High Student Engagement Research Articles

Student Led Observations for Course Improvement (SLOCI)

As universities strive to enhance course delivery and the student experience, typical end-of-semester course evaluations have been demonstrated to provide insufficient and potentially biased detail for course improvement and innovation. The Student Led Observations for Course Improvement (SLOCI) team at The University of Queensland aims to provide high-quality student experience data through a student-led approach. The team comprises current undergraduate university students who have a basic understanding of pedagogical strategies and methods of evaluation, bridging the gap between students and academics. SLOCI utilises a course partnership model to work with academics to identify key research questions that can direct and inform a process of real-time feedback. Since 2018, SLOCI has conducted 48 single-semester course partnerships and nine research partnerships focussed on other aspects of the student experience. The student experience data generated from these collaborations has underpinned improvements resulting in higher student engagement and better learning outcomes.

Making a revolution in physics learning in high schools with ChatGPT: A case study in UAE

This study aims to investigate the impact of ChatGPT on enhancing the learning outcomes and academic performance of high school students in physics, specifically focusing on its role in aiding the understanding of challenging topics such as Newton’s second law of motion. This study employs a quasi-experimental quantitative methodology that involves two groups from different schools in the United Arab Emirates (UAE) and comprises both genders of students. The research findings reveal that ChatGPT has significantly improved the academic performance of both male and female students, with a slightly greater improvement observed among the latter, as indicated by the pre-test and post-test scores. Moreover, the experiments demonstrate high student engagement and interaction, which have improved their learning and achievements. The contributions and implications for research and practical applications are highlighted and discussed.

Comparative Analysis of Teaching with Electronic Media and Conventional Teaching in the Classroom

The rapid development of educational technology presents new opportunities for enhancing the teaching and learning process through electronic media, which can make learning more interesting and interactive, thus increasing student motivation and engagement. This study aimed to evaluate the effectiveness of different teaching methods direct teaching and the use of audio-visual media in enhancing English language comprehension among fifth grade students at SD Muhammadiyah Pahandut, Palangka Raya. The research involved a service activity conducted with lecturers and students from the Tadris English Education Study Program (TBI) IAIN Palangka Raya. The methodology included both pre-service preparations and the implementation of two distinct teaching approaches. Class 5A received direct teaching with active interaction, while Class 5B utilized interactive videos. The study revealed that conventional teaching in Class 5A faced challenges such as reduced student engagement and passive participation. However, strategic improvements in teaching techniques and classroom management were recommended to enhance effectiveness. In contrast, the use of technological media in Class 5B resulted in higher student engagement and better comprehension of the material, as evidenced by their active participation and correct responses during activities. Overall, the study highlights the advantages and disadvantages of both teaching methods, emphasizing that the choice of method should be context-specific and aligned with learning objectives and student characteristics. The findings suggest that integrating technological media can significantly enhance the learning experience and outcomes, particularly for elementary school students.

Enhancing active learning through collaboration between human teachers and generative AI

To address the increasing demand for AI literacy, we introduced a novel active learning approach that leverages both teaching assistants (TAs) and generative AI to provide feedback during in-class exercises. This method was evaluated through two studies in separate Computer Science courses, focusing on the roles and impacts of TAs in this learning environment, as well as their collaboration with ChatGPT in enhancing student feedback. The studies revealed that TAs were effective in accurately determining students’ progress and struggles, particularly in areas such as “backtracking”, where students faced significant challenges. This intervention’s success was evident from high student engagement and satisfaction levels, as reported in an end-of-semester survey. Further findings highlighted that while TAs provided detailed technical assessments and identified conceptual gaps effectively, ChatGPT excelled in presenting clarifying examples and offering motivational support. Despite some TAs’ resistance to fully embracing the feedback guidelines-specifically their reluctance to provide encouragement-the collaborative feedback process between TAs and ChatGPT improved the quality of feedback in several aspects, including technical accuracy and clarity in explaining conceptual issues. These results suggest that integrating human and artificial intelligence in educational settings can significantly enhance traditional teaching methods, creating a more dynamic and responsive learning environment. Future research will aim to improve both the quality and efficiency of feedback, capitalizing on unique strengths of both human and AI to further advance educational practices in the field of computing.

Improving the undergraduate Science experience through an evidence-based framework for design, implementation and evaluation of flipped learning

Flipped Learning (FL) is a student-centred pedagogical approach where new content is introduced prior to class which permits more time during class for active learning. Despite the growing body of evidence of the effectiveness of FL, many educators are reluctant to adopt this approach to teaching or are unsure of how to implement FL in their classes. Many students are uncertain of how to adapt their approaches to learning to a FL curriculum. In response to these challenges and calls for a robust framework to guide the design and implementation of FL, we developed the Flipped Teacher and Flipped Learner (FTFL) Framework based on the pedagogical literature. This paper reports on the use of our FTFL framework in the redesign of a large first year science subject from a traditional delivery to a FL delivery. We evaluated the efficacy of the redesign using a mixed methods approach with data on students’ interactions with FL activities, and student and educator experiences. Findings from two iterations of the redesign indicate successful implementation of FL through high student engagement with online and class materials, and positive feedback from students and academics. Using the FTFL framework to guide the design and integration of FL, with an emphasis on clear communication, is key to our successful FL intervention and support of student learning.

A Systematic Literature Review on the Intersection of Experiential and Multimedia Learning With Virtual Reality and Its Implications

This literature review examines the current literature and research surrounding the foundations and applications of experiential and multimedia learning in virtual reality environments. Eleven insightful research papers are discussed, detailing the efforts and results of multimedia learning and experiential learning in virtual reality independently, not combined. The literature, and consequently the literature review, heavily pulls from Kolb’s Experiential Learning model and Mayer’s Cognitive Theory of Multimedia Learning. We find a general trend suggesting the efficacy of creating experiential learning-based lessons and the efficacy of multimedia learning formats. However, based on the literature, combining these two theories and techniques may result in higher student engagement and content retention. This literature review also explores the thresholds for sensory stimuli fidelities necessary to create meaningful, effective, immersive virtual reality content. However, further research will be required to measure attention, retention, and information recall in different virtual reality and multimedia lesson formats, as well as engagement and positive emotions associated with learning.

Lecturers’ Well-Being in Malaysia during the COVID-19 Pandemic: A Retrospective Study

The recent COVID-19 pandemic inflicted wide-ranging impacts on all sectors globally. Malaysia was no exception. The purpose of this retrospective study is to explore the well-being status of Malaysian university lecturers who conducted online teaching activities during the pandemic and the effective coping strategies they adopted to maintain their wellbeing. This study adopted a phenomenological approach and collected qualitative data from five lecturers of a private university in Selangor through structured interviews over a period of four weeks. The findings of the study imply that the participants embraced a state of sustained positivity and high resilience during the COVID-19 pandemic. Participants collectively stated that the positive factors that improved their happiness during the pandemic were the effective application of new teaching technologies in online teaching, frequent social interactions with colleagues, and high student engagement in class. Based on findings, higher education institutions should support lecturers in meeting three significant needs: strong self-confidence and high adaptability, overcoming burnout and high pressure and improving the quality of teaching.

Implementation of content and language integrated learning in biology education programs

Relevance. Modern higher education emphasizes not only professional training but also the integration of students into the global professional community through foreign language proficiency, which enhances skills and professional competence. Purpose. This research aims to assess the effectiveness of Content and Language Integrated Learning (CLIL) methodology in biological education programmes at higher education institutions in Kazakhstan. Methodology. A semi-formalized questionnaire survey was conducted across six educational institutions in Kazakhstan, comprising "closed" questions including open-ended list questions, single-choice questions using the Likert scale, and multiple-choice questions, totalling 16 questions. Results. The survey conducted across six educational institutions in Kazakhstan revealed that 85.5% of students perceive Content and Language Integrated Learning (CLIL) positively contributes to their English language acquisition within biological education programmes. This underscores CLIL's effectiveness in enhancing language skills alongside disciplinary knowledge. Despite varying English proficiency levels among participants, the study indicated strong student engagement with CLIL, demonstrating significant interest and active participation in the learning process. Conclusions. The study confirms CLIL's efficacy in enhancing English acquisition within Kazakhstan's biological education. With 85.5% of students noting its positive impact, CLIL shows promise as a key method for integrating language and disciplinary knowledge. Despite varying English levels, high student engagement underscores CLIL's effectiveness. Future steps should focus on formalizing CLIL across Kazakhstan, providing support for educators, and refining methodologies through ongoing research. Implementing CLIL prepares students for global contexts, enhancing educational outcomes and international competitiveness. Keywords: English; pedagogy; teaching methodology; linguistics

Increasing Student Engagement and Interaction in the Online Classroom: A High Impact Mini-Teaching Approach

The Covid-19 pandemic dramatically transformed how and where students were taught. Universities had to suddenly switch to online learning with virtually no preparation. Students and teachers lacked experience in online learning. This sudden change generated a high degree of uncertainty and a notable fear in the decline in the perceived quality of higher education due to the absence of in-person classes. In this context, this study explains how an accounting instructor navigated the crisis by adopting a diverse high impact mini-teaching approach. The quantitative analyses of the online student surveys showed that this strategy was successful in sustaining students’ interest levels high during the Covid pandemic period. The teaching strategy increased student retention and progression rates and can help address the current drastic declining undergraduate accounting student enrolments. The findings of this study suggest the strategy is exportable to other courses and can provide practical guidance for instructors who would like to achieve high level student engagement and satisfaction in the online classroom using digital learning platforms in the future.

Embracing the intersection of pedagogy and technology

Problematic Use of the Internet (PUI) is characterised by excessive and poorly controlled internet use, and encompasses a multitude of online behaviours including gambling, gaming, social networking, and pornography (Fineberg et al., 2018). PUI is disproportionately prevalent among tertiary students compared to other adults (Fineberg et al., 2018; Ioannidis et al., 2018), and is associated with poorer academic performance and severe symptoms of mental illness (Kitazawa et al., 2018; Tokunaga, 2017). This profile of high prevalence and significant life impairment highlights a pressing need to develop scalable support strategies for PUI in tertiary populations. Particularly, as higher education increasingly integrates technology into pedagogical practices, understanding and mitigating the issues stemming from technology misuse are of paramount importance. The current study responded to this multifaceted issue by investigating the efficacy of a 30-day digitally delivered mindfulness intervention for reducing PUI severity and mental illness symptoms among Australian tertiary students. Mindfulness meditation cultivates present-focused awareness, attention, and non-judgmental acceptance (Kabat-Zinn, 1994; Schumer et al., 2018), and has demonstrated efficacy in treating comparable mental health conditions (Garland & Howard, 2018). Digital mindfulness interventions are a promising approach due to their scalability, accessibility, and potential for reaching large student populations (Kuss & Lopez-Fernandez, 2016). By utilising online platforms and mobile applications, these interventions can effectively engage students and provide them with the necessary tools to develop healthier internet-use habits (Laurillard et al., 2013; Sarker et al., 2019). Twenty-six students with PUI (80.70% female; 25.62 Mage, ± 5.94) participated in weekly online group education sessions and daily app-based meditation. The weekly group sessions were designed to explicitly address common barriers to regular mindfulness practice through the use of a contemporary behaviour change framework, the Behaviour Change Wheel (Michie et al., 2011, 2014). Commonly reported barriers among students include lack of knowledge and skills, low motivation, time constraints, and financial costs (Lyzwinski et al., 2018; Schwind et al., 2017). As the therapeutic potential of digital mindfulness programs is highly dependent upon regular and consistent practice, interventions that address these barriers through application of appropriate and theory-informed behaviour change frameworks are especially valuable and maximise the likelihood of high student engagement and retention (Michie et al., 2011). Repeated measures ANOVAs revealed significant reductions in PUI severity (F(2, 50) = 14.57, p < 0.001, ?² = 0.37), depression (F(2, 50) = 21.92, p < .001, partial ?² = .47), anxiety (F(2, 50) = 16.68, p < .001, partial ?² = .40), and stress (F(2, 50) = 41.23, p < .001, partial ?² = .62) post-intervention and at one-month follow-up, indicating that improvements to internet use behaviours and wellbeing were sustained post-intervention. These findings underscore the potential of digitally delivered mindfulness interventions in promoting mental health and addressing PUI in higher education. By harnessing technology, universities can effectively engage students and provide scalable support. Whether in urban or rural settings, traditional or online learning platforms, these results have far-reaching implications for the integration of digital interventions within higher education settings to foster healthier internet-use habits and enhance student well-being.

‘They couldn’t wait, every day they would say are they coming today?’ Stakeholder perceptions of School–University partnership approaches to science teacher education

Initial teacher education programs have been criticised for their failure to deliver classroom-ready graduates. Problems of concern for preservice teachers (PSTs) identified in the literature are insufficient time in the classroom, lack of confidence, inadequate pedagogical knowledge and a theory practice divide. This research examines a school–university partnership approach to science teacher education from the perspective of PSTs, school students, teachers and teacher educators where university tutorials were conducted in a school environment. This research is underpinned by practice architectures theory, it follows collaborative participatory action research methodology using mixed methods of data collection including surveys, interviews and focus groups. The research findings revealed how the program built on PSTs’ pedagogical knowledge and confidence and connected theory with practice. Teachers observed high level student engagement and students building on their prior science knowledge in innovative science lessons. The research provides rich data that illuminate aspects in this school–university partnership approach from a range of perspectives.

AN EMPIRICAL RESEARCH ON THE INFLUENCE OF STUDENT ENGAGEMENT ON UNDERGRADUATE STUDENTS’ ACADEMIC ACHIEVEMENT IN THE FLIPPED CLASSROOM ENVIRONMENT

High quality student engagement is an important goal in the pursuit of flipped classroom teaching and learning and is a necessary process element to ensure student achievement. Purpose: The main purpose of this research was to analyse the relationship between dimensions of student engagement and student achievement in the flipped classroom at a China university by surveying data from 507 university students from Longdong University, China. Methods: Data were elicited via a survey approach and analyzed quantitatively to support the investigation. Student engagement is measured using The Flipped Learning Student Engagement Scale (FLSES) and student achievement is represented by the student's C language programming composite score. Results: The results of the analyses revealed significant positive relationships between students' academic achievement and student engagement. In addition, the research found that cognitive, behavioural and relationship with the faculty member had a direct impact on student achievement, and peer relationship had an indirect impact on student achievement in the flipped classroom. Conclusion: The research provides a basis for improving student achievement from the perspective of improving student engagement.

Measuring high school student engagement in science learning: an adaptation and validation study

ABSTRACT This study validated an instrument for measuring student engagement in the context of Chinese science curriculum reforms. We adapted existing items from well-designed instruments with the context of science learning and formed the initial instrument of the Student Engagement in Science Learning (SESL) consisting of 20 items in four subscales, including cognitive, emotional, behavioural, and agentic engagement. We recruited an expert panel to provide content and face validity during the adaptation process. The final sample of 578 was collected and analysed to provide the construct validity of the SESL instrument. The results from item analysis, confirmatory factor analysis, correlation analysis conformed the instrument's convergent and discriminant validity. Independent t-tests of gender and district groups confirmed the concurrent validity of the instrument. The Cronbach's coefficient alpha of the four subscales and the total scale are higher than 0.70, indicating the SESL instrument has the internal consistency reliability for measuring student engagement in science learning. Researchers and practitioners would benefit from the valid and reliable SESL instrument with the four constructs to measure and improve student engagement in science learning.

Impact of Integrating Information Technology in Teaching English in College of Education: A Systematic Review

This systematic review investigates the influence of incorporating information technology (IT) in teaching English in higher education settings. With the rapid growth of technology, its integration in education has garnered considerable attention, and this study aims to offer a complete overview of the consequences of IT integration in the context of English language training. The review takes a systematic approach, identifying, selecting, and analysing relevant scientific articles published between 2010 and 2021. The findings highlight many significant areas where IT integration has considerably impacted English teaching in college settings. These areas include improved language acquisition, higher student engagement and motivation, increased access to learning resources, and the development of digital literacy skills. Furthermore, the assessment cites various problems connected with IT integration, such as technical issues, teacher training requirements, and potential technological access disparities. The findings emphasise the importance of careful preparation, pedagogical considerations, and ongoing assistance to effectively integrate IT in teaching English in college settings. This systematic review adds to the existing literature by synthesising and evaluating current knowledge on the subject, providing valuable insights for educators, policymakers, and researchers interested in leveraging information technology to improve English language instruction in higher education institutions.

Unveiling determinant of student engagement

The purpose of this study was to examine the moderating role of feedback in the influence between lecturer leadership, lecturer engagement, and student engagement. The study was conducted on students at the Universitas Muhammadiyah Sumatera Utara, Indonesia where the number of respondents who filled out the questionnaire was 231 respondents. With structural equation modeling, using SemPLS, a moderation test was conducted to prove the research hypothesis that had been designed. The results of the study show that although feedback affects student engagement, feedback does not act as a moderator in the influence between lecturer leadership, lecturer engagement, and student engagement. Meanwhile, lecturer engagement was found not to affect student engagement, but lecturer engagement significantly affected student engagement. In learning, lecturers must pay attention to feedback and lecturer leadership, if lecturers expect high student engagement. This has implications that lecturers have to provide feedback and practice lecturer leadership in the classroom.

More Than Half of Family Medicine Clerkships Do Not Address Systemic Racism: A CERA Study.

The influence of racism in medicine is increasingly acknowledged, and the negative effect of systemic racism on individual and population health is well established. Yet, little is known about how or whether medical students are being educated on this topic. This study investigated the presence and features of curricula related to systemic racism in North American family medicine clerkships. We conducted a survey of North American family medicine clerkship directors as part of the 2021 Council of Academic Family Medicine's Educational Research Alliance (CERA) survey. The survey response rate was 49% (78/160). Almost all clerkship directors agreed (n=68; 97.1%) that teaching about racism at all levels of medical education was appropriate. Yet, 60% (n=42) of family medicine clerkship directors reported no formalized curriculum for teaching about racism or bias. Teaching about systemic racism was more likely to be present in the family medicine clerkship at institutions where clerkship directors reported that faculty receive 5 or more hours of training in racism and bias, as compared to institutions where faculty receive 4 or fewer hours of training in racism/bias (odds ratio 2.82, 95% CI 1.05-8.04, P=.045). Programs reported using racism in medicine curricula based in cultural competency (20%); structural competency (10%); both cultural and structural competency (31%); and neither or uncertain (40%). Clerkship directors reported high faculty, student, and institutional engagement in addressing systemic racism. We did not find an association between underrepresented in medicine director identity and racism curricula. In more than half of family medicine clerkships, systemic racism is not addressed, despite interest from students and institutional support. A higher number of hours of faculty training time on the topic of racism was associated with having a systemic racism module in the clerkship curriculum, but we lacked data to identify a causal relationship. Investments in faculty development to teach systemic racism, including discussion of structural competency, are needed.

Effects of a Virtually Delivered Reading and Embedded Mindset Intervention on Reading Performance for Fourth-Grader Struggling Readers.

The purpose of this study was to examine the effects of a virtual intensive reading intervention embedded with mindset training compared to typical reading instruction in a business-as-usual (BAU) condition delivered to fourth grade students with or at-risk for reading disabilities. After screening, the 59 participants were stratified and assigned randomly to condition. Highly trained interventionists delivered the intervention one-to-one with high fidelity and student engagement during the intensive intervention. Classroom teachers delivered the BAU. We examined the effects of the intervention on a variety of standardized timed and untimed measures of word reading and decoding, reading fluency, comprehension, and mindset. We addressed two research questions: What are the effects of intensive virtual reading intervention embedded with mindset training relative to a business-as-usual comparison (BAU) on the reading outcomes of fourth grade students with or at-risk for reading disabilities? Was initial mindset related to student response to intervention? Data analyses examined the main effect and moderation using linear mixed effects models. Significant differences in reading favored the virtual treatment condition for letter and word identification (g = 0.38). No other significant effects were observed. We note limitations in our study and offer directions for future research, including the need to explore additional moderators.

Rates of chronic absenteeism in Montessori and non-Montessori Title 1 schools

In this study, we asked whether Montessori schools, which tend to have high student engagement, are associated with lower average rates of chronic absenteeism and/or smaller racial disparities therein relative to non-Montessori schools. Using data from the Civil Rights Data Collection, we identified a sample of Title 1 Montessori and non-Montessori schools with propensity score matching, and we used multilevel modeling to compare racial disparities in chronic absenteeism rates across school types. There was no significant difference in the average overall rates of chronic absenteeism across school types; nor were there sizable or significant differences in average racial disparities in the rates of chronic absenteeism between Black and White or Hispanic and White students, though Montessori schools had slightly lower average rates for White students. We discuss how shortcomings in the way chronic absenteeism data are collected limit intervention work by preventing researchers from answering questions about why students are chronically absent.

Shared Perspective: Considerations for Designing a Quality Online Learning Experience

The COVID-19 pandemic highlighted the need for and value of delivering high quality online learning experiences. Engaging students in an online environment poses unique challenges, such as cultivating a community of shared learning, encouraging student buy-in, and focusing student attention, which may be more easily achieved in an in-person setting. Despite these challenges, high student engagement and learning in an online environment is possible. The process of engaging students as active members of an online learning community begins with the recognition of what GenZ students need and requires intentionality in aligning these needs with instructor goals and course learning objectives. Thus, this paper is a shared narrative from an instructor-student writing team that highlights the synergy of instructor practices and techniques and student behaviors and attitudes that promote a quality online learning environment for students enrolled in Clemson University’s Youth Development undergraduate minor in the Parks, Recreation and Tourism Department.

Evaluation of Student Engagement, Communication, and Collaboration during Online Group Work: Experiences of Fourth Year Veterinary Medicine Students.

Accelerated by the COVID-19 pandemic, online teaching has become widely established in higher education in recent years. However, little is known about the influence of the online environment on collaborative student activities which are an integral part of veterinary education. This study explored engagement, collaboration, and communication among fourth-year veterinary students working in groups on online case-based learning (CBL) activities. Data were collected by questionnaire (93/135) and anonymous peer assessment (98/135) at the end of the trimester. While most students (67%) enjoyed group work and 75% considered it of benefit to their learning, the results indicated that the students' interaction was mainly limited to task management and collating individual answers on shared documents. Rather than meeting online, students communicated by chat and messenger apps. Agreement of roles, rules, and the group contract were largely treated as box-ticking exercises. The conflict was the only factor that affected group work satisfaction and was largely avoided rather than addressed. Interestingly lack of student engagement in group work was not related to overall academic performance and had no impact on their end-of-term exam results. This study highlights high student satisfaction and engagement with online group CBL activities even when collaboration and communication was limited. Achieving higher levels of collaborative learning involving co-regulation of learning and metacognitive processing of learning content may require more specific, formal training in relevant skill sets from an early stage of the veterinary curriculum.