Enhancing Student Engagement Using a Blended Learning Approach

2020 ◽  
Vol 12 (4) ◽  
pp. 51-68
Author(s):  
M. Mahruf C. Shohel ◽  
Rosemary Cann ◽  
Stephen Atherton
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
First Year ◽  
Learning Approach ◽  
Action Research Project ◽  
Action Research Cycles

Student engagement is the core of the teaching and learning practice in higher education. This exploratory action research project was designed to enhance teaching and learning using a blended learning approach to increase student engagement prior, during, and after lecture and seminar sessions of a module run for first-year undergraduate students. Within an academic semester, three action research cycles were carried out to collect data and redesign the classroom practice. Different data collection techniques were used along with Microsoft OneNote Class Notebook. This article presents three case studies of individual students to demonstrate how the digital workspace helped to develop the practice of participatory teaching and learning during a first-year undergraduate module. This study indicates that listening to students' voices through a blended learning approach helped to increase student engagement, thus increasing student participation in shaping and redesigning teaching and learning to engage them within the classroom and beyond.

scholarly journals A blended learning Grade 12 intervention using DVD technology to enhance the teaching and learning of mathematics

Pythagoras ◽  
2011 ◽  
Vol 32 (1) ◽  
Author(s):  
Pragashni Padayachee ◽  
Hennie Boshoff ◽  
Werner Olivier ◽  
Ansie Harding
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Learning Approach ◽  
Learning Context ◽  
Mathematics Intervention ◽  
Digital Video Disk ◽  
And Mathematics

This article describes the experiences and mathematics performance of Grade 12 learners selected to participate in a mathematics intervention project using digital video disk (DVD) technology within a blended learning context. Blended learning in the context of this study is defined as employing a variety of appropriate methods of delivery to enhance the teaching and learning process. DVD technology was used as an ingredient in this blended learning approach, since it is easily available and accessible to the majority of learners and the schools they attend. The study reported on here forms part of a larger study using action research methodology. This article reports on a single stage of the action research: implementing a change to improve the situation and observing the consequences of this action. Mathematics Incubator School Project (ISP) learners completed questionnaires with open-ended questions which pertained to their experiences of the blended learning approach. The observations of the facilitators were also recorded. A single school was used as a case study and the mathematics performance of learners who participated in the ISP was compared with that of those who did not. The findings suggest that use of DVD technology in this blended learning approach impacted on mathematics learning and enhanced the mathematics performance of learners.

scholarly journals The Significance of the Reflective Practitioner in Blended Learning

2010 ◽  
Vol 2 (2) ◽  
pp. 18-29 ◽  
Author(s):  
Aleksej Heinze ◽  
Chris Procter
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Programme ◽  
Use Of Technology ◽  
Student Focus ◽  
Student Cohorts ◽  
Action Research Cycles

This paper examines the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. However, the advantage of an interpretive approach is allowing the findings to determine the course of the research. During the first action research cycles, the focus of the research changed from the use of technology in blended learning to the role of the practitioners involved. The authors advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework.

Using the WebQuest Approach to Elicit Student Engagement in a University Course

2018 ◽  
pp. 454-478
Author(s):  
Stephen Asunka
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Processes ◽  
First Year ◽  
Research Approach ◽  
Student Activities ◽  
Student Grades ◽  
University Course

Following a realization that first year undergraduate students at a private university in Ghana engaged very minimally in their learning processes, and consequently obtained very weak grades in their courses, this study adopted a qualitative research approach to investigate whether the integration of a WebQuest into the learning processes can help foster student engagement through interactivity, and thus improve learning outcomes. Five students and one instructor participated in the study, and over the course of one academic semester, teaching and learning processes were varied by introducing WebQuest-based learning. Data were gathered by observing student activities as they engaged in the learning processes, and also assessing student learning and satisfaction by looking at student grades and also administering a survey questionnaire to students. Findings indicate that educational technologies such as the WebQuest can potentially foster student engagement in learning and also help improve learning outcomes. Implications of these findings are discussed.

scholarly journals Interdisciplinary Learning for Pre-service Teachers

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Simona Laurian Fitzgerald ◽  
Carmen Popa ◽  
Carlton Fitzgerald ◽  
Adina Vesa
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Physical Therapy ◽  
Teaching And Learning ◽  
First Year ◽  
Physical Therapy Students ◽  
Action Research Project ◽  
Learning Groups ◽  
Young Students ◽  
The University

In this action research study, the researchers worked collaboratively to integrate curriculum in four ways: 1. Professors engaged students in an interdisciplinary project, 2. Students performed a real-world task, 3. Students worked in small cooperative learning groups, and 4. Students engaged in helping young students experience a positive holiday season. The purpose of this study was to review how these integrative principles effected the preservice teachers academically, socially, and emotionally. Two cohorts of preservice teachers were enrolled in the same three courses during this study. One cohort of physical therapy (PT) majors were enrolled in a course developed to assist PT professionals with their communication skills, understanding of basic psychology, and special needs principles. The preservice teachers were learning how to teach: (a) penmanship, (b) letter writing, and, (c) promotive small group social skills for their future students. Seventy-nine students (54 pre-ervice teachers and 25 physical therapy students) participated in this action research project by engaging in a Santa writing experience. Young students in four schools wrote letters to Santa, and the university student participants responded to the letters of young students. Four professors collaborated in this project. The teachers included: a language and didactics professor, a curriculum professor, a writing (penmanship) professor, and an adjunct professor working with first year physical therapy students. Results of the study indicated that students: 1. found the process to be more difficult than they first thought; 2. appreciated the opportunity to help young students celebrate their holiday dreams; 3. felt they learned more deeply the goals of their classes; and 4. were proud to help young people enjoy their holidays. This process was fairly complex and, in spite of that complexity, the majority of students found the experience worthwhile from a teaching and learning perspective and from an existential perspective.

Using the WebQuest Approach to Elicit Student Engagement in a University Course

2016 ◽  
pp. 304-326
Author(s):  
Stephen Asunka
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Processes ◽  
First Year ◽  
Research Approach ◽  
Student Activities ◽  
Student Grades ◽  
University Course

Following a realization that first year undergraduate students at a private university in Ghana engaged very minimally in their learning processes, and consequently obtained very weak grades in their courses, this study adopted a qualitative research approach to investigate whether the integration of a WebQuest into the learning processes can help foster student engagement through interactivity, and thus improve learning outcomes. Five students and one instructor participated in the study, and over the course of one academic semester, teaching and learning processes were varied by introducing WebQuest-based learning. Data were gathered by observing student activities as they engaged in the learning processes, and also assessing student learning and satisfaction by looking at student grades and also administering a survey questionnaire to students. Findings indicate that educational technologies such as the WebQuest can potentially foster student engagement in learning and also help improve learning outcomes. Implications of these findings are discussed.

scholarly journals English as Medium of Instruction for Subject Courses in Tertiary Education: Lessons Learned from Thai Undergraduate Students

2015 ◽  
Vol 11 (27) ◽  
pp. 84
Author(s):  
Pennee Kantavong
Keyword(s):  
Action Research ◽  
Undergraduate Students ◽  
Positive Attitude ◽  
English Language ◽  
Tertiary Education ◽  
Lessons Learned ◽  
Medium Of Instruction ◽  
Learning Approaches ◽  
Action Research Project ◽  
Action Research Cycles

<p>This is a classroom action research project conducted in an undergraduate course using English as a medium of instruction. The objectives were to identify good approaches to developing students’ capacity to understand English and to promote a positive attitude towards the English language. Two cycles of action with various instructional approaches were administered. By the end of the action research cycles, 80% of the students showed a positive opinion towards learning with English. During the sessions, 20% of the students needed help regularly. The cooperative learning model was found to be one of the more effective leaning activities, stimulating students to develop their learning and relieve their tensions in using a foreign language. The reflections from students revealed that the learning approaches employed in this study helped students to develop both their English comprehension in the written material and a positive attitude towards learning in English.</p>

scholarly journals The Significance of the Reflective Practitioner in Blended Learning

2012 ◽  
pp. 175-187
Author(s):  
Aleksej Heinze ◽  
Chris Procter
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Programme ◽  
Use Of Technology ◽  
Student Focus ◽  
Student Cohorts ◽  
Action Research Cycles

This paper examines the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. However, the advantage of an interpretive approach is allowing the findings to determine the course of the research. During the first action research cycles, the focus of the research changed from the use of technology in blended learning to the role of the practitioners involved. The authors advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework.

scholarly journals Line Up Your Ducks! Teachers First!: Teachers and Students Learning With Laptops in a Teacher Action Research Project

2007 ◽  
Vol 1 (1) ◽  
pp. 199-220 ◽  
Author(s):  
Teresa Strong-Wilson ◽  
Manuela Pasinato ◽  
Kelly Ryan ◽  
Bob Thomas ◽  
Nicole Mongrain ◽  
...  
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
New Technologies ◽  
Research Literature ◽  
Teacher Participation ◽  
First Year ◽  
Experienced Teacher ◽  
Action Research Project ◽  
Teacher Action Research ◽  
Teachers And Students

Teachers are increasingly expected to incorporate technology into their practices. However, they need experiences with using new technologies in their classrooms and support to talk about and reflect on those experiences. "Teachers first" was one of the main principles that Lankshear and Synder (2000) identified as key to teachers incorporating new technologies into their practice. To put this principle into place, you need to "line up your ducks": there needs to be a structure, sustained support for that structure, and opportunities for active teacher participation. This article links findings from the first year of the "Learning with Laptops" project by focusing on the most experienced "teacher learners" and connects it with the research literature on teacher and student engagement. The findings contribute support for the principle: teachers (as learners) first!

scholarly journals A virtual alternative to molecular model sets: a beginners’ guide to constructing and visualizing molecules in open-source molecular graphics software

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Siripreeya Phankingthongkum ◽  
Taweetham Limpanuparb
Keyword(s):  
General Chemistry ◽  
Open Source ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Molecular Model ◽  
Bond Line ◽  
First Year ◽  
Molecular Graphics ◽  
Model Sets ◽  
Graphics Software

Abstract Objective The application of molecular graphics software as a simple and free alternative to molecular model sets for introductory-level chemistry learners is presented. Results Based on either Avogadro or IQmol, we proposed four sets of tasks for students, building basic molecular geometries, visualizing orbitals and densities, predicting polarity of molecules and matching 3D structures with bond-line structures. These topics are typically covered in general chemistry for first-year undergraduate students. Detailed step-by-step procedures are provided for all tasks for both programs so that instructors and students can adopt one of the two programs in their teaching and learning as an alternative to molecular model sets.

Sign in / Sign up

Export Citation Format

Share Document