scholarly journals Student Engagement In Civic Learning: A Study For Practice

2021 ◽  
Vol 6 (2) ◽  
pp. 29-43
Author(s):  
Patmisari ◽  
Sri Setyawati ◽  
Achmad Muthali’in ◽  
Wibowo Heru Prasetiyo
Keyword(s):  
Student Engagement ◽  
Civic Education ◽  
Student Centered ◽  
Civic Learning

Satu persoalan yang menantang para educator ialah meningkatkan keterlibatan siswa sebagai warga muda ke dalam aktivitas pembelajaran. Dalam konteks pembelajaran kewarganegaraan, keterlibatan siswa di kelas dapat menjadi indikasi pertama dan penting yang menggambarkan kemungkinan mereka di masa depan untuk menjadi warga negara yang aktif dan bertanggung jawab dalam mengelola isu-isu bersama. Lebih dari pada itu, keterlibatan dalam pembelajaran menjadi pretensi terhadap tingkat partisipasi belajar sekaligus optimalisasi student-centered approach. Studi ini dilakukan secara kualitatif pada satu sekolah dengan setting pada pembelajaran civic education. Informan yang dilibatkan terdiri atas guru dan siswa dengan menggunakan teknik wawancara, observasi, dan dokumen. Fokus studi diarahkan kepada pengungkapan bentuk-bentuk keterlibatan siswa dalam pembelajaran civic, kendala guru dalam meningkatkan keterlibatan siswa, dan upaya-upaya untuk mengatasi beberapa kendala yang ada. Hasil penelitian menunjukkan bahwa bentuk keterlibatan siswa ditunjukkan dengan aktif mengerjakan soal yang diberikan guru, tampil di depan kelas, mengungkapkan pendapat, menanggapi pendapat siswa lain. Kendala yang ditemukan adalah tidak semua kemampuan siswa itu sama dalam berpartisipasi. Solusi yang diberikan dalam penelitian ini adalah pengelolaan kelas dengan baik. Kata Kunci: warga muda, keterlibatan siswa, civic education.

Technology and Teaching

2018 ◽  
pp. 69-87
Author(s):  
David Feist ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Student Engagement ◽  
Current Literature ◽  
Teacher Practices ◽  
Appropriate Technology ◽  
Learning Approaches ◽  
Pedagogical Practice ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technology And Teaching

Teachers at a technology diverse school explored ways to shift toward a more student- centered pedagogical practice. The project determined whether a shift in teacher practices could impact student engagement and success. The results were positive: many students had more academic success when student-centered learning activities were incorporated into their schooling. In theory, this means student learning that includes non-linear learning approaches can work in more generalizable settings than what have been expansively published in the current literature. In practice, the findings may help to inform schools dealing with current societal pressures to help their students find greater success through the use of pedagogically appropriate technology implementations and teacher support.

Four Barriers to Facilitating 21st Century Competencies Through Digitalization

2021 ◽  
pp. 106-122
Author(s):  
Scott J. Marakovits
Keyword(s):  
Instructional Technology ◽  
Student Engagement ◽  
21St Century ◽  
Teaching And Learning ◽  
Real Life ◽  
Digital Tools ◽  
Student Centered ◽  
Broadband Internet ◽  
The Third ◽  
Training And Support

The purpose of this chapter is to identify and offer solutions based on four barriers to facilitating 21st century competencies through digitalization. The first barrier includes the technological challenges faced by families, including devices and reliable broadband internet. The second barrier explores the training and support needed by teachers in implementing digital tools and instructional technology. The third barrier is a pedagogical shift from teacher-centered to student-centered teaching and learning, especially in remote environments where this approach is needed for student engagement. The fourth barrier is training for parents and families to become familiar with the technology and digital tools that their children are using. Practical solutions backed by research are presented by the author for consideration by teachers, administrators, and the school community. Prompts for reflection and discussion based on identified barriers and real-life examples are presented by the author at the conclusion of the chapter.

scholarly journals Developing An Undergraduate Student Research Conference In Business: A Model

2011 ◽  
Vol 1 (2) ◽  
pp. 37 ◽  
Author(s):  
Cheryl L. Buff ◽  
Raj Devasagayam
Keyword(s):  
Quality Improvement ◽  
Student Engagement ◽  
Continuous Quality Improvement ◽  
Research Collaboration ◽  
Mission Statement ◽  
Research Projects ◽  
Student Research ◽  
Student Centered ◽  
Research Conference ◽  
Continuous Quality

AACSB accreditation, a student-centered mission statement, and the continuous quality improvement that most educators engage in have resulted in an increase in student research projects.  This presented an opportunity to develop a venue for students to showcase their research.  The paper describes a model for a student research conference in business that has resulted in increased student engagement and an increase in student-faculty research collaboration.

College Fraternal Organizations Offer Experiential Civic Learning and Engagement Opportunities

2021 ◽  
pp. 229-244
Author(s):  
Nik Koulogeorge
Keyword(s):  
Higher Education ◽  
Civic Education ◽  
Unique Role ◽  
Civic Learning ◽  
Democratic Leadership ◽  
American Higher Education ◽  
Fraternal Organizations ◽  
Education Experience ◽  
The Many ◽  
The U.S

Fraternal organizations are a valuable component of the American higher education experience. Among the many benefits promised by fraternity and sorority organizations is that a student may be connected to a network of powerful leaders in business and politics. As self-funded organizations with democratic processes pulled from the U.S. system of government, fraternal organizations can serve a unique role in preparing college students for a life of civic engagement and democratic leadership. This chapter explores the potential for fraternities, sororities, and inter-fraternal organizations to offer a complimentary, highly personalized, and values-driven form of civic education that may be offered through higher education institutions.

Embedding a Culture of Active Learning in Cardiorespiratory Physiotherapy Education- Hybrid Team-based Learning (H-TBL)

2020 ◽  
Author(s):  
Shakila Devi Perumal
Keyword(s):  
Student Engagement ◽  
Student Performance ◽  
Student Perceptions ◽  
Learning Strategy ◽  
Active Engagement ◽  
Student Centered ◽  
Subject Knowledge ◽  
Team Based Learning ◽  
Physiotherapy Students

In recent years, team-based learning (TBL) is gaining popularity as a student-centered active collaborative learning strategy in healthcare education. This paper reports the design, implementation, and impact of a "hybrid team-based learning" (H-TBL) for one respiratory lecture in year two undergraduate physiotherapy program in 2019. A retrospective study was conducted, including 136 second-year undergraduate physiotherapy students using H-TBL design for one respiratory lecture topic. Student engagement was evaluated based on the percentage of completion for pre-class work, attendance to classroom session, and submission of formative creative assignment. Student' performance on formative creative task was evaluated based on thinking and learning rubric. Student perceptions were assessed based on the student's feedback using "Mentimeter." 109/ 136 (80%) students attended the COPD 2 session. 90/109 (82%) students engaged in COPD 1 (online) and tRAT in COPD 2 session. 54/109 (50%) students provided feedback and 67/90 (74%) students submitted formal formative creative assignment on completion of COPD 2 session. This study confirms that H-TBL enhances student's active engagement, creativity, and equilibration of their subject knowledge. Future randomized studies are mandated to explore the validity and specificity of H-TBL in diverse physiotherapy curriculum to evaluate the long-term student engagement and academic performance.

Shared-Purpose Process: Implications and Possibilities for Student Learning, Development, and Self-Transformation

2017 ◽  
Vol 41 (3) ◽  
pp. 385-414 ◽  
Author(s):  
Matthew Eriksen ◽  
Kevin Cooper
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Organizational Development ◽  
Learning Outcomes ◽  
Learning Opportunities ◽  
Leadership Team ◽  
Student Centered ◽  
Shared Purpose ◽  
Learning Development ◽  
Ways Of Being

This article presents a student-established, shared-purpose process used to increase student engagement with, commitment to, and responsibility for their learning. In addition to establishing a shared purpose for their course, the students establish and commit to ways of being, doing, and interacting with one another necessary to intentionally and mutually achieve the shared purpose and other meaningful learning outcomes. They also commit to an individual practice that they believe will increase the likelihood of achieving the shared purpose, as well as identify personal inhibitors to achieving it. This process represents a form of experiential/case-in-point, student-centered, transformative, and partnership learning that is relevant to leadership, team, and organizational development courses. Based on the established shared purpose, we share how to effectively facilitate additional partnership and in-class experiential learning opportunities over the course of the semester.

Promoting student-centered active learning in lectures with a personal response system

2009 ◽  
Vol 33 (1) ◽  
pp. 60-71 ◽  
Author(s):  
Sally A. Gauci ◽  
Arianne M. Dantas ◽  
David A. Williams ◽  
Robert E. Kemm
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Audience Response ◽  
Science Students ◽  
Immediate Feedback ◽  
Student Centered ◽  
Response System ◽  
Personal Response System ◽  
Student Cohorts ◽  
Undergraduate Science

We investigated whether an active learning approach, facilitated by a personal response system, would lead to improved student engagement and learning outcomes in large-group physiology lectures for undergraduate science students. We focused on encouraging students' active learning in lectures, whereas previous studies have made more use of audience response technology during lectures for formative or summative assessment. Students voluntarily answered questions posed during lectures with their personal response system (clickers), with individual answers automatically collated for immediate histogram display. This feedback then dictated the focus of followup discussions in the lecture. Student and instructor attitudes were surveyed through voluntary interviews with student responses correlated with their degree of clicker participation and individual exam results. Active lectures were found to increase both student motivation and engagement. Students who participated in answering questions achieved better results than students who chose not to. Students with the lowest scores in a prerequisite course (previous semester physiology exam marks of < 60%) showed significantly better outcomes from the use of clickers than both middle-achieving (60-75%) and high-achieving (>75%) entry students. Significant improvement was evident in both mid- and end-semester exam results compared with student cohorts from preceding years, although this could also be influenced by many other factors. Increased student engagement and the immediate feedback obtained during lectures were advantages commonly noted by lecturing staff.

scholarly journals Civic Professionalism: Using Service Learning to Educate Social Work Students as Citizens

10.18060/1315 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Tracey Kathleen Burke
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Civic Education ◽  
Social Work Students ◽  
Community Partnership ◽  
Civic Learning ◽  
Work Education ◽  
The University ◽  
Civic Professionalism ◽  
Schools Of Social Work

Schools of social work have put considerable energy into civic engagement and community partnership. Despite the attention paid to the civic mission of the university and/or of the profession, however, very little attention has been paid to the civic education of social work students. It will be argued here that social work education must include discussions about citizenship and democracy, about participating in our communities apart from our work. Service learning, with its emphasis on civic learning and a complementary focus on social justice, provides both a lens and a pedagogy for accomplishing this.

scholarly journals The Effect of Students’ Perceptions on Civic Education Learning on the Mastery of Concepts

2020 ◽  
Vol 3 (1) ◽  
pp. 104-111
Author(s):  
Ratnaningsih Ratnaningsih ◽  
Rini Triastuti ◽  
Dewi Gunawati
Keyword(s):  
Civic Education ◽  
Validity And Reliability ◽  
Millennial Students ◽  
Civic Learning ◽  
The One ◽  
Initial Perception ◽  
Relationship Of ◽  
Quality Learning ◽  
The Relationship ◽  
One Way Anova

Nowadays, quality learning from teachers is an important factor in preparing graduates who are able to compete competitively. The relationship of the millennial students and technology transforms the way they get to know the world. Therefore, achievement, guidance and motivation for the current generation is a challenge. Students' perceptions are directly related to self-concept, motivation, effort, and help in finding behaviors. A perception is one’s response resulting from a stimulus received. Students’ learning processes cannot be separated from perceptions as a process of understanding information. Teachers must be able to develop a strategy that ensures learning conducted by teachers is in accordance with what the students expect and desire.  A good student's initial perception of the material being studied makes students enthusiastic in participating in learning.  A good perception of the object will affect motivation and desire to learn, which will affect the students’ mastery of concepts. Students’ perceptions can contribute to their mastery of concepts in civic learning. This research aims to determine the significant effect of students' perceptions of learning civics on their mastery of concepts. The research was conducted on 64 students. The instrument was tested for validity and reliability. The data were then analyzed using the One-Way Anova test. The results showed students' perceptions of civic education learning significantly influences their mastery of concepts.

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