scholarly journals An EMI Pedagogy That Facilitates Students' Learning

2015 ◽  
Vol 8 (12) ◽  
pp. 63 ◽  
Author(s):  
Yung-Ting Chuang
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
First Language ◽  
Learning Experiences ◽  
Course Content ◽  
Course Offerings ◽  
Global Status ◽  
University Course

<p>In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the author introduces a pedagogical method that would facilitate students' overall learning in her EMI course. Based on students' overall feedback, the author confirms that her pedagogy is an effective method that improves lecture comprehension, encourages more class engagement, and promotes collaborative learning. Finally, the author recommends that other instructors apply this pedagogy to their EMI classes for better learning outcomes.</p>

TEACHING ENTREPRENEURSHIP THROUGH A CLIL APPROACH IN RUSSIAN TECHNICAL UNIVERSITIES

2018 ◽  
Vol 1 ◽  
pp. 328-341
Author(s):  
Yulia Lopukhova ◽  
Elena Makeeva
Keyword(s):  
Student Engagement ◽  
First Language ◽  
Target Language ◽  
Entrepreneurial Leadership ◽  
Teaching Techniques ◽  
Language Of Instruction ◽  
Course Content ◽  
Global Status ◽  
The Subject ◽  
University Course

In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the authors introduce a CLIL approach that would facilitate students' overall learning in entrepreneurship. By focusing rather on the content, students acquire the target language unconsciously. Learning a language through content does not only increase the students’ motivation but it also improves the students’ performances, both in language and content. This article demonstrates the possibility of combining the subject Entrepreneurial Leadership and CIL, and it intends to explore possible benefits and obstructions. During the research it became evident that the students’ interest in Entrepreneurial Leadership which was realized in the frame of Masters’ Programme “Entrepreneurs for Tomorrow” as well as their concentration increased, mainly due to the use of different teaching techniques employed and partly due to use of English as the language of instruction. Further issues raised in the field of CLIL Entrepreneurial Leadership will be discussed in the empirical part and in the curriculum analysis. 

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 Enhancing student engagement in business sustainability through games

2018 ◽  
Vol 19 (5) ◽  
pp. 858-876 ◽  
Author(s):  
Kay Emblen-Perry
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Experiences ◽  
Game Based Learning ◽  
Game Development ◽  
Content Type ◽  
Business Sustainability ◽  
Collaborative Learning Environment ◽  
The Uk

Purpose This paper aims to explore the value students place on the sustainable strategies game (SSG) which seeks to improve student engagement in business sustainability through enhanced game-based learning. This game provides an alternative collaborative learning environment to the traditional instructivist approach to enrich Education for Sustainability (EfS) learning experiences and enhance student engagement. Design/methodology/approach Students’ reflections on their game-based learning experiences and suggestions for game development were collected through a short qualitative survey. Results are explored through three frameworks, namely, the multifaceted student value model, the dimensions of engagement framework and the UK higher education authority (HEA) framework for engagement through partnership. Findings Research findings suggest the SSG provides game-based learning within EfS that delivers “edutainment” within an active, collaborative and experiential learning environment that the students value. It is also able to challenge thinking and emotionally engage students with the fundamentals of business sustainability. Reflection-on-action and the students’ role as co-researchers in game development allow students to become active participants in their learning as well as knowledge producers and evaluators. These outcomes deliver the UK HEA’s core facets of student engagement through partnership. Research limitations/implications This practice-focused study presents the self-reported results of a one-time, small study which does not offer generalised, independently validated responses. However, the findings may be of interest to educators considering the adoption of game-based learning and those seeking new learning cultures for EfS. Practical implications Game-based learning and teaching approaches can achieve a learner-centred active, collaborative learning environment that enhances student engagement with business sustainability. Originality/value Experiences gained from this study should assist others in the implementation of game-based learning to engage students in business sustainability.

scholarly journals Method for Directing Collaborative Study Guide Construction by Undergraduate Student Groups

2021 ◽  
Vol 21 (3) ◽  
Author(s):  
Maureen Lynn Petrunich-Rutherford
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Undergraduate Student ◽  
Collaborative Study ◽  
Study Guide ◽  
Collaborative Activity ◽  
Student Groups ◽  
Course Content ◽  
Study Guides ◽  
The Impact

Students often request study guides; however, the impact of study guides on student learning is mixed. Here, some evidence on student study guide usage and collaborative learning is briefly reviewed. This information helped to shape the development of a collaborative activity where student groups create their own study guide questions based on the chapter learning outcomes. Requiring students to collaborate and create their own study guides may encourage a higher engagement with and deeper processing of the course content.

The Effectiveness of Gamification on Student Engagement, Learning Outcomes, and Learning Experiences

2020 ◽  
pp. 286-305
Author(s):  
Kenneth C. C. Yang ◽  
Yowei Kang
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Data Collection ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Experiences ◽  
Student Learning Outcomes ◽  
Small Class ◽  
Course Materials ◽  
Different Levels

Gamification has been widely used in the higher education to enhance users' learning experiences through the integration of game-like elements into the course materials. This study explores whether and how different levels of gamification in the instructional methods will influence student engagement with the course, overall learning experiences with the course, and learning outcomes with the course materials. The findings suggest that, among four indices to measure the success of gamification, three out of four show the positive gamification effects with a highly gamified class leads to higher level of student engagement than no or lowly gamified classes. The same positive gamification effects can be found in students' overall learning experience. Highly gamified classes result in better student learning outcomes as measured by their grades at different data collection points. Limitations of this study include small class sizes and no statistically significant results and only two gamified elements used. Implications and discussions were presented.

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 KULIAH MELALUI WHATSAPP (KULWAPP)

2019 ◽  
Vol 2 (1) ◽  
pp. 17-27
Author(s):  
Ryan Angga Pratama
Keyword(s):  
Online Learning ◽  
Mathematics Education ◽  
Collaborative Learning ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Experiences ◽  
Student Learning Outcomes ◽  
New Learning ◽  
The University

This study aims to describe the implementation of collaborative learning online through WhatsApp Messenger (WA) Group. The subjects in this study were 34 students of Mathematics Education at the University of Balikpapan who were studying the Theory of Numbers. Data collection techniques are carried out by observation (observation of chat activities within the WA Group), documentation, and learning outcomes tests. However, the results showed that the implementation of online learning through the WA Group went well. This can be seen from the achievement of student learning outcomes which shows that 27 out of 34 students get scores above 70. In addition, students also feel that they have new learning experiences, can express themselves in discussions, the atmosphere of learning is very relaxed, learning becomes more update, and can be accessed anywhere if students forget the material they have learned.

The Effectiveness of Gamification on Student Engagement, Learning Outcomes, and Learning Experiences

2022 ◽  
pp. 1599-1618
Author(s):  
Kenneth C. C. Yang ◽  
Yowei Kang
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Data Collection ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Experiences ◽  
Student Learning Outcomes ◽  
Small Class ◽  
Course Materials ◽  
Different Levels

Gamification has been widely used in the higher education to enhance users' learning experiences through the integration of game-like elements into the course materials. This study explores whether and how different levels of gamification in the instructional methods will influence student engagement with the course, overall learning experiences with the course, and learning outcomes with the course materials. The findings suggest that, among four indices to measure the success of gamification, three out of four show the positive gamification effects with a highly gamified class leads to higher level of student engagement than no or lowly gamified classes. The same positive gamification effects can be found in students' overall learning experience. Highly gamified classes result in better student learning outcomes as measured by their grades at different data collection points. Limitations of this study include small class sizes and no statistically significant results and only two gamified elements used. Implications and discussions were presented.

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