Disrupting the College Classroom Experience

2022 ◽  
pp. 223-242
Author(s):  
Kelly M. Torres
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
Student Engagement ◽  
Student Retention ◽  
Real World ◽  
Technological Innovations ◽  
Classroom Experience ◽  
Academic Gains ◽  
Advantages And Disadvantages ◽  
Technological Tools

This chapter provides readers an overview of the potential advantages and disadvantages of technology integration in higher education. As technological innovations continue to advance, faculty are provided ample opportunities to enrich their curriculum to further enhance student engagement and learning. Further, the inclusion of technology promotes student retention and provides them access to real-world content. Innovations in technology have resulted in a plethora of tools that can be incorporated into today's classrooms. However, faculty are often hesitant to integrate technological tools given security, accessibility, and access considerations. Further, faculty may perceive technology as disruptive to their classrooms resulting in distracted learners who experience lower academic gains.

A Problem-Based Learning Technique to Improve Student Engagement in Multidisciplinary Groups in Higher Education

2020 ◽  
pp. 545-565
Author(s):  
Michael Opoku Agyeman ◽  
Haiping Cui ◽  
Shirley Bennett
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Action Research ◽  
Student Engagement ◽  
Real World ◽  
Quantitative Research ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Job Market ◽  
Multidisciplinary Nature

Recently, there has been a rise in the integration of curriculum from different disciplines in higher education (HE) in response to the multidisciplinary nature of the skillset required by the modern job market. In cases where the curriculum is delivered to students from the same discipline, it is intuitive for students to easily identify with its relevance. However, the aforementioned will not be as obvious in situations where a curriculum is taken by multidisciplinary groups of students. Consequently, there is a risk of student disengagement. This chapter evaluates how to enhance student engagement in modules thought to multidisciplinary groups in HE. The chapter presents an action research which uses mixed methods of qualitative and quantitative research to improve student engagement in a real-world module taken by Computing, Electrical & Electronics Eng., and Mechatronics Eng. students at University of Northampton. By using a problem-based learning strategy as an intervention, student engagement has been significantly improved with evidences in grade distribution and satisfaction.

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.

scholarly journals 2018 Special Issue: Student Engagement and Retention in Higher Education

2018 ◽  
Vol 9 (4) ◽  
Author(s):  
Ella Kahu ◽  
Jason Lodge
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Retention ◽  
Performance Metrics ◽  
External Factors ◽  
Special Issue ◽  
Rating Systems ◽  
Complex Combination ◽  
Retention In Higher Education ◽  
Institutional Initiatives

We are delighted to present the 2018 Special Issue – Student Engagement and Retention in Higher Education.  Practitioners, researchers and scholars know that student retention arises from a complex combination of student, institutional and external factors that manifest differently for individual students.  Simple performance metrics focused on student characteristics, cohorts or institutional initiatives delivered as ranking or rating systems, are unlikely to deliver improvements in performance, unless the complex contextual factors underlying the reasons students stay or leave are more widely considered.

scholarly journals FACULTY & STUDENT RETENTION: KEEPING OUR HBCU-UDC ALIVE DURING THE COVID-19 PANDEMIC

2021 ◽  
Author(s):  
Arlene King-Berry ◽  
◽  
Carolene Eslyn Charles
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Retention ◽  
Online Teaching ◽  
Retention Rates ◽  
Positive Development ◽  
National Crisis ◽  
Education Experience ◽  
Performance Based Assessment ◽  
New Perspective

There is a national crisis around recruiting and retaining students from HBCUs. The Journal of Blacks in Higher Education surveyed 64 of 100 HBCUs and found that only five of the schools surveyed graduated more than 50 percent of their students. The statistics are startling because HBCUs, some of which date to Reconstruction in the South after the Civil War (widely accepted as the period from 1865 to 1877), ostensibly was designed to improve an underserved community. Despite the large number of freshmen admitted each year to Historically Black Colleges and Universities (HBCU), a low number graduate (Tinto, 1993). It is, therefore, imperative that HBCUs implement strategies most likely to increase retention and persistence rates. When it comes to taking a closer look at pedagogy and practice in teaching, the COVID-19 Pandemic has created innovative environments for faculty to assess the students. The new perspective has many faculties utilizing evidence-based practices regarding performance-based assessment and other innovative techniques to assess students learning. Online teaching & learning and online assessment are likely to occupy a higher percentage of the future curriculum, which can be seen as a positive development for online learning. A correlation assumed that university faculty satisfaction and fair promotion could have a positive effect on student retention and engagement with a comprehensive analysis of these studies. It is paramount to consider that not only was fundamental student engagement found of tremendous relevance, but the literature is evident that student engagement during the entire higher education experience also leads to higher student retention rates and increased institutional commitment (Burke, 2019). This paper defines retention and persistence at HBCUs and presents the results of a systematic literature review that (a) identifies the challenges that impact student retention and persistence at HBCUs during the COVID-19 Pandemic and (b) delineates research-based practices/strategies recommended to address the academic, socio-emotional, and financial and health/wellness challenges of students attending HBCUs.

Higher Education Student Engagement Scale

2019 ◽  
Author(s):  
Karen C. H. Zhoc ◽  
Beverley J. Webster ◽  
Ronnel B. King ◽  
Johnson C. H. Li ◽  
Tony S. H. Chung
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Education Student ◽  
Engagement Scale

Student Variables that Predict Retention: Recent Research and New Developments

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Robert D. Reason
Keyword(s):  
Higher Education ◽  
Education Research ◽  
College Student ◽  
Student Retention ◽  
Demographic Characteristics ◽  
Individual Student ◽  
Higher Education Research ◽  
College Student Retention ◽  
New Developments ◽  
Changing Demographics

This article reviews recent research related to the study of college student retention, specifically examining research related to individual student demographic characteristics. The increasing diversity of undergraduate college students requires a new, thorough examination of those student variables previously understood to predict retention. The retention literature focuses on research conducted after 1990 and emphasizes the changing demographics in higher education. Research related to a relatively new variable —the merit-index—also is reviewed, revealing potentially promising, but currently mixed results.

Facilitating Student Learning in Accounting through Scaffolded Assessment

2015 ◽  
Vol 31 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Anne Abraham ◽  
Hazel Jones
Keyword(s):  
Formative Assessment ◽  
Real World ◽  
Authentic Learning ◽  
Learning Design ◽  
Sociocultural Context ◽  
Design And Implementation ◽  
Qualitative Feedback ◽  
Technological Tools ◽  
Authentic Learning Experiences ◽  
Scaffolded Learning

ABSTRACT With the emergence of new sets of technological tools, university students are now offered more authentic learning experiences involving real-world, complex problems and their solutions. This focus on problem-based activities and case studies has produced a learning environment that is inherently multidisciplinary. This paper reports on the development of a scaffolded learning assignment with blended components applied in an accounting subject that was taught in a cross-disciplinary setting. The assignment was developed in a sociocultural context, based on a Vygotskian approach, and this paper details its design and development. The five stages of the assignment were carefully scaffolded and included elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback are important elements of the scaffolding and thus the paper reports both the design and implementation of the assignment, and provides qualitative feedback from students regarding how completing the assignment enhanced their learning in accounting. The paper concludes with suggestions for further applications for the learning design of the assignment.

Recent Advances in Reinforcement Learning for Traffic Signal Control

2021 ◽  
Vol 22 (2) ◽  
pp. 12-18 ◽  
Author(s):  
Hua Wei ◽  
Guanjie Zheng ◽  
Vikash Gayah ◽  
Zhenhui Li
Keyword(s):  
Reinforcement Learning ◽  
Real World ◽  
Intelligent Transportation Systems ◽  
Transportation Systems ◽  
Traffic Signal ◽  
Signal Control ◽  
Traffic Signal Control ◽  
Control Methods ◽  
Advantages And Disadvantages ◽  
Recent Advances

Traffic signal control is an important and challenging real-world problem that has recently received a large amount of interest from both transportation and computer science communities. In this survey, we focus on investigating the recent advances in using reinforcement learning (RL) techniques to solve the traffic signal control problem. We classify the known approaches based on the RL techniques they use and provide a review of existing models with analysis on their advantages and disadvantages. Moreover, we give an overview of the simulation environments and experimental settings that have been developed to evaluate the traffic signal control methods. Finally, we explore future directions in the area of RLbased traffic signal control methods. We hope this survey could provide insights to researchers dealing with real-world applications in intelligent transportation systems

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