Patterns Of Student Engagement Research Articles

Interaction of initiating prompts and the patterns of student engagement in higher education biology classrooms

Interaction of initiating prompts and the patterns of student engagement in higher education biology classrooms

A study of factors affecting pass rates of level 5 written assessments for undergraduate adult nursing students.

A retrospective cohort study was conducted, on second-year adult nursing students who submitted written assignments, to analyse recurring patterns that could explain the failure rate. Data were analysed from 265 university students to identify patterns of association in demographics, module results and student engagement indicators. A positive correlation was found between age and assignment results, with older students achieving higher grades. Clustering identified three patterns of student engagement. Students demonstrating engagement with all aspects of the course (30.2%) performed significantly better than those in other clusters (P<0.001). Students with disabled student support recommendations performed notably worse than those without. All sizeable differences were resolved following the return to campus and the implementation of additional writing support. Age, cross-medium engagement and preparation were all shown to have an impact on marks. These findings can influence how higher education institutions drive and monitor engagement, as this study suggests that all parts of a blended learning approach are equally important.

Learner engagement with instructor‐generated video

AbstractEffective video resources are assumed to promote learner engagement, but the extent to which this occurs is unclear. This study examines learners' engagement with instructor‐generated video. It contributes an analytical synthesis of qualitative and quantitative data that provides the basis for investigating the extent to which, and how, learners engage with video resources provided in their courses. Specifically, three dimensions of learner engagement with video are studied: behavioural, cognitive and affective. The study contributes to educational technology research by identifying distinctive patterns of learner control over the use of video which diverges from instructors' assumptions. It shows the complex and nuanced features of cognitive and affective engagement. Videos can have positive effects, but inappropriate use of technical features results in learner disengagement. This study contributes a novel use of signalling theory, suggesting the importance of instructor signals concerning relevance, focus and utility as a feature of video generation, as a prerequisite of cognitive engagement. A research and theory development agenda is developed, locating video‐based learning in student contexts as a basis for explaining both engagement and disengagement with video technology affordances. Practitioner notesWhat is already known about this topic Higher education tutors are increasingly expected to generate video content as a feature of their course delivery. Although effective video resources are assumed to promote learner engagement, the extent to which this occurs is unclear. Video technology affordances rarely feature in academic professional development programmes leaving tutors ill‐equipped to understand how and in what ways students engage with video resources as a part of their courses. What this paper adds A novel use of signalling theory to explain different patterns of learner engagement and disengagement. Learner agency and control results in video technology affordances being fitted and ‘flexed’ around factors that instructors rarely consider in the video generation process. A new model to describe factors that affect student engagement with instructor‐generated video. Implications for practice and/or policy Raise awareness for instructors about patterns of student engagement with video technology affordances that affect learning experience and outcomes. Implement professional development programmes to equip instructors to design and generate video content that takes account of patterns of behavioural, cognitive and affective engagement and signals relevance, focus and utility. Develop clear policies regarding technical features of video generation to avoid learner disengagement.

Student Engagement in a Gamified Online Learning Environment: A Data Mining Approach

In education, gamification applies game design elements to non-game contexts to engage learners. This preliminary study explored the feasibility of using data mining to analyze student engagement patterns in an asynchronous online course that utilized gamification. We conducted a series of exploratory data analysis approaches, including keyword extraction, clustering, concordance analysis, and sequential pattern mining. Results showed peaks in engagement aligned with gamified challenges and rewards. Students discussed both academic and non-academic topics, indicating community-building. Sequence pattern mining revealed more consistent academic engagement for highly engaged students. Findings demonstrate the viability of using data mining techniques to assess cognitive engagement based on discussion patterns in a gamified online course.

Do student engagement patterns differ across national higher education systems? The comparison of US, Chinese, and Russian high-level research-intensive universities

ABSTRACT Originally developed in the US educational context, the student engagement concept has become increasingly recognised internationally. It suggests a particular approach to the evaluation of higher education quality and institutional practices for enhancing student growth. However, the lack of cross-national research on student engagement patterns in various national contexts restricts the implementation of engagement practices in different national contexts. This study uses the data of an undergraduate survey conducted in the USA, China, and Russia (n = 166,919) to explore whether the associations between student engagement and four personal characteristics of students (gender, field of study, year of study, and plans after graduation) are consistent across nations. This research disclosed that the USA, China, and Russia do not vary with regard to the associations between personal characteristics and student engagement dimensions.

Investigating patterns of student engagement during collaborative activities in undergraduate chemistry courses

Several studies have highlighted the positive effects that active learning may have on student engagement and performance. However, the influence of active learning strategies is mediated by several factors, including the nature of the learning environment and the cognitive level of in-class tasks. These factors can affect different dimensions of student engagement such as the nature of social processing in student groups, how knowledge is used and elaborated upon by students during in-class tasks, and the amount of student participation in group activities. In this study involving four universities in the US, we explored the association between these different dimensions of student engagement and the cognitive level of assigned tasks in five distinct general chemistry learning environments where students were engaged in group activities in diverse ways. Our analysis revealed a significant association between task level and student engagement. Retrieval tasks often led to a significantly higher number of instances of no interaction between students and individualistic work, and a lower number of knowledge construction and collaborative episodes with full student participation. Analysis tasks, on the other hand, were significantly linked to more instances of knowledge construction and collaboration with full group participation. Tasks at the comprehension level were distinctive in their association with more instances of knowledge application and multiple types of social processing. The results of our study suggest that other factors such as the nature of the curriculum, task timing, and class setting may also affect student engagement during group work.

Student Engagement Patterns in a Blended Learning Environment: an Educational Data Mining Approach

Student Engagement Patterns in a Blended Learning Environment: an Educational Data Mining Approach

Patterns of situational engagement and task values in science lessons

Situational engagement is a key element in promoting students’ maintained interest and focused attention in learning. Most research on students engagement has been variable-centered, and only few studies have examined situational patterns of student engagement. The present study used person-oriented approach (e.g., latent profile analysis with Mplus multigroup comparison and 3-step procedure) to examine patterns of students’ situational engagement in science (e.g., situational interest, skills, and challenge), differences in the engagement patterns during regular vs. intervention science lessons, and the extent to which situational expectations and task values (e.g., attainment and utility values) are associated with engagement patterns. Chilean ninth grade students participated in the study using Experience Sampling Method (N = 77 students; 475 situational responses). Three patterns of engagement were identified: a) medium interest and skills (21% and 23% of the moments during regular/intervention lessons, b) high interest and skills (12% and 16%), and c) low interest, skills, and challenge (13% and 15%). Situational task values and expectations were positively associated with high and medium engagement patterns, especially during the regular science lessons.

Effectiveness of the blended design of a first-year biology course

ABSTRACT Growing class sizes and the rapid advancement of information technology have prompted institutions to implement blended learning in their academic offering. There are few reports in the literature on a holistic assessment of the effectiveness of the instructional design of blended learning courses for large classes. We defined effectiveness from a pedagogical and outcomes perspective and interrogated the design of a large first-year biology course with the aim of optimising the blend to benefit all students, but specifically the at-risk and ‘murky middle’ (MM) students. This was achieved by investigating patterns of student engagement with learning opportunities over time and its relationship with performance. The results show that participation in face-to-face tutorial classes was the stronger predictor of student success followed by online formative assessments. Students did not engage meaningfully with optional activities, such as virtual classrooms and pre-reading for lectures, and their engagement with compulsory learning opportunities declined during the semester, with the MM slipping towards those at risk of failing. We conclude that students need carefully chosen compulsory activities that are complementary in design and purpose, while optional activities are best suited for enrichment purposes.

CHARACTERIZING PATTERNS IN STUDENT ENGAGEMENT IN A TEAM-BASED AND PROJECT-CENTRIC COURSE

Student engagement is believed to be related to students’ meaningful learning, persistence andsatisfaction. Although its importance is well recognized, student engagement patterns in the virtual learning environment are not well understood, particularly in online courses that offer both synchronous and asynchronous paths. The purpose of this study is to characterize studentonline engagement in a team-based project-centric course, in terms of behavioral, cognitive, emotional, social and collaborative dimensions. Data from tracking logs and student interviews will be analyzed to elucidate any relationships between the various dimensions of online engagement.

Mapping Patterns of Student Engagement Using Cluster Analysis

Mapping Patterns of Student Engagement Using Cluster Analysis

Repositioning peer marking for feedback literacy in higher education

While the benefits of peer review on feedback literacy are widely recognised, peer marking tends to be associated with summative assessment, and often dismissed as a legacy from outdated approaches where assessment was used for measuring learning rather than as a means of achieving it. This paper repositions peer marking as a means of developing feedback literacy within a sustainable model of assessment. It presents an illustrative study where formative peer marking was integrated in a first-year distance learning undergraduate module in language studies, using digital asynchronous tools. Student engagement among the cohort (N = 939), as well as students’ learning behaviours and attitudes to peer marking, were evaluated through a combination of quantitative and qualitative methods. Patterns of student engagement varied, with 41% of the cohort engaging in some way, but only 17% completing all task components. Thematic analysis of student forum discussions reveals that the process of marking and comparing marks did elicit an array of critical evaluation strategies among the latter group. Comments voiced by those students as to the value of peer marking were also positive, though it is also noted that this was a self-selected group. A roadmap for the graded integration of peer assessment across the curriculum is proposed.

Managing the Triangular Bond of the EBP for SQU Students Through the Proposed Test Model

Smart city technologies are becoming dominant. One of the important pillars of a smart city is education. All citizens are learners in the smart city. To fulfill goals of a smart city, supported technology should be boosted. As a result of incorporation with the growing Information and Communication Technologies (ICT) along with software and hardware, learning environments have undergone numerous changes. Students and strategies represent the center point while adopting the online learning environment. This paper highlights important issues to shape electronic education. It considers Moodle-LMS to figure out the triangular relationship between the engagement, behavior and performance (EBP) of Sultan Qaboos Uinversity (SQU) students in any course. Moodle collects students’ information and generates students’ profiles. Researchers could analyze students’ profiles to findout relationships between different attributes (i.e. EBP). This could guide instructors to know how engagement and behavior could be used as an indication to improve students’ overall performance. This paper aims to suggest a test model intended to guide instructors to prepare personalized materials that suit individual students needs and overcome their deficiency towards a better performance. Another objective is to integrate the proposed model within Moodle environment. This paper uses data of 14 students from a fully online course at SQU. This is used to explore whether patterns of student engagement and behavior are correlated with student performance. Findings reveal the existence of a positive relationship between EBP attributes. Authors recommend instructors to use students’ results to recognize students who need additional support in a specific course.

All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement

Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by student motivational characteristics such as academic self-concept. These relations have been well established with variable-centered analyses, but in this study, a person-centered analysis was applied to describe how the different aspects of student engagement are combined within individual students. Specifically, we investigated how the number of hand-raisings interacts with student cognitive and emotional engagement in various engagement patterns. Additionally, it was analyzed how these engagement patterns relate to academic self-concept as an antecedent and achievement as an outcome. In an empirical study, high school students (N = 397) from 20 eighth-grade classrooms were surveyed and videotaped during one mathematics school lesson. The design included a pre- and post-test, with the videotaping occurring in between. Five within-student engagement patterns were identified by latent profile analysis: disengaged, compliant, silent, engaged, and busy. Students with higher academic self-concept were more likely to show a pattern of moderate to high engagement. Compared with students with low engagement, students with higher engagement patterns gained systematically in end-of-year achievement. These findings illustrate the power of person-centered analyses to illuminate the complexity of student engagement. They imply the need for differentiation beyond disengaged and engaged students and bring along the recognition that being engaged can take on various forms, from compliant to busy.

The Room Itself is Not Enough: Student Engagement in Active Learning Classrooms

The primary purpose of this paper is to describe the variety of active engagements that characterize student behaviors in active learning classrooms (ALCs) across an undergraduate degree program. The number of different engagement types observed during a single class meeting varied between two and eight across 23 different courses. Three forms of engagement accounted for nearly 75% of all observed time, regardless of the subgroups (e.g., consistent in STEM vs Non-STEM courses, lower division vs upper division courses). In addition, unique patterns of student engagement characterized the pedagogical “signature” of a given course. We conclude that intensive class observation focused on student engagement not only has value for comprehensive undergraduate program review but also serves as a lever that invites faculty reflection on pedagogical practice toward course improvement.

Comparing Models of Problem and Project-Based Learning (PBL) Courses and Student Engagement in Civil Engineering in Qatar

Background: While improved student engagement has been highlighted as an essential goal and a major outcome of Problem and Project-Based learning (PBL), little empirical evidence has been provided regarding types and forms of student engagement. Material and method: The study explored forms of student engagement in PBL settings, drawing on empirical data of observations and group interviews with 23 project teams (116 students) in four different PBL undergraduate civil engineering courses at Qatar University. Results: The study identified four patterns of student engagement in a PBL setting. Participants reported significant indicators of the first two patterns - engagement as autonomy and as connection. Regarding the other two indicators, namely relational and emotional engagement, they reported positive yet slightly fewer indicators. Three factors were identified that influenced student engagement in a project teams, namely PBL types and its appropriateness to the nature of the course, students’ prior experiences with PBL, and team dynamics. Conclusions: These results facilitate the establishment of an institutional framework supporting a progressive approach to embracing PBL. In this framework PBL implementation begins with diverse practices at the course level and has systemic change as its ultimate goal. This framework particularly aims to support an institutionalized approach to transition to PBL in a socio-cultural context (e.g., a non-western context) where instructors are as the primary and authoritative source of knowledge. The overall outcome of the study supports management of change from a lecture-based mode to PBL in a non-western context.

Examining Student Engagement with Science Through a Bourdieusian Notion of Field

Student engagement with science is a long-standing, central interest within science education research. In this article, we examine student engagement with science using a Bourdiusian lens, placing a particular emphasis on the notion of field. Over the course of one academic year, we collected data in an inner London secondary science classroom through lesson observations, interviews and discussion groups with students, and interviews with the teacher. We argue that applying Bourdieusian theory can help better understand differential patterns of student engagement by directing attention to the alignment between students’ habitus and capital, and the field. Student behaviours that did not meet the requirements of the wider field were not recognised and valued as constituting engagement. Even when the ‘rules of the game’ of the science classroom were understood by the students, the tensions they experienced within the field made engaging with science impossible and undesirable. We discuss how a greater focus on the field can be useful for planning future interventions aimed at making science education more equitable.

Predicting Students Disengaged Behaviors in an Online Meaning-Generation Task

In an intelligent tutoring system (ITS), it can be useful to know when a student has disengaged from a task and might benefit from a particular intervention. However, predicting disengagement on a trial-by-trial basis is a challenging problem, particularly in complex cognitive domains. In the present work, data-driven methods were used to address two aspects of this problem: identification of predictive features at the single-trial level, and selection of accurate and robust models. Experiment data were collected in a middle-school classroom using a vocabulary training ITS. On each trial, the ITS presented a low-frequency (Tier 2 or frontier) word and prompted students to type in the word's meaning. Single-trial measures—including the orthographic and semantic accuracy of each response, and context-sensitive measures such as interaction patterns across trials—were computed throughout the task. There were two key findings. First, as expected, different features predicted when a student was likely to be more engaged (e.g., high semantic accuracy) or less engaged (e.g., repetition of same or similar words across consecutive trials). Second, there was added value in representing context-sensitive information, which captures patterns of performance over time, as well as trial-specific information. These findings provide useful insights into effective methods for representing and modeling temporal patterns of student engagement in an ITS, especially those related to language learning. Such models may be useful in the design and implementation of adaptive tutors in complex cognitive domains like language learning.

Investigating different patterns of student engagement with blended learning environments in Australian business education: Implications for design and practice

This research reports on a diverse student audience engaging in an Australian university’s undergraduate commerce program core unit which was offered across three separate geographic campus locations and online. The research extends upon work undertaken on student engagement in online settings and lies in the domain of blended learning design and practice in the Australian higher education business context. The research adopted a dual-period surveying approach aimed at comparing patterns of student engagement within a major business subject offered in two different trimesters in one academic year. The survey analysis compared student perceptions of engagement with the subject and identified significant variations in patterns of engagement based on key background and demographic factors. Findings, inter alia, are presented across seven major student engagement dimensions as applied to the interplay between online and located/campus learning (i.e. Online Active Learning, Online Social Interaction, Online Collaboration, Online Teaching, Online Assessment, Online Relevance, and Online Contact with Staff). Implications for blended learning design, eLearning and practice in such complex environments involving diverse student audiences are examined.

Developing a Project-Based CALL Environment with Technical Communication in an Exploratory 3D Printing Context

Involving EFL students in 3D printing in a language classroom introduces the idea of project-based CALL, where different technology interfaces engage students in complex technical writing activities and social interactions in a fluid language-learning environment. This paper took an instructional approach to explaining how project-based CALL environment could be created with 3D printing based practices, combining technical communication with systems thinking, online research, 3D scanning, computer-aided design, sketch boarding and concept mapping, prototyping, and digital content management. Class performance in this collaborative, autonomous and social language-learning environment suggested that students were able to produce technical writing, prepare documentation, demonstrated critical thinking and brainstorming, and develop design and implementation strategies while handling 3D printing-enabled processes. Results and patterns of student engagement with technology indicated that project-based learning (PBL) approach in TC classroom is engaging, unique, realistic and feasible.