scholarly journals The Virtual Anatomy Lab: an eDemonstrator pedagogical agent can simulate student-faculty interaction and promote student engagement

2012 ◽  
Vol 2 (1) ◽  
pp. 5 ◽  
Author(s):  
Jonathan Weber ◽  
Maxwell Hincke ◽  
Beata Patasi ◽  
Alireza Jalali ◽  
Nadine Wiper-Bergeron
Keyword(s):  
Student Engagement ◽  
Pedagogical Agent ◽  
Faculty Interaction ◽  
Virtual Anatomy ◽  
Anatomy Lab

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

How Learning Spaces Can Collaborate with Student Engagement and Enhance Student-Faculty Interaction in Higher Education

2019 ◽  
Vol 45 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Gustavo Severo de Borba ◽  
Isa Mara Alves ◽  
Paula Dal Bó Campagnolo
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Learning Spaces ◽  
Faculty Interaction

The Relationship Between Transfer Student Status, Student Engagement, and High-Impact Practice Participation

2018 ◽  
Vol 46 (4) ◽  
pp. 368-387 ◽  
Author(s):  
John Zilvinskis ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
Service Learning ◽  
Transfer Students ◽  
Latent Variable ◽  
High Impact ◽  
Transfer Student ◽  
Variable Model ◽  
Senior Student ◽  
Faculty Interaction ◽  
The Relationship

Objective: Based on the growing number of transfer students in higher education and the concern that transfer students are not as engaged as their peers, specifically in participation in high-impact practices (HIPs), this research asks, “Is there a significant direct or indirect relationship between transfer status, student engagement, and HIP participation?” Method: The current study employed a general latent variable model to explore the relationship between community college transfer student status, student engagement, and participation in HIPs. Using data from the 2014 administration of the National Survey of Student Engagement, 22,994 senior student responses were examined to measure the association between transfer status (students who transferred from a 2-year to 4-year institution compared with nontransfer students), student engagement (collaborative learning, student–faculty interaction, and supportive campus environment), and HIP participation (learning community, service-learning, research with a faculty member, internship, study abroad, and culminating senior experience). Results: Although each of the student engagement indicators significantly mediated HIP participation for transfer students, only the effect for student–faculty interaction was nontrivial. Contributions: The results from this study indicate the importance of faculty in advocating for and supporting transfer students, while presenting questions about the degree to which these students may need additional institutional support to recognize HIPs in a 4-year context. Implications for enhancing student–faculty interaction among transfer students, as a means to increase HIP participation, are discussed.

scholarly journals Students’ Engagement for Better Learning at a Lebanese Francophone University: A Case Study

2021 ◽  
Vol 2 (1) ◽  
pp. 99-118
Author(s):  
Lina Kadi ◽  
Dalal Moukarzel ◽  
Salim Daccache
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Personal Development ◽  
Teaching Practices ◽  
Learning Experience ◽  
Rank Correlation ◽  
Learning Gains ◽  
Structured Interviews ◽  
Faculty Interaction ◽  
Supportive Environment

Purpose: The purpose of this study was to investigate the influence of student-faculty interaction, supportive environment, and effective teaching practices on students’ perceived learning gains at the Faculty of Science in a francophone university in Lebanon. Approach/Methodology/Design: This study used a mixed research method design, including semi-structured interviews with five administrators, and a student engagement survey based on the National Survey of Student Engagement (NSSE). The sample consisted of one Dean, four Chairpersons, and two-hundred eighty-six undergraduate students. We conducted thematic analysis for the qualitative data obtained from interviews, and Spearman’s rank correlation analysis on the quantitative data obtained from the survey. Findings: The interview results with the dean and chairpersons revealed that having clear communication with students about their learning outcomes, offering a supportive environment and a structured advisory system were important elements to engage them in their learning experience. Findings from the students’ survey showed that clearly explaining course objectives and giving feedback on tests or homework are essential teaching practices that enhance students’ learning gains. Responses also showed the significant influence of a supportive environment measures on students’ academic and personal development, in particular, encouraging social interaction and helping students handle their non-academic responsibilities. Practical Implications: This study can be a reference for other Francophone universities that are not acquainted with the NSSE survey, widely used in Anglophone universities to promote student learning. It could contribute in reviewing the effectiveness of teaching practices, student-faculty interaction, or other academic and social support services. Originality/Value: This research paves the way for further research that could include other disciplines in the selected university or include other Francophone universities in Lebanon with emphasis on interactive teaching practices that effectively engage students in the University’s life.

scholarly journals Thorax Virtual Anatomy Lab for Preprofessional Health Sciences Students

MedEdPORTAL ◽  
2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Penprapa Klinkhachorn ◽  
Barbara Kraszpulska ◽  
Edwin Allen ◽  
Jeffrey Altemus ◽  
Elizabeth Walker
Keyword(s):  
Health Sciences ◽  
Virtual Anatomy ◽  
Health Sciences Students ◽  
Anatomy Lab

scholarly journals International Student Engagement: An Exploration of Student and Faculty Perceptions

2018 ◽  
Vol 8 (2) ◽  
pp. 1002-1033
Author(s):  
Rong Wang ◽  
Allison BrckaLorenz
Keyword(s):  
International Students ◽  
Student Engagement ◽  
Learning Strategies ◽  
Large Scale ◽  
International Student ◽  
Faculty Perceptions ◽  
Faculty Interaction ◽  
Faculty Survey ◽  
Using Data ◽  
Four Year Institutions

An increasing number of faculty have brought up questions and concerns comparative studyabout supporting international students’ academic engagement and success. However, little is known about faculty’s approaches to international student engagement and how they may differ from international students’ selfreported engagement at four-year institutions. Using data from the National Survey of Student Engagement and Faculty Survey of Student Engagement, both large-scale and multi-institutional datasets, this study explores international student engagement in learning strategies, collaborative learning, and student-faculty interaction as well as international student engagement from the perspectives of faculty and students. Recommendations on supporting international student engagement from an individual faculty level, department level, and institutional level are discussed.

scholarly journals Development of a virtual anatomy lab (VanVR App) for implementation during the Covid19 pandemic to ensure 3D learning with scanned prosections

2021 ◽  
Vol 35 (S1) ◽  
Author(s):  
Patrick Pennefather ◽  
Dan Scott ◽  
Connor Dunne ◽  
Ishan Dixit ◽  
Mark Dykstra ◽  
...  
Keyword(s):  
Virtual Anatomy ◽  
Anatomy Lab

scholarly journals Getting to know you: Student-faculty interaction and student engagement in online courses

2021 ◽  
Author(s):  
Jennifer Symonds Morrison
Keyword(s):  
Student Engagement ◽  
Online Courses ◽  
Well Being ◽  
Early Spring ◽  
Student Interaction ◽  
Faculty Interaction ◽  
Instructor Presence ◽  
Brick And Mortar ◽  
Barriers And Challenges ◽  
Online Format

Covid-19 presented many challenges to universities around the world as brick-and-mortar courses were moved to an online format. This work is an unofficial study of faculty-student interaction and student engagement in 7-week online graduate-level courses conducted in Spring 2020, Fall 2020, and early Spring 2021.  Research shows that instructor presence in online courses leads to increased student engagement, as well as motivation, well-being, and academic achievement.  Student engagement is shown to have a direct impact on a student’s emotional, behavioral, and cognitive successes. This work proposes that increased faculty-student interaction in online courses using a variety of strategies would lead to greater student engagement with the course, and in the end, greater student success in overcoming barriers and challenges to online learning.  

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