scholarly journals Does Course Specific Nudging Enhance Student Engagement, Experience and Success?: A Data-Driven Longitudinal Tale

2021 ◽  
Vol 12 (2) ◽  
pp. 28-37
Author(s):  
Jill Lawrence ◽  
Alice Brown ◽  
Petrea Redmond ◽  
Suzanne Maloney ◽  
Marita Basson ◽  
...  
Keyword(s):  
Student Engagement ◽  
Intervention Strategy ◽  
Strategic Communication ◽  
Student Evaluations Of Teaching ◽  
Online Student ◽  
Low Levels ◽  
Communication Interventions ◽  
Assessment Requirements ◽  
Critical Resources

Low levels of online student engagement impact negatively on student success and adversely affect attrition. Course learning analytics data (CLAD), combined with nudging initiatives, have emerged as strategies for engaging online students. This paper presents a mixed method case study involving a staged intervention strategy focussing on the employment of timely, strategic communication interventions conducted across 19 courses and six disciplines. The research methodology utilised CLAD, online surveys, student interviews and student evaluations of teaching. The findings substantiate benefits for both academics and students. Academics benefitted from the provision of a relatively simple, accessible and proactive intervention for increasing students’ capacities to be more in control and engaged in their learning. Students benefitted as the intervention accentuated critical resources to assist them to better address assessment requirements, align their expectations more realistically with those of the course, and more readily demonstrate their learning obligations and responsibilities.

scholarly journals Engaging the disengaged: Exploring the use of course-specific learning analytics and nudging to enhance online student engagement

2019 ◽  
Vol 10 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Jill Lawrence ◽  
Alice Brown ◽  
Petrea Redmond ◽  
Marita Basson
Keyword(s):  
Student Engagement ◽  
Learning Analytics ◽  
Intervention Strategy ◽  
Strategic Communication ◽  
Research Findings ◽  
Expectation Management ◽  
The One ◽  
Communication Interventions ◽  
The Impact ◽  
Specific Learning

Universities increasingly implement online delivery to strengthen students’ access and flexibility. However, they often do so with limited understanding of the impact of online pedagogy on student engagement. To explore these issues, a research project was conducted investigating the use of course-specific learning analytics to ‘nudge’ students into engaging more actively in their courses. Drawing on perspectives emanating from communication and critical theories, the research involved a staged intervention strategy conducted across three courses (n=892) focussing on a range of timely, strategic communication interventions. Research findings revealed benefits for students who felt supported by explicit expectation management and the strategic use of early nudging to enhance their prioritisation of key course-specific resources. Academics benefited by making use of nudging templates/principles to increase student engagement in their courses. The course-specific context meant that academics and students explicitly shared ways of working in the one place where learners ultimately succeed – the course.    

scholarly journals Online Student Engagement: A Case Study in Teaching of Programming

2019 ◽  
Author(s):  
Mirna Carelli Maia ◽  
Jorge César Abrantes de Figueiredo ◽  
Dalton Serey
Keyword(s):  
Student Engagement ◽  
Online Student

Low Temperature Fault Isolation Using Soft Defect Localization

2012 ◽  
Author(s):  
Kristopher D. Staller
Keyword(s):  
Low Temperatures ◽  
Laser Scanning ◽  
Low Cost ◽  
Fault Isolation ◽  
Laser Scanning Microscopy ◽  
Cold Temperature ◽  
Multiple Point ◽  
Defect Localization ◽  
Low Levels

Abstract Cold temperature failures are often difficult to resolve, especially those at extreme low levels (< -40°C). Momentary application of chill spray can confirm the failure mode, but is impractical during photoemission microscopy (PEM), laser scanning microscopy (LSM), and multiple point microprobing. This paper will examine relatively low-cost cold temperature systems that can hold samples at steady state extreme low temperatures and describe a case study where a cold temperature stage was combined with LSM soft defect localization (SDL) to rapidly identify the cause of a complex cold temperature failure mechanism.

Using Viewshed Analysis to Explore Settlement Choice: A Case Study of the Onondaga Iroquois

2006 ◽  
Vol 71 (3) ◽  
pp. 523-538 ◽  
Author(s):  
Eric E. Jones
Keyword(s):  
Information System ◽  
Late Woodland ◽  
Past Behavior ◽  
Viewshed Analysis ◽  
Settlement Location ◽  
Political Landscapes ◽  
And Control ◽  
Statistical Results ◽  
Critical Resources

A multitude of factors, ranging from environmental to ideological, determine where human settlements are placed on the landscape. In archaeological contexts, finding the reasons behind settlement choice can be very difficult and often requires the use of ethnographic analogies and/or modeling in a geographic information system (GIS). Archaeologists have used one particular GIS-based method, viewshed analysis, to examine site features such as defensibility and control over economic hinterlands. I use viewshed analysis in this case study to determine how the natural and political landscapes affected the settlement location choices of the Late Woodland and early Historic Onondaga Iroquois. Proximity to critical resources and defensibility both factored into the decision of where communities would place villages. Although this study shows that resources, such as productive soils, had a more significant effect on settlement choice, Iroquois communities were also taking measures to maintain the defensibility of their villages. This examination displays how GIS analyses in archaeology can go beyond the statistical results and help us understand past behavior.

Using Multiple-Stimulus Without Replacement Preference Assessments to Increase Student Engagement and Performance

2017 ◽  
Vol 26 (1) ◽  
pp. 5-10
Author(s):  
Adam D. Weaver ◽  
Brian C. McKevitt ◽  
Allie M. Farris
Keyword(s):  
Student Engagement ◽  
Academic Outcomes ◽  
Emotional And Behavioral Disorders ◽  
Preference Assessment ◽  
Preference Assessments ◽  
Multiple Stimulus Without Replacement ◽  
Multiple Stimulus ◽  
History Of ◽  
And Performance

Multiple-stimulus without replacement preference assessment is a research-based method for identifying appropriate rewards for students with emotional and behavioral disorders. This article presents a brief history of how this technology evolved and describes a step-by-step approach for conducting the procedure. A discussion of necessary materials and data sheets is included. Finally, a case study is presented to illustrate how the procedure can be used to improve behavioral and academic outcomes.

scholarly journals Student Engagement in Internationalization of the Curriculum: Vietnamese Domestic Students’ Perspectives

2018 ◽  
Vol 23 (1) ◽  
pp. 154-170 ◽  
Author(s):  
Anh Ngoc Trinh ◽  
Lindsey Conner
Keyword(s):  
Student Engagement ◽  
Student Experiences ◽  
Domestic Students ◽  
Individual Interviews ◽  
Informal Curriculum ◽  
Cross Border ◽  
Diversity And Inclusion ◽  
Internal And External Factors ◽  
Internationalization In Higher Education

Internationalization in higher education has shifted to focus on home initiatives that engage and benefit all students rather than cross-border mobility activities. The qualitative case study reported in this article employed Kahu’s model of student engagement (SE) to investigate SE in internationalization of the curriculum (IoC) from the perspectives of 23 domestic Vietnamese students taking an internationalized program in a Vietnamese university. From three focus groups and 23 individual interviews, this study found that SE in IoC varied according to diverse internal and external factors. The students’ awareness of the benefits of their engagement in the program, their acknowledgment of the program’s strengths and weaknesses, as well as their desire to have more SE revealed a possibility for students to act as partners in the program. The potential partnership between students and their lecturers as well as other institutional bodies, in both the formal and informal curriculum alongside more sustained engagement opportunities, could enhance consequential student experiences and outcomes. The findings suggest that students are prospective resources to cultivate diversity and inclusion in IoC because their engagement can offer multiple insights and possibilities to enhance IoC. We argue that SE is significant in informing the development of IoC and is possibly integral to effective IoC.

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