Student Engagement

2022 ◽  
pp. 329-341
Author(s):  
George John ◽  
Nidhish Francis ◽  
Abishek B. Santhakumar

Student engagement is often considered a challenging term to define since it is a complex construct of several factors. Nevertheless, it refers to the degree of interest, motivation, or curiosity students demonstrate in their learning. This chapter explores how student engagement frameworks have evolved from a traditional didactic model (educator focused) to a modern co-created collaborative model (student focused) and has missed some key factors. To fill in the identified gaps on student engagement, a framework of learning stewardship is proposed.

2021 ◽  
Vol 13 (12) ◽  
pp. 6734
Author(s):  
Sohee Kim ◽  
Dae-Jin Kim

This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.


2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Kate Kelly ◽  
Edward Lock

In response to the COVID-19 epidemic, universities were forced to shift to an online, remote delivery system. This paper presents the design and evaluation of two skills-based first-year units that were adapted to a predominantly asynchronous mode of delivery. The evaluation results indicate that student engagement was high, and that students felt well-supported by the strong teacher presence throughout their units. Furthermore, the impact of this engagement and support was evident in their final grades and the overall unit completion figures. These findings indicate that individualized support, teacher presence and flexibility are key factors in student success in an online environment. This suggests that asynchronous learning can be valuable to students from various academic backgrounds providing that the content and teacher are readily accessible in various formats and that the teachers are mindful of the complexities of students’ lives outside of an academic setting.


2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Andreas Wæhle ◽  
Nora Rogne ◽  
Stian Westbye ◽  
Jørgen Nilsen ◽  
Sigurd Tollevik ◽  
...  

Organising a multidisciplinary student organisation face challenges in regards to student engagement,ownership and commitment. This article will discuss key factors to create commitmentand ownership in volunteer organisations. The identified factors are 1) an engaged core group ofambassadors who spread motivation, passion and drive, 2) build relations across departments andlevel of responsibility to lower the threshold to share ideas, give feedback and ask for advice, 3)expedient and communicated organisational structure that divides responsibility and ensures collaboration,and 4) clear individual and personal incentive to participate. These factors will increaseyour likelihood of success with motivating your members to be committed and take ownership.Align Racing UiA, the case of this study, is a student organisation with over 60 students engagedin multidisciplinary tasks. The team goal is to produce one race car per year and compete in FormulaStudent. The core visions for the team was establishment of community spirit, ownership andcommonly established success factors. This vision, and continuous progress, was enacted throughoutthe year of the competition with a focus on dependable communication across the departmentsand fast paced problem solving. The team achievements were impressive, compared with otherFormula Student teams.


Author(s):  
Becky Lees ◽  
Wendy Garner ◽  
Matthew Flectcher ◽  
Naomi Gradwell ◽  
Megan Harris ◽  
...  

This case study identifies an effective model developed by the faculty of Education and Children’s Services at the University of Chester to further student engagement at faculty level of the institution during the academic year 2014/15. The initiative aimed to encourage and facilitate staff and students to work in partnership in order to bring about enhancements to the learning experience of students within a shared academic community. Seven students involved with the initiative share their projects, the outcomes of these and personal reflections of their student engagement journey in the faculty. The paper concludes by outlining key factors to consider when developing a partnership approach with students through the lens of student engagement.


2010 ◽  
Vol 24 (6) ◽  
pp. 467-473 ◽  
Author(s):  
Wing Lam

This paper presents and discusses the results of a research-informed teaching project carried out to identify key factors in the content and delivery of a successful UK government initiative, the New Entrepreneur Scholarship (NES), from 2001 to 2008. The aim of the project was to evaluate the feasibility of implementing appropriate changes to undergraduate and postgraduate entrepreneurship programmes. The findings highlight deep-rooted issues concerning entrepreneurship education and research.


Author(s):  
Bridget Dincher ◽  
Melissa McGrath ◽  
Julie Griffith

The purpose of this project was to provide a reflection on four students’ collaborative research experience implementing Constraint-Induced Aphasia Therapy and highlight the importance of student involvement in research opportunities. Guided reflections were completed and analyzed through a collaborative model to generate common themes of: 1) increased confidence in cuing and 2) adapting individualized treatment. Student engagement in clinical research enhances the quality of their educational experience by fostering clinical competence and confidence.


Author(s):  
Xiao Zhang

Polymer microscopy involves multiple imaging techniques. Speed, simplicity, and productivity are key factors in running an industrial polymer microscopy lab. In polymer science, the morphology of a multi-phase blend is often the link between process and properties. The extent to which the researcher can quantify the morphology determines the strength of the link. To aid the polymer microscopist in these tasks, digital imaging systems are becoming more prevalent. Advances in computers, digital imaging hardware and software, and network technologies have made it possible to implement digital imaging systems in industrial microscopy labs.


2019 ◽  
Vol 24 (5) ◽  
pp. 14-15
Author(s):  
Jay Blaisdell ◽  
James B. Talmage

Abstract Ratings for “non-specific chronic, or chronic reoccurring, back pain” are based on the diagnosis-based impairment method whereby an impairment class, usually representing a range of impairment values within a cell of a grid, is selected by diagnosis and “specific criteria” (key factors). Within the impairment class, the default impairment value then can be modified using non-key factors or “grade modifiers” such as functional history, physical examination, and clinical studies using the net adjustment formula. The diagnosis of “nonspecific chronic, or chronic reoccurring, back pain” can be rated in class 0 and 1; the former has a default value of 0%, and the latter has a default value of 2% before any modifications. The key concept here is that the physician believes that the patient is experiencing pain, yet there are no related objective findings, most notably radiculopathy as distinguished from “nonverifiable radicular complaints.” If the individual is found not to have radiculopathy and the medical record shows that the patient has never had clinically verifiable radiculopathy, then the diagnosis of “intervertebral disk herniation and/or AOMSI [alteration of motion segment integrity] cannot be used.” If the patient is asymptomatic at maximum medical improvement, then impairment Class 0 should be chosen, not Class 1; a final whole person impairment rating of 1% indicates incorrect use of the methodology.


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