Fostering Students' Active Participation in Higher Education: The Role of Teacher-student Rapport

The maternal mortality rate remains high both globally and in Indonesia. Approximately 75% of these deaths are due to complications during pregnancy and childbirth. Therefore, childbirth preparation is essential. Active participation in pregnant women's class activities at least four times during pregnancy is recommended. However, class participation at the Long Kali Community Health Center is still low, with only 53% attendance. This research aims to determine the relationship between active participation in pregnant women's classes and preparation for childbirth among third-trimester pregnant women in the Long Kali Community Health Center's working area. The research method used is descriptive analytics with a cross-sectional approach. The research population consisted of all third-trimester pregnant women who participated in pregnant women's class activities, with a sample size of 33. A questionnaire was used as the instrument for data collection. Data were analyzed using the Chi-square test. The results showed that the majority of respondents were aged 20-35 years (72.7%), had low education levels (48.5%), were not employed (81.8%), had multiparous parity (51.5%), actively participated in class activities (63.6%), and were prepared for childbirth (57.6%). The statistical test results showed a p-value of 0.001, indicating a significant relationship between active participation in pregnant women's classes and childbirth preparation among third-trimester pregnant women in the Long Kali Community Health Center's working area.

In this paper, our aim is to explore the predictors of adoption by students of a Learning Management System (LMS) based on a Modular Object-Oriented Dynamic Learning Environment as well as the influence of active student participation and the interactive usage of an LMS on the achievements of students in a blended learning environment. Our study was conducted on 169 students, who are using an LMS for the first time in their studies, from the largest university from Serbia. Our findings indicate that students' active participation in class has a stronger positive effect on students' achievement than does students' interactive usage of the LMS. A stepwise linear regression analysis revealed that a student's interactive usage of the LMS and his/her active participation in class accounted for 47% of the variation in a student's achievement. A student's interactive usage of the LMS is only affected by his/her perceived easy usage of the LMS.

This research-based chapter explores East Asian international graduate students' challenges in the U.S. higher education environment and identifies how technology-enhanced instructional practices can increase their active participation in the classroom. The classroom-based intervention study was conducted in a Master of Arts program in Teaching English to Speakers of Other Languages (TESOL) at a research university in the Western U.S. The participants were 56 students in this TESOL program. The three types of technology (Padlet, Plickers, and Poll Everywhere) were selected based on criteria including ease of implementation and positive influences on students' participation and learning in class. The data were collected through a pre- and post-survey and three weeks of classroom observation. The resulting qualitative observational and survey data revealed consequences of the technology enhancements in instruction in terms of changes in students' active participation in class, insights produced into critical cultural understandings, and relationships to learning outcomes.

ABSTRACTThis paper describes the design and outcomes of an educational intervention undertaken to improve the quality of delivery of a fourth-year engineering elective course – Industrial Wastewater and Solid Waste Management at the University of Queensland. The objective was to increase the level of active participation of students in planned active-learning classroom activities, including whole-class discussions and small group project-type work. According to a flipped classroom model, new online material in the form of webcasts was proposed to students before class. Students reacted very positively to the webcasts: the percentage of students viewing the webcast before planned workshop sessions ranged between 80% and 92% over the five weeks of the intervention. Enhanced engagement led also to increased attendance (85–92% at workshop sessions), and remarkable active participation in class (half of observed teams were ∼80% active). Remarkably, team performance as quantified by their report marks linearly correlated with the level of active participation in class.

In recent years, teachers have been making an effort to improve positivity in students’ participation in class. However, this can be difficult because active participation depends on both communication skills and classroom atmosphere. In this study, we focus on hand-raising motions, which play an important role in interaction. Based on this, we measured and analyzed hand-raising motions in various situations.Keywordsembodied interactioneducation supporthand raisingmotion analysis

According to many studies the generations of students who are digital natives have different requirements in regard of theoretical lectures in comparison with the generations of non digital natives. At universities in Serbia, theoretical instruction is still conducted in the traditional way, and the Bologna system is applied only selectively. Awarding student participation in theoretical lectures as a part of pre-exam assessment is formal and without clear criteria, which degrades theoretical lectures as they are reduced to the level of awarding attendance and not of awarding active participation in class. The goals of this pilot study are: a) to find answers to the question of how to make students who are digital natives active during theoretical lectures at the university, for the purpose of recognizing more clearly the quality of their participation in class; b) to include the information thus obtained into the decision-making process which provides a more just verdict on their final grade (learning performance of students) and to increase the use of information technology in delivering lectures at universities in the domain of humanities and social sciences. The research examined the effectiveness of arousing students' attention during theoretical lectures in Computer Literacy (Faculty of Philosophy, Novi Sad, Serbia) by using random testing of students' knowledge. Two groups of students were subject to two different approaches to teaching: the traditional approach and the computer-oriented one. The first group of the students attended their lectures in a traditional classroom where students were randomly tested by means of paper-based tests. The other group of students attended their lectures in a modified computer lab in which students were randomly tested by means of a special piece of software. At the end of the course students' attitudes about the traditional and the computer-oriented approach were collected by means of a questionnaire. The preliminary results seem to suggest that students on the whole are not particularly interested to actively participate in classes, but they are interested in collecting pre-exam points based on them attending theoretical lectures. The majority of surveyed students think that the proposed model of active attention excitation will contribute to better acquisition of learning materials and to better performance in exams. There are indications that students prefer a teaching model in which they can clearly perceive practical benefits for them. It can be concluded that the proposed computer-oriented approach of conducting theoretical lectures and using random testing is more in line with the requirements and needs of the student generations who are digital natives.

“Active Learning (AL),” the teaching method which puts more emphasis on students' active participation in class and their abilities to discover problems and solve them, has been coming under the spotlight worldwide. We are promoting AL in the field of information and electronics. Especially, we are practicing A3 Learning System specializing in utilizing computers. We have aggressively introduced AL in class and seen the good effects of them. However, some problems are emerging in a certain type of subjects, which may mean that there are subjects unsuitable for AL. In this paper we report large-scale analysis of introduction of AL in information and electronics field and suggest that successful introduction of AL in class depends on the type of subjects.

This study conducted the debate class and class using Havruta targeting the students who were taking a general education course called <Thought and Expression 1> in C university. In the results of comparing the improvement of self-directed competency, creative/convergent competency, and considerate/collaborative competency, the class using Havruta showed the higher educational effects than debate class. Such results of this study must be originated from the fact in which Havruta could induce students’ active participation in class more than debate; Havruta could improve the bond and consciousness of collaboration between students; and the Havruta teaching method develops ‘thinking power’. However, the class using Havruta caused pressure and resistance because of its unfamiliar teaching method in which the whole process should be designed and proceeded by students. In order to solve this, it would be necessary to develop various teaching models and effective learning materials for classes using Havruta.

Monovariate studies have confirmed the positive influence of classroom Participation and Study habit on students’ academic achievement in general. However, the extent to which each of these variables could predict students’ achievement in Literature in English has not being a focus of much research attention. Hence, this study attempted to investigate the extent to which classroom participation and study habits predicted students’ academic achievement in Literature-in-English in selected senior secondary school in Ibadan North Local Government Area of Oyo State.Five research questions were raised to guide this study. The study adopted descriptive research design of ex-post facto type. The sample comprised 500 senior secondary school two (SSS2) students from ten selected secondary schools in Ibadan North Local Government Area of Oyo State. The three instruments used for data collection were students classroom participation scale (SCPS) (r = 0.79), students study habits questionnaire (SSHQ) (r = 0.76) and Literature-in-English achievement Test (LAT) (r = 0.74). Data collected were analyzed using Pearson Product Moment Correlation (PPMC) and Multiple Regression Analysis. The results were interpreted at P<.05The results revealed that: there was a significant relationship between classroom participation and students’ achievement in Literature in English (r =.134, df = 498; p<.05); there was no significant relationship between study habits and students’ achievement in Literature in English (r=.042, df= 498; P<.05); there was a significant relative contribution of classroom participation on students’ achievement in Literature in English (β =.131); there was no significant relative contribution of study habits on students’ achievement in Literature in English (β = 0.21); there was a significant composite effect of classroom participation and study habits on students’ achievement in Literature in English (β =.134;F 1,498 = 4.663; P <.05). The findings finally indicated that classroom participation was the only variable that predicted students’ achievement in Literature in English. Based on the findings, it was commended that teachers should allow students to contribute and share ideas freely among their colleagues while Curriculum planners should suggest teaching and learning activities that could give room for students’ active participation in class when designing Literature in English curriculum.

The study aimed at designing a questionnaire for evaluating e-learning reality in fencing class as well as identifying the evaluation of e-learning from the students’ point of view. The researcher used the descriptive method on (170) students who attend electronic fencing classes from the third-year college of physical education and sport sciences students. The subjects were divided into three groups and the researcher designed a questionnaire using google drive after applying it in a pilot study on (5) students. The data was collected and treated using SPSS to conclude that e classes support academic knowledge in fencing class from the students’ point of view but it decreases the students’ active participation in class. Fencing class requires continuous correction from the teacher a matter that negatively affected learning as well as the fencing class requires a teaching program that suits the equipment used in the practical lesson a matter that cannot be provided outside of sport halls. The researcher recommended developing a fencing classes with suitable electronic programs for fencing to increase the students’ role. He finally recommended providing material appropriate to electronic learning that can be used during emergencies such as Covid -19.

“Active Learning (AL),” the teaching method which puts emphasis on students’ active participation in class and their abilities to discover problems and solve them, has been coming under the spotlight worldwide. NIT, Sendai College, Hirose Campus is promoting AL in the field of information and electronics. Especially, we are practicing “A3 Learning System” specializing in utilizing computers. We have aggressively introduced AL in class and seen the good effects of them. However, some problems are emerging in a certain type of subjects, which may mean that there are subjects unsuitable for AL. In this paper we report large-scale analysis of introduction of AL in information and electronics field and suggest that successful introduction of AL in class depends on the type of subjects.

In a world literature course, an instructor faces the challenge of engaging the students in classical texts that are historically, geographically, and linguistically “alien” to them. Through a three-step instructional model that includes approximation, thematic relevance, and application, the instructor tries to help students identify, engage, and interact with the texts. Several trials of this strategy have shown that this approach is promising because it promotes the students' active participation in class and ownership of the course content. Therefore, its implications in praxis will extend beyond the discipline of literature to other disciplines in college teaching.

본 연구는 다양한 유형의 영어수업환경에서 대학생 학습자들이 경험하는 언어불안정도와 불안요인들에 대해 설문조사하고 그 결과를 비교분석하였다. 언어불안정도는 수업환경의 유형에 따라 유의미한 차이가 있으며, 또한 교수와 영어 수업반 사이에 나타나는 상호작용 효과도 유의미한 양상을 보였다. 이 같은 결과는 수업환경과 학습자들의 개별적 특성 양자 모두가 의미 있는 언어불안의 변인임을 보여준다고 하겠다. 언어불안요인은 언어불안정도와 달리 수업환경에 따라 큰 차이가 없으며, 전체적으로 의사소통, 대인평가, 시험 등의 순으로 중요한 것으로 조사되었다. 특히 의사소통은 수업환경의 차이에 관계없이 거의 일관되게 가장 중요한 불안요인으로 나타났다. 본 연구는 교육적 시사점으로 학습자들의 영어능력에 적절한 수업환경의 구축, 교수의 영어구사력을 고려한 수업환경의 설계, 학습자들의 적극적인 참여를 유도할 수 있는 긍정적인 수업환경의 조성을 제시하였다. This study examined the levels of language anxiety and their causal factors in different English class environments. The findings show that the levels of language anxiety vary significantly in different types of class environments, indicating that both the class environments and individual characteristics are meaningful variables of language anxiety. The findings also show that unlike the levels of language anxiety, its causal factors are almost constant regardless of the class environment with communication apprehension being the most important factor. This study suggests that the English proficiency of students and professors needs to be considered when constructing specific class environments, in addition to promoting class environments favorable to students' active participation in class.

Evaluation of students' perceptions of the Socrative application versus a traditional student response system and its impact on classroom engagement

The aim of this study is to determine students’ and Social Studies teacher’s views on the effectiveness of multiple intelligences-assisted layered curriculum. Study group includes 14 7th grade students and one Social Studies teacher at a primary school in Elazığ city center during 2010-2011 academic year. The research was conducted based on the “case study" research design, one of the qualitative research designs. As data collecting tool, student and teacher interview form and observation form consisting of open-ended questions were used. Content analysis was used to analyse the data. It was found out that the useful aspects of multiple intelligences-assisted layered curriculum were ‘helping students to learn’, ‘repetition’, ‘motivating to do research’, ‘active participation in class’ and ‘increasing students’ interest’. When choosing an activity, the students paid attention to whether the activities were ‘difficult’, ‘easy’, ‘helpful for students to learn’, ‘interesting’ and ‘related to drawing’. In the process of implementation of the multiple intelligences-assisted layered curriculum, it was found out that the students had difficulty in ‘writing story’, ‘writing essay’, ‘writing poem’, ‘solving test’, ‘drawing map’, and ‘selecting activity’