author(s):  
Alasdair Blair ◽  
Steven Griggs ◽  
Eleanor Mackillop
Keyword(s):  
Student Learning ◽  
Political Science ◽  
Learning Environments ◽  
Critical Reflection ◽  
Traditional Classroom ◽  
Innovative Model ◽  
New Form ◽  
The Creation ◽  
The Impact

The teaching of political science has a tendency towards traditional classroom-based learning environments. This article describes the development of an innovative model of student learning that takes place outside the bounded nature of the established curriculum through the creation of a Policy Commission. The Policy Commission established an innovative ‘community of action’ that challenged traditional perceptions of the lone student as a producer of knowledge. This article describes the work of the Policy Commission, which engaged students in the act of ‘doing Politics’ and discusses the impact that it had on student learning. The article examines the potential of the Policy Commission model to offer a new form of learning.

Got HIPs? Making student engagement enhancement a core part of program development with high impact practices

2021 ◽  
pp. 014473942110138
Author(s):  
Schnequa N Diggs
Keyword(s):  
Student Engagement ◽  
Online Education ◽  
Student Learning ◽  
Program Development ◽  
High Impact ◽  
Future Research ◽  
Learning Approaches ◽  
Student Body ◽  
High Impact Practices ◽  
The Impact

Learning how to engage students in educationally purposeful activities has been a challenge for instructors in higher education. It is often hard to push through institutionalized pedagogical boundaries rooted in traditional “teach-at-you” approaches to learning. The demands of a more diverse student body and more effective measures of student learning outcomes have led to rethinking the delivery of course material to gain greater student engagement. Studies have shown that higher order engagement enhances student learning and helps to narrow achievement gaps across the curriculum. This article focuses on student engagement and the use of high-impact practices (active-learning approaches) in the Alameda County MPA Program at California State University, East Bay. The application of HIPS to this specific MPA program provides a good example of how multiple student engagement enhancement techniques can be incorporated into the core of graduate-level program development. The article concludes with suggestions for future research, one being, examining the impact distant, online education has on student learning and engagement, in light of the recent pandemic.

scholarly journals The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education

2019 ◽  
Author(s):  
Emily McIntosh ◽  
Mary Barden
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Learning ◽  
Evaluation Activity ◽  
Undergraduate Level ◽  
Future Developments ◽  
Mixed Methods Evaluation ◽  
Learning Development ◽  
The University ◽  
The Impact

This article explores the development of the LEAP (Learning Excellence Achievement Pathway) framework at the University of Bolton, UK. It describes the nature of the project and focuses on the methodology involved in conducting an institution-wide audit of student learning development (LD) provision and producing a visual framework to stimulate a culture of LD within the organisation. Whilst most UK universities offer a student LD programme at undergraduate level, little work has been undertaken to develop and define a visual framework which underpins these programmes and assists students to conceptualise their progress. This paper explores the context for creating an LD framework and outlines how LD provision is mapped to align curricular LD opportunities with co-curricular student engagement initiatives. The article then considers the implementation of the LEAP framework. A mixed-methods evaluation activity was conducted, involving both staff and students, using a variety of data. Evaluation methods were used to assess the impact of the framework on student LD, revealing a number of positive changes to their LD behaviour and habits, their assessment of LD, the accessibility of help and support and their awareness of the context in which LD takes place. Finally, we identify future developments to the framework to embed it further within the institution.

scholarly journals A critical reflection on a research partnership

2018 ◽  
Vol 9 (3) ◽  
pp. 1-12
Author(s):  
Nick Zepke ◽  
Linda Leach
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Retention ◽  
Student Learning ◽  
Critical Reflection ◽  
Institutional Factors ◽  
Research Partnership ◽  
The Third ◽  
Diverse Backgrounds ◽  
The Impact

This critical reflection asks what contributions a research partnership, active between 1997 and 2014, made to knowledge about student learning in higher education. It focuses on three overarching projects. The first, on assessment, addressed ways to empower students in assessment processes and make them fairer for students from diverse backgrounds. The second, on student retention and success, identified ways for students to integrate into higher education while also advocating that institutions adapt their cultures and practices to meet the needs of students from diverse backgrounds. The third, on student engagement, attracted considerable interest for a conceptual organiser of this complex construct. It included ten proposals for action and recognised the impact of non-institutional factors on engagement. It also found that engagement is best researched within institutions. A critical reflection on the influences of the projects suggests that their impact on assessment was negligible. However, the retention and engagement projects have influenced mainstream thinking.

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