Model Of Student Engagement Research Articles

Turning a Service Learning Experience into a Model of Student Engagement: The Lighthouse Heritage Research Connections (LHRC) Project in Hong Kong

The digital shift has provided easy access to academic library users, and yet, the usage of archival collections continues to be low. At the same time, the need for innovation in library services for cultural heritage scholarship and its advancement is emerging. This paper outlines a library-led service-learning program that connects students with lighthouse artifacts, archival collections, scholars in global academia, and wider communities. Student engagement cases are provided to illustrate the way in which the librarian utilizes the Framework of Information Literacy for Higher Education by ACRL to work closely with students. These cases also demonstrate how students can contribute to knowledge creation and preservation efforts for a specific cultural heritage topic that is not static, but which keeps receiving new contributions or additions to the depository. Thus, this paper is an answer to the ACRL's call for pilot projects to be assessed and shared with the wider community of academic librarians and support staff. It also builds on emerging roles for academic libraries like engaged learning. Librarians must move beyond simply seeing themselves as partners. Instead, librarians should see themselves as prime facilitators that co-create and co-develop cultural heritage research and historical projects by connecting actors and resources more effectively than any single actor can do alone.

What we learned through asking about evidence: A model for interdisciplinary student engagement

ABSTRACTTraditional university learning modalities of lectures and examinations do not prepare students fully for the evolving and complex world of gerontology and geriatrics. Students involved in more active, self-directed learning can develop a wider breadth of knowledge and perform better on practical examinations. This article describes the Evidence in Aging (EIA) study as a model of active learning with the aim of preparing students to be effective interdisciplinary researchers, educators, and leaders in aging. We focus particularly on the experiences and reflections of graduate students who collaborated with faculty mentors on study design, data collection, and analysis. Students acquired new methodological skills, gained exposure to diverse disciplines, built interdisciplinary understanding, and cultivated professional development. The EIA study is a model for innovative student engagement and collaboration, interactive learning, and critical scholarly development. Lessons learned can be applied to a range of collaborative research projects in gerontology and geriatrics education.

Transformational instructor-leadership and academic performance: a moderated mediation model of student engagement and structural distance

Researchers are becoming increasingly interested in the use of transformational leadership theory in higher education teaching (often referred to as transformational instructor-leadership). Much of this body of research investigates a direct association between transformational instructor-leadership and student outcomes. In the present study, we take a step further by investigating (a) student engagement as a mechanism in the relationship between transformational instructor-leadership and students’ academic performance and (b) structural distance as a moderator of the relationship between transformational instructor-leadership and student engagement. Using a sample of 183 students across the UK, the findings supported student engagement as a full mediator, but did not support structural distance as a moderator. This study contributes to theory by (a) showing a key underlying process through which transformational instructor-leadership is related to students’ academic performance and (b) empirically examining all three dimensions of student engagement. Limitations, suggestions for future research and practical implications are discussed.

How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs

Despite a surge of empirical work on student participation in online learning environments, the causal links between the learning-related factors and processes with the desired learning outcomes remain unexplored. This study presents a systematic literature review of approaches to model learning in Massive Open Online Courses offering an analysis of learning-related constructs used in the prediction and measurement of student engagement and learning outcome. Based on our literature review, we identify current gaps in the research, including a lack of solid frameworks to explain learning in open online setting. Finally, we put forward a novel framework suitable for open online contexts based on a well-established model of student engagement. Our model is intended to guide future work studying the association between contextual factors (i.e., demographic, classroom, and individual needs), student engagement (i.e., academic, behavioral, cognitive, and affective engagement metrics), and learning outcomes (i.e., academic, social, and affective). The proposed model affords further interstudy comparisons as well as comparative studies with more traditional education models.

Reforzando las Redes: Supporting Latina/o Undergraduates at a State Flagship University

This study investigated the experiences of self-identified Latina/o students at a flagship state university. From a university-provided list of self-identified Latina/o undergraduate students, 117 responded to an online survey and 10 elected to participate in follow-up interviews. Students were asked about their participation in on-campus student clubs and organizations as well as interactions with faculty and staff. Nora’s student engagement model framed the qualitative exploration of three emerging themes, students’ levels of engagement in student organizations, their perceptions of levels of faculty support and accessibility, and their views about faculty and staff’s understandings of the unique and diverse roles of Latina/o students. Implications for university administrators, faculty, and staff are discussed.

Partnership in Practice: Implementing Healey’s Conceptual Model

This case study discusses the implementation of Healey, Flint, and Harrington's (2014) model of student engagement through partnership with staff. Healey et al. (2014) identify issues associated with “putting partnership into practice” including inclusivity and scale, power relations, reward and recognition, transition and sustainability, and identity. Faculty, staff, and students participating in a Students as Partners (SaP) Program at McMaster University’s MacPherson Institute encountered these issues during a Scholarship of Teaching and Learning (SOTL) project. This paper explores our reflections and suggests refinements related to the above five issues. It concludes by identifying possible new directions for SaP programs.

Evaluation of a pedagogical model for student engagement in learning activities

Current research suggests that student engagement with academic schoolwork in secondary school classrooms is often insufficient. This issue is of relevance because student engagement is a prerequisite for acquiring knowledge and skills and is also a mediator of achievement and important life outcomes. In response to this, the present study evaluates a pedagogical model for stimulating student engagement in learning activities in secondary school contexts through an action research approach. This model is composed of five facilitators of engagement that, when considered in both the design and implementation of learning activities, can potentially contribute to stimulating behavioural, emotional and cognitive engagement in such activities. Nineteen Year 9 students of Spanish from a state school in England, their teacher and the researcher participated in two long-term, learning activities designed using the proposed pedagogical model. Data were collected over two school terms through qualitative student self-reports, interviews with students and their teacher and the researcher’s journal. Thematic analyses were used to examine the effects of the learning activities on student behavioural, emotional and cognitive engagement. The results seem to confirm that the application of the proposed pedagogical model could help promote thorough student engagement in learning activities. Findings also suggest that failing to support the model’s facilitators of engagement may have detrimental effects on overall student engagement in learning activities. The study contributes to the improvement of student engagement with academic schoolwork internationally by proposing an assessed pedagogical solution that could be implemented by secondary school teachers with relative ease.

Research on Model of Student Engagement in Online Learning

In this study, online learning refers students under the guidance of teachers through the online learning platform for organized learning. Based on the analysis of related research results, considering the existing problems, the main contents of this paper include the following aspects: (1) analyze and study the current student engagement model, In view of the characteristics of online learning activities and online student characteristics, this paper introduced the student engagement model from the student behavior engagement, knowledge engagement and emotional engagement three dimensions; (2) analysis student 's behavioral engagement. The degree of student engagement is mainly calculated by the student's learning behavior data. Then used related methods to calculate learning behavior of student engagement degree. To develop the evaluation indicators of these learning behaviors, to study the method of calculating student engagement through these behaviors. (3) Analysis of Students' Cognitive Engagement. Through study the relevant literature of students' cognitive engagement and analyze the contents of the student's course of study, To develop the corresponding evaluation index and evaluate the students' cognitive engagement degree. (4) Analysis of students' emotional experience degree. Used the self-evaluation method to obtain students e experience information during online learning, to quantify students emotional experience degree and analysis.

Outcome of a model for medical student engagement in child neurology (P1.061)

Outcome of a model for medical student engagement in child neurology (P1.061)

When parents become students: An examination of experiences, needs, and opportunities which contribute to student parent engagement in community college

While college and university student profiles are changing rapidly, many of our practices and support systems are geared to traditional student profiles. This article focuses on findings from a recent study examining the experiences of student parents enrolled in community colleges, and examines the kinds of student services that help student parents remain engaged in their classes and persist to graduation. This study offers insight on transformative practices for supporting non-traditional, student parents on community college campuses. This study offers a paradigm shift for advisors, counselors and faculty at higher education institutions so that they may effectively engage and support student parents. The research includes student parents who have one or more dependent children aged 17 or younger and who are enrolled as full-time or part-time students. The study investigates some of the barriers to student parent success as well as the challenges they face. The study identifies, describes, and analyzes the support services which are being utilized by student parents, and review successful models of support in surrounding institutions. Nora’s (2006) Student Engagement Model is used as a theoretical framework for this study. The results from this study should be of interest to student affairs professionals and higher education administrators alike, as they reflect the needs and challenges of the growing student parent population and inspire those searching for ways on how to support this unique, growing community of students.

American Mock World Health Organization: An Innovative Model for Student Engagement in Global Health Policy.

The American Mock World Health Organization (AMWHO) is a model for experiential-based learning and student engagement in global health diplomacy. AMWHO was established in 2014 at the University of North Carolina at Chapel Hill with a mission to engage students in health policy by providing a simulation of the World Health Assembly (WHA), the policy-forming body of the World Health Organization that sets norms and transforms the global health agenda. AMWHO conferences are designed to allow students to take their knowledge of global health beyond the classroom and practice their skills in diplomacy by assuming the role of WHA delegates throughout a 3-day weekend. Through the process of developing resolutions like those formed in the WHA, students have the unique opportunity to understand the complexities behind the conflict and compromise that ensues through the lens of a stakeholder. This article describes the structure of the first 2 AMWHO international conferences, analyzes survey results from attendees, and discusses the expansion of the organization into a multi-campus national network. The AMWHO 2014 and 2015 post-conference survey results found that 98% and 90% of participants considered the conference "good" or "better," respectively, and survey responses showed that participants considered the conference "influential" in their careers and indicated that it "allowed a paradigm shift not possible in class."

The Engaged Student Ideal in UK Higher Education Policy

The UK Government’s Green Paper (BIS in Fulfilling our potential: teaching excellence, social mobility and student choice. BIS, London, 2015), White Paper (BIS in Success as a knowledge economy: teaching excellence, social mobility and student choice. BIS, London, 2016a) and Higher Education and Research Bill (http://www.publications.parliament.uk/pa/bills/cbill/2016-2017/0004/17004.pdf, 2016) appear to be premised on a normative student ideal in UK higher education policy. This ideal student presupposes a transactional model of student engagement, which relies on the accumulation of knowledge capital by a systemic subject. The current government vision forms part of a long-term shift away from the discourse of social democracy since the policies of the 1960s. This shift towards neoliberal political economy is reflected in the legislation to establish the Office for Students, United Kingdom Research and Innovation and the Teaching Excellence Framework (BIS 2015, 2016a; BIS in Teaching excellence framework: technical consultation for year two. BIS, London, 2016b). Rather than adding to the transactional view of student engagement based on the neoliberal student ideal, this article explores the democratic idea of a higher education multitude in which there might be a more nuanced pedagogic and socio-technical understanding of student engagement for further policy developments.

Promoting a collective conscience: designing a resilient staff–student partnership model for educational development

This paper discusses experiences of a student-ambassador network within one UK-based Centre for Excellence in Teaching and Learning, problematising key issues in relation to transience in staff–student partnerships in high education, and highlighting the importance of the educational developer in facilitating institution-wide partnership models. Theoretical explorations are supported by data gathered throughout the Network’s operation, including student evaluations following the first year of operation, and a final ‘impact study’ conducted with staff and students. The article develops the notion of a ‘collective conscience’ model of student engagement, which supports all students via a variety of activities, incorporating short, mid-range, and long-term goals, and enabling a range of collaborative and individual opportunities for success.

Are college students really liberal? An exploration of student political ideology and attitudes toward policies impacting minorities

We explore the relationship between college students’ professed political ideologies and their attitudes toward policies generally as well as those policies seen as disproportionately impacting minorities specifically. Common perception holds that a college education is associated with more liberal political ideologies. There is evidence to support this belief, but there are theoretical and methodological reasons to question this perception. While student samples are often used, nationally representative samples of current college students are not. We, therefore, investigate the relationship between college students’ attitudes and their professed political ideologies by utilizing a survey administered to students enrolled in colleges/universities across the U.S. This survey takes into consideration the type of institution (public, private, liberal arts, regional, etc.). Relying upon a theoretical foundation based upon the Basic Student Engagement Model, our results suggest a contrast between professed political ideology and attitudes toward social policies generally and policies seen as benefiting minorities specifically. We do, however, find consistency between professed ideology and economic policies.

Characterizing Student Expectations: A Small Empirical Study

This paper describes the results of a small empirical study (n = 130), in which undergraduate students in the Business Faculty of a UK university were asked to express views and expectations relating to the study of a mathematics. Factor analysis is used to identify latent variables emerging from clusters of the measured variables and these are interpreted within the context of a simple model of student engagement. The potential impact of the latent variables on student self-efficacy (a student’s belief in their ability to achieve successful outcomes) is discussed, and suggestions are made as to how this type of information can be utilized by lecturers to help promote better student engagement and provide effective support in mathematics.

The impact of institutional culture, policy and process on student engagement in university decision-making

ABSTRACTThere is a strong focus on the importance of student engagement in higher education, with increasing attention on how students can participate in their university’s decision-making processes. Yet, although the concept appears to be almost universally accepted, it is rarely problematised. This has led some commentators to conclude that student engagement lacks theoretical clarity. Consequently, an increasing number of authors have sought to address this. This paper adds to those efforts by proposing a model for student engagement that recognises the importance of institutional action in facilitating different types of participation. These are aligned with expectations for student activity, but the key message is that the university shapes its students’ engagement. This reinforces arguments that engagement needs to be cognisant of the power dynamics of higher education. In line with this, the paper borrows from debates around public participation to enhance understanding of student engagement in institutional governance.

Improving course completions in distance education: an institutional case study

This article reports two studies undertaken at The Open Polytechnic of New Zealand, a vocational distance education (DE) provider, where course completion rates have risen to match those of face-to-face technical institutions. A simple model of student engagement is presented, which reflects the triality between the student, institution, and external environment. The first study investigated institutional factors, from the perspectives of staff who have contributed toward this improvement; the second study focused on student perceptions of factors that fostered engagement. Both staff and students considered helpful tutors and clear learning materials essential; as is student motivation, which is enhanced if courses are relevant and achievable. Reasons for non-completion included inappropriate course advice and competing life demands. Staff participants believed student engagement can improve with appropriate interventions, while students tended to situate the lack of engagement within themselves. Findings emphasize the triadic nature of factors relating to student engagement in DE.

Georgia Maternal and Infant Health Research Group (GMIHRG): Mobilizing Allied Health Students and Community Partners to Put Data into Action

Purpose Despite having an obstetrician/gynecologist (ob/gyn) workforce comparable to the national average, Georgia is ranked 50th in maternal mortality and 40th in infant mortality. The Georgia Maternal and Infant Health Research Group (GMIHRG) was founded in 2010 to evaluate and address this paradox. Description In the several years since GMIHRG's inception, its graduate allied health student researchers and advisors have collaborated with community partners to complete several requisite research initiatives. Their initial work demonstrated that over half the Georgia areas outside metropolitan Atlanta lack adequate access to obstetric services, and their subsequent research evaluated the reasons for and the consequences of this maldistribution of obstetric providers. Assessment In order to translate their workforce and outcomes data for use in policymaking and programming, GMIHRG created reader-friendly reports for distribution to a wide variety of stakeholders and prepared concise, compelling presentations with targeted recommendations for change. This commitment to advocacy ultimately enabled them to: (a) inspire the Georgia Study Committees on Medicaid Reform and Medical Education, (b) influence Georgia General Assembly abortion bills, medical scholarship/loan legislation, and appropriations, and (c) motivate programming initiatives to improve midwifery education and perinatal regionalization in Georgia. Conclusion GMIHRG members have employed inventive research methods and maximized collaborative partnerships to enable their data on Georgia's maternal and infant outcomes and obstetric workforce to effectively inform state organizations and policymakers. With this unique approach, GMIHRG serves as a cost-efficient and valuable model for student engagement in the translation of research into advocacy efforts, policy change, and innovative programming.

A Proposed Model for Student Engagement and Standards-based Education

A Proposed Model for Student Engagement and Standards-based Education

Facilitative learning model for student engagement in a project management course: a case study

Ample research exists in the area of instructor-led facilitation, which is typically conducted by those trained in pedagogical approaches and as such their primary profession may be that of faculty, instructor, or professional trainer. Prior research on student-led pedagogy has focused on tutoring, problem-solving teams, and similar activities. This exploratory case study focused on student-led facilitation for active student engagement in an undergraduate project management course and its impact on student learning measured by engagement, average exam score, and overall course average. Data was gathered through observations, exam scores, student survey, and final grades. In the second year of application, a voluntary survey was completed by students to supplement existing data. It was uncovered that students are more engaged through increased class participation in discussion, have greater retention of material as demonstrated through higher exam scores, and improved performance in final course averages. Based on this case study, it can be inferred that student-led facilitation is an effective pedagogical approach for this course and may be applied in the context of other courses. This is believed to be the first contribution in the area of student-led facilitation not using tutoring, problem-solving, case discussions, or similar methods.