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 The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

Co creating by degrees – exploring experiences of co design

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Sue Becker ◽  
Daniel Hopps ◽  
Gill Owens ◽  
Jana Runze ◽  
Sarah Morris ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Teaching Practices ◽  
Learning Experience ◽  
Learning And Teaching

This is a video article. To play the video, please click on the link at the bottom of this page.Co-creation of learning and student engagement in shaping their curricula are becoming more widespread as pedagogic practice in Higher Education. The literature surrounding co-creating the learning experience has focussed primarily on the benefits for staff and students involved in terms of increased student engagement (Cook-Slather et al, 2014). The barriers to co-creation, which include perceived threats to ‘academic as expert’ and role-blurring, in part derive from a lack of transparency about the strategies for embedding co-creation of learning in established learning and teaching practices (Allin, 2014).  The procedure and mechanics of co-creating curricula appear obfuscated by theoretical and academic discussions about the intersection of partnership, co-creation and student engagement. The current project seeks to throw light on and explore two different approaches to co-creating the curricula on level 6 option modules run by Psychology and Business programmes.

Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers’ and Students’ Perceptions

RELC Journal ◽  
2019 ◽  
Vol 51 (2) ◽  
pp. 212-226
Author(s):  
Saeedeh Jafari Pazoki ◽  
Minoo Alemi
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Participant Observation ◽  
Learning Experience ◽  
Principal Component ◽  
Needs Analysis ◽  
Second Phase ◽  
Motivation To Learn ◽  
Structured Interviews ◽  
Motivation For Learning

Needs analysis is the key step to designing relevant and useful courses in English for Specific Purposes (ESP), but finding ways to deliver needs in a motivating and interesting way is also paramount. Therefore, investigating students’ motivation to learn ESP is central in needs analysis. Few studies have investigated needs from the perspective of ESP learners’ motivation. Focussing on engineering fields at three Iranian state universities, this study aimed to identify factors that affect engineering students’ motivation for learning technical English in ESP courses. Using a mixed method design, this study was conducted in two phases. In the first phase, semi-structured interviews with 40 undergraduate students helped to identify motivational variables, select a theoretical framework and develop instruments for the second phase. In the second phase, a survey using a 28-item questionnaire with 152 students, semi-structured interviews with 60 students, in-depth interviews with eight ESP practitioners and non-participant observation in seven ESP classes were done in parallel. Principal Component Analysis on survey data resulted in five motivational components of main sources of engineering students’ motivation to learn technical English: 1) ideal-self, 2) ought-to self, 3) instrumentality promotion motivation, 4) learning conditions, and 5) learning experience. These components were in agreement with Dӧrnyei’s L2 Motivational Self-system. Further quantitative and qualitative data analyses revealed that long-term goals and the practicalities of using technical English in every day life promote motivation more than a sense of obligation to learn technical English. Moreover, the results showed that Engineering students had negative attitudes towards elements of ESP learning experience, which best explained the reasons for students’ low motivation. The findings also supported the significant effect of academic levels on motivation. The factors that motivated students call for modifications in ESP courses which are discussed as pedagogical implications.

scholarly journals Experiencing information use for early career academics’ learning: a knowledge ecosystem model

2015 ◽  
Vol 71 (6) ◽  
pp. 1228-1249 ◽  
Author(s):  
Faye Q. Miller
Keyword(s):  
Personal Development ◽  
Learning Experience ◽  
Ecosystem Model ◽  
Alternative Interpretation ◽  
Early Career ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
Structured Interviews ◽  
Content Type ◽  
Knowledge Resources

Purpose – The purpose of this paper is to explore the informed learning experiences of early career academics (ECAs) while building their networks for professional and personal development. The notion that information and learning are inextricably linked via the concept of “informed learning” is used as a conceptual framework to gain a clearer picture of what informs ECAs while they learn and how they experience using that which informs their learning within this complex practice: to build, maintain and utilise their developmental networks. Design/methodology/approach – This research employs a qualitative framework using a constructivist grounded theory approach (Charmaz, 2006). Through semi-structured interviews with a sample of 14 ECAs from across two Australian universities, data were generated to investigate the research questions. The study used the methods of constant comparison to create codes and categories towards theme development. Further examination considered the relationship between thematic categories to construct an original theoretical model. Findings – The model presented is a “knowledge ecosystem”, which represents the core informed learning experience. The model consists of informal learning interactions such as relating to information to create knowledge and engaging in mutually supportive relationships with a variety of knowledge resources found in people who assist in early career development. Originality/value – Findings from this study present an alternative interpretation of informed learning that is focused on processes manifesting as human interactions with informing entities revolving around the contexts of reciprocal human relationships.

scholarly journals Enhancing Food And Nutrition Curricula In Higher Education By Assigning Collaborative Food System Assessment Projects

2013 ◽  
Vol 10 (4) ◽  
pp. 245-254
Author(s):  
June Matthews
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Nutrition Education ◽  
Undergraduate Students ◽  
Food Production ◽  
Food System ◽  
Learning Experience ◽  
Food Miles ◽  
System Assessment ◽  
Community Food Production

Student engagement in higher education is important. Some professional healthcare programs, however, can become quite focused and competitive, limiting the potential for positive student engagement and for students to see how their field of study fits within larger systems. Food system assessments are an ideal way to see the interconnectedness of all parts of a food cycle for a city or region. This case study describes food system assessments conducted by 165 undergraduate students in their first year of a Food and Nutritional Sciences program. Using collaborative, problem-based learning and a photovoice approach, the goal was to help students appreciate the entire food cycle, not just the consumption aspect that dominates much of nutrition education and practice. Students gleaned information about food production, processing, distribution, and waste from their site visits. They also calculated the food miles and CO2 emissions for two foods purchased in their assigned neighborhood. With their final reports, students submitted electronic versions of photographs, which were viewed and discussed during in-class focus groups. The potential for home/community food production prompted the most discussion. While logistics and collaborative learning presented some challenges, this participatory and reflective learning experience promoted positive student engagement among students in higher education. Educators in other university programs may consider enhancing their curricula by assigning collaborative food system assessment projects.

scholarly journals Secondary Students’ Perceptions of Their Engagement in a Correcting Process

2021 ◽  
Vol 14 (12) ◽  
pp. 78
Author(s):  
Trang Thi Doan Dang
Keyword(s):  
Statistical Analysis ◽  
Student Engagement ◽  
Secondary Students ◽  
Learning Experience ◽  
Learning Motivation ◽  
Mediated Learning ◽  
Structured Interviews ◽  
Accuracy Improvement ◽  
Ability Groups ◽  
Mediated Learning Experience

This study draws on mediated learning experience (MLE) theory to contextualize the correcting process within the sociocultural dimension of the teacher’s intervention and collaborative learning to facilitate student engagement with discovering, correcting, and rewriting practices. This correcting process was administered to eight mixed-ability groups of Vietnamese secondary students (n = 31) to investigate students’ perceptions of their engagement in the process from both quantitative and qualitative perspectives that have been under-researched so far. The statistical analysis of a closed-ended questionnaire shows that students strongly agreed with the practices and effectiveness of the process, accuracy improvement, approach preferences, and learning motivation. Eight students’ responses to semi-structured interviews elaborated on the benefits and disadvantages of group-correction and the significance of targeting errors, and on each correcting phase. While students’ responses satisfied MLE’s criteria, their perceptions of the limitations of group-correction somewhat qualified the way reciprocity occurred. The findings suggest offering students opportunities to act on language issues in their writing and confirm the usefulness of engagement with correction-feedback practices from which implications for L2 writing and further research are discussed.

scholarly journals Successful Online Learning Experience: Perceptions of Chinese Undergraduate Students

2021 ◽  
Vol 10 (1) ◽  
pp. 74
Author(s):  
Li Li ◽  
Jingya Zhang
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Online Courses ◽  
Learning Experience ◽  
University Administrators ◽  
Structured Interviews ◽  
Self Regulated Learning ◽  
Learning Plan ◽  
Timely Feedback

This study explores perceptions of Chinese undergraduate students taking online courses amid the Covid-19 pandemic. Using semi-structured interviews after students’ completion of the online courses, the study yields certain findings. First, university administrators are expected to communicate more with students to hear their concerns and offer assistance accordingly. Second, instructors should incorporate more interactive activities to promote learning, create a relaxing learning environment, and provide a timely feedback to students. Third, undergraduate students should employ appropriate learning strategies that include: being an independent learner, making a self-regulated learning plan, managing time, and practicing self-motivation. Implications for online learning practices are discussed.

scholarly journals Satisfaction and Getting a Career Employment Expectations of Undergraduate Students and their use of Support Services

2017 ◽  
Author(s):  
Melissa James MacEachern
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Support Services ◽  
Personal Development ◽  
Learning Experience ◽  
Academic Experiences ◽  
Academic Programs ◽  
Education Student ◽  
Career Employment

The purpose of this paper is to explore the factors that affect higher education student satisfaction and future employment and their use of career and other support services while attending an institution.  The descriptive results of this study suggest that while student satisfaction may be relatively similar for all academic programs, students utilize career and other support services very little.  Most notably, the results also indicate students’ expectations for employment was not related to their experience issuing these services. On the contrary, they were mostly satisfied with their academic and personal development. In essence, students felt prepared for the workplace based on their academic experiences rather than through other supports offered by the institution. This paper suggests that institutions efforts are best placed on the academic and learning experience available to their students versus career and support services.    

scholarly journals How Undergraduate Students experience Distance Learning as Part of Their Information Literacy

2020 ◽  
Vol 202 ◽  
pp. 15018
Author(s):  
Heriyanto ◽  
Yanuar Yoga Prasetyawan ◽  
Ika Krismayani
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Thematic Analysis ◽  
Qualitative Method ◽  
Learning Experience ◽  
Information Resources ◽  
Structured Interviews ◽  
The University ◽  
New Situation

Information comes in different forms, and it influences people’s preference in finding and using information. The covid 19 pandemic which has been experienced by Indonesian undergraduate students may have provide new ways on how they looking and using information related to their study. This qualitative study explores the distance learning experience of undergraduate students in one of the University in Semarang during their study from home. It aims to identify how these students have developed their remote study as well as their strategies on searching and using information. A qualitative method was employed by applying semi-structured interviews for collecting data. The data then analyzed by using Thematic Analysis to uncover the pattern of the distance experience of the students. The preliminary findings show that most of the participants have some issues on using optimizing the learning systems, however they finally able to build their own strategies to cope with this new situation. Electronic resources becomes their main information resources because accessing the physical library building is no longer an option. These preliminary findings benefit not only for the next process of the research but also to inform university library about the way undergraduate students experience information resources so that it can be used for the library for developing their information services to students.

scholarly journals “They do treat us as a bit normal now”: Students’ experiences of liminality and communitas whilst volunteering on a sports-based outreach project

2017 ◽  
Vol 53 (7) ◽  
pp. 869-889 ◽  
Author(s):  
John Hayton
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Personal Development ◽  
Academic Research ◽  
Community Outreach ◽  
Structured Interviews ◽  
North East ◽  
Sport For Development ◽  
The Social ◽  
Student Volunteers

Student volunteering during university has been widely championed for its purported benefits to both students and society alike. Internationally, universities have increasingly coupled student volunteering opportunities or embedded forms of service learning with sport-for-development programmes (SFD) as a means of contributing to strategic institutional objectives. However, there is a paucity of academic research that documents the social processes experienced by students as they converge with hard-to-reach client groups when volunteering on university-led SFD platforms. Therefore, and utilising data captured from semi-structured interviews ( n=40), this article explores the lived experiences of undergraduate students who volunteered on a sports-based community outreach project: the Sport Universities North East England (SUNEE) project. Largely run by student volunteers, the SUNEE project delivers a raft of sports-based and personal development programmes to hard-to-reach groups. This article utilises Victor Turner’s concepts of liminality and communitas to illustrate the processes of initiation and integration that confer both membership upon student volunteers and their legitimacy as leaders, when working with the hard-to-reach clientele on the project.

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