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

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.

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.

scholarly journals EXPERIMENTAL ONLINE CASE STUDY FOR A BREAKTHROUGH IN STUDENT ENGAGEMENT: FOCUS GROUP RESULTS

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
James Theroux ◽  
Cari Carpenter ◽  
Clare Kilbane
Keyword(s):  
Student Engagement ◽  
Focus Group ◽  
Real Time ◽  
Group Discussion ◽  
Full Time ◽  
The Real ◽  
Building Process ◽  
New Type ◽  
The Subject

A new type of case study, called the real-time case (RTC), was produced in the fall of 2001 and distributed via the Internet to business classes at four universities in the US and Canada. The real-time case presented the story of one company's growth and development throughout a 14-week semester. A case writer stationed full-time at the subject company published case installments weekly on the Web, allowing students to view the company-building process as it happened. The 14-week coverage of RTC enabled students to study the subject company in unprecedented depth and detail. RTC's real-time interactivity allowed students to share their analyses and best thinking with the company leadership during the company’s decision-making process.A major objective in producing the case was to heighten student engagement with the case material. To evaluate whether this objective was achieved, a survey and a focus group discussion were conducted with one of the participating MBA classes. Results from the survey and the focus group showed a high degree of engagement, plus many other benefits from the new type of case study.

scholarly journals A Study of Anecdotal Student Response to Virtual Art Museums in Online History Courses

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Adam Attwood
Keyword(s):  
United States ◽  
Community College ◽  
Student Engagement ◽  
Online Discussion ◽  
Art Museum ◽  
Art Museums ◽  
Student Response ◽  
Online Instructors ◽  
Course Content

This anecdotal pilot case study of practice addresses the question: How can technology be used to make online history courses more engaging with museums? Findings from this case study suggest that virtual art museums via the Google Cultural Institute (now Google Arts & Culture) were an effective way to encourage students to do more than the minimum required for the online forum response assignment in a survey (100-level) history course at a community college in the northwest United States. The instructor designed an assignment that was posted in the learning management system as a PDF. Implications for practice are that online instructors of history, as well as online instructors of humanities, can assign virtual art museum visits with an online discussion component to encourage student engagement centered on course content.

scholarly journals Factors that Encourage Student Engagement: Insights from a Case Study of ‘First Time’ Students in a New Zealand University.

2011 ◽  
Vol 8 (1) ◽  
pp. 81-96
Author(s):  
Barbara Russell ◽  
◽  
Gloria R L Slater ◽  
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Conceptual Model ◽  
Tertiary Education ◽  
Research Question ◽  
Education Programme ◽  
Active Citizenship ◽  
Structured Interviews ◽  
First Time

This case study reports on the findings from one of nine tertiary institutions that took part in a project funded by the Teaching and Learning Research Initiative (TLRI) in New Zealand. The research question explored how institutional and non institutional learning environments influence student engagement with learning in a higher education, university setting. Data was collected initially by means of a questionnaire; subsequently more in-depth data was gathered through semi-structured interviews with students randomly selected from those who indicated, on the questionnaire, that they were willing to be interviewed. Respondents were enrolled for the first time in this institution, but not necessarily for the first time in a tertiary education programme. A conceptual model with four strands: motivation and agency; transactional engagement; institutional support and active citizenship was used to organise the data. Findings were analysed against a synthesis of current literature and suggest that factors identified in the first three strands of the conceptual model played a significant role in student engagement with learning; active citizenship, however, did not feature highly in student responses and is an aspect of engagement that could benefit from further research.

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