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.

scholarly journals Active learning engagement classrooms at the University of Central Missouri : practical strategies to implement and sustain utilization of active learning in higher education using technology

2020 ◽  
Author(s):  
◽  
Elmer N. Ragus
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Positive Impact ◽  
Learning Goals ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Learning Engagement ◽  
The University

The tradition of lecturing in higher education is synonymous to teaching (Morrison, 2014). Fortunately, those in higher education today are pushing for viable alternatives such as active learning because several studies have shown the positive impact on student performance, student achievement, and other learning goals (Auerbach and Andrews, 2018; Beichner, 2014; Cattaneo, 2017; Eddy, Converse, Wenderoth, and Schinske, 2015; Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt, and Wenderoth, 2014; Heim and Holt, 2018; Lumpkin, Achen, and Dodd, 2015; Morrison, 2014). Additional research should therefore focus on topics besides whether active learning works. This qualitative study aims to add to the literature of the next generation of active learning research by exploring faculty and student perceptions of active learning engagement classrooms (ALECs), actions that a university can take to encourage the use of active learning engagement classrooms, and support for faculty transitioning from traditional lecturing to active learning using technology. Focus group meetings and interviews were conducted with 44 faculty, staff, and student participants at the University of Central Missouri. While mostly positive, faculty and students had mixed reviews about the ALEC experience. Also, most participants pointed to the need for training to support the sustained utilization of the ALECs. The qualitative findings are discussed and connected to the theoretical frameworks guiding this study. The paper concludes with three phases of recommendations for practice and ideas for future research.

The Application of Mobile Technology in E-Learning and Online Education Environments

2013 ◽  
Vol 9 (4) ◽  
pp. 85-98 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen ◽  
Yi-Chun Chiang
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Mobile Technology ◽  
Research Method ◽  
Quantitative Research ◽  
Professional Organizations ◽  
Future Research ◽  
E Learning ◽  
Learning Research ◽  
Quantitative Research Method

In this paper, the authors reviewed the empirical mobile technology (MT) studies, and those focused on adopting and designing MT for students’ learning, published in SSCI journals from 2003 to 2012. It is found that the number of articles has significantly increased, particularly after 2008. Among the 74 published papers, most of them were conducted in higher education, as well as on computing domain. Furthermore, the quantitative research method was used more in MT and e-learning research. The findings in this study may provide potential direction and help policymakers in governments and researchers in professional organizations to allocate the necessary resources and prepare for supporting future research and applications of MT.

scholarly journals Models of Student Engagement in Music Education Classroom in Higher Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Aiqin Wang
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Music Education ◽  
Future Research ◽  
Education Student ◽  
Passive Learning ◽  
Education Theory ◽  
Student Skill ◽  
New Guidelines

Higher education is undergoing a paradigm move from passive learning toward active learning. Student engagement is assumed to be a significant criterion and gauge for the quality of the student skill for higher education; however, in the literature, the term engagement remains to be vague to delineate, and it is construed in different ways. Since institutions accentuate preparing alumnae for life further than their education, student engagement has turned out to be a priority for music education, and within the last 5 years, the attention was drawn to “Students as Partners” as a response to “students as consumers” construct manipulating higher education theory. Concerning the literature review, the meaning of student engagement, determinants influencing it, and its merits are brought together. In conclusion, the implications of student engagement are presented, and new guidelines for future research are depicted.

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.

scholarly journals BRIDGES AND BARRIERS TO TEACHING ONLINE COLLEGE COURSES: A STUDY OF EXPERIENCED ONLINE FACULTY IN THIRTY- SIX COLLEGES

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Education Student ◽  
Online Faculty ◽  
Teaching Online ◽  
Barriers To Teaching

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student population will likely continue to transform towards a non-traditional profile. These two trends drive an increased demand for alternative routes to a college degree and have fueled dramatic growth in online learning recently. The study identifies faculty acceptance of online teaching as a critical component for future growth to meet this demand and ensure quality. Through analysis of data from 386 faculty teaching online in 36 colleges in a large state university system, the most significant factors that support and undermine motivation to teach online are identified. The top motivator is a more flexible work schedule. The top demotivator is inadequate compensation for perceived greater work than for traditionally delivered courses, especially for online course development, revision, and teaching. However, respondents in this study chose to teach online for a wide variety of reasons many of which were associated with demographic and contextual differences. These distinctions are reviewed in light of their implications for future quality of online education. Additionally, through factor analysis, underlyingconstructs for online faculty motivations are identified. Finally, recommendations are made for policy, practice, faculty development and future research.

MOOC for Student Learning and Active Engagement

2018 ◽  
pp. 127-146
Author(s):  
K. Saravanan
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Student Learning ◽  
Online Courses ◽  
Future Research ◽  
Active Engagement ◽  
On Demand ◽  
Student Community ◽  
Research Challenges ◽  
Education Platform

Online education is currently led with MOOC education platform in a scalable way to satisfy the need of the specialized student community. With the adoption of MOOC, students not only study for course credits, but also to learn the newest technologies in the market. Several MOOC providers offer thousands of online courses using knowledge experts in the fields. Thus, MOOC fills the knowledge gap between the academics and industry by offering the on-demand courses, which may not be available in the course curriculum. These MOOC courses are offered either free or payment. At the successful completion of the course, most MOOC platforms give the certification to the participants. MOOC is already doing revolution in higher education and online education. This chapter deals with MOOC model and its evolution and need. The different types and categories of MOOCs are listed. The different MOOC providers and their course criteria are also discussed. This chapter identifies and narrates the implementation issues in the MOOC model. The future research challenges are also summarized.

Implications of Gamification and Virtual Reality in Higher Education

2022 ◽  
pp. 1676-1686
Author(s):  
Ricardo Godinho Bilro ◽  
Sandra Maria Correia Loureiro ◽  
Fernando José de Aires Angelino
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Student Engagement ◽  
Educational Experiences ◽  
Future Research ◽  
Future Directions ◽  
Practical Applications ◽  
Academic Activities

Gamification and virtual reality are becoming more common in higher education, leading to more research toward this topic and its applications. Following this new trend, this chapter identifies and proposes practical applications and future directions for gamification and virtual reality in higher education environments. Authors contribute with precise inputs how to create student engagement and motivation towards learning and academic activities. Future research avenues in these domains are given. Authors draw conclusions about future changes in the educational experiences through gamification and virtual reality.

scholarly journals Does it Matter Where You Teach? Insights from a Quasi-Experimental Study on Student Engagement in an Active Learning Classroom

2020 ◽  
Vol 8 (2) ◽  
pp. 140-164
Author(s):  
Victoria Holec ◽  
Richelle Marynowski
Keyword(s):  
Experimental Study ◽  
Student Engagement ◽  
Active Learning ◽  
Student Performance ◽  
Course Design ◽  
Careful Consideration ◽  
Traditional Classroom ◽  
Fundamental Theory ◽  
Student Surveys ◽  
Quasi Experimental

Active learning has experienced a recent resurgence with the advent of specialized active learning classrooms. While the fundamental theory behind active learning is anything but new, a relatively recent finding is that active learning pedagogies thrive in suitable active learning classrooms. To date, studies of active learning have focused on outcomes such as student performance. The quasi-experimental study described in this article investigated self-ratings of student engagement as an outcome of active learning in active learning classrooms using a novel instrument that accounts for known factors of engagement in addition to the contribution of the learning environment—the classroom. We delineated the relative contributions of instructor, classmates, and classroom to self-rated student engagement through student surveys in both a traditional classroom and an active learning classroom in two highly similar courses with the same instructor. Our findings were that the configuration of the classroom had a direct influence on self-ratings of student engagement above and beyond instructor contributions. In this article, we describe these findings and how, with careful consideration of course design and a classroom that fits the instructor’s pedagogy, optimal levels of perceived student engagement can be achieved. This knowledge is important to future educational policy on construction and scheduling, as the resurgence of active learning in higher education increasingly reveals deficiencies in physical learning environments.

scholarly journals Contributing Factors to On-Campus Student Organization Involvement

2021 ◽  
pp. 29-34
Author(s):  
Veronica Veaux, ABD ◽  
Angie Kovarik, DBA ◽  
Valerie Wallingford, PhD ◽  
Matthew Splittstoser
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Organizations ◽  
Future Research ◽  
Contributing Factors ◽  
Educationally Purposeful Activities ◽  
Survey Results ◽  
Highly Correlated ◽  
Original Survey ◽  
Alexander Astin

Well-respected experts of higher education, including those at the National Survey of Student Engagement (NSSE) and founding director Dr. Alexander Astin of the Higher Education Research Institute at UCLA, have demonstrated strong correlations between the amount of time and effort students put into “educationally purposeful activities” outside the classroom (e.g., student organizations) and positive outcomes of student success, such as satisfaction, persistence, and academic achievement (Astin, 1984, 1993, 1999; Berger and Milem,1993; Pascarella and Terenzini, 2005). This study evaluates student involvement in on-campus student organizations. What characteristics are most highly correlated with participation? Based on the results of previous studies, we hypothesized that student engagement in on-campus student organizations is positively correlated with proximity to campus and that the closer a student lives to campus, the more apt they are to be involved with on-campus student organizations. Not only will students living closer to campus be more active with on-campus student organizations, but they are also more likely to be involved with on-campus student organizations directly related to their major. We also hypothesized that female students are more apt to be involved in on-campus student organizations related to their major than males. Original survey results and future research ideas are discussed.

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