Model Of Student Engagement Research Articles

Facilitating student engagement through the flipped learning approach in K-12: A systematic review

The flipped learning approach has been growing in popularity in both higher education and K-12, especially for its potential to increase active learning and student engagement. However, further research is needed to understand exactly how the flipped approach enhances student engagement. This narrative systematic review synthesises literature published between 2012 and 2018, focused on the flipped learning approach in K-12 contexts, and indexed in 7 international databases. 107 articles, book chapters, dissertations, conference papers and grey literature were included for review, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research has been undertaken in North American and Asian high schools, heavily focused on student perceptions of flipped learning and achievement within STEM subjects, especially Mathematics, with a slight preference for quantitative methods. Studies in this review found the approach to overwhelmingly support student engagement, with 93% of studies citing at least one dimension of behavioural, affective or cognitive engagement, whereas 50% of studies reported facets of disengagement. Collaborative technologies such as Google Docs, Google Classroom and Edmodo were particularly linked to engagement, with videos not created by teachers more likely to lead to disengagement. Only 12% included a definition of student engagement, and less than half used a theoretical framework. Future empirical research should ensure that all contextual information is included, including year level of student participants, that multiple methods of both quantitative and qualitative data collection are included, and close attention is paid to grounding research in theory. Further research is needed on parent, teacher and school leader perceptions, as well as longitudinal and multiple-class studies.

Merging Personal and Academic Identities

In this article, we describe rationales and processes of using a tableau theater model for student engagement in a developmental education literacy course. Tableau theater is an instructional technique in which students physically reenact moments in texts they read. Asher's (1969) total physical response (TPR), and constructivist and theories of embodied literacies (Cope & Kalantzis, 2009; New London Group, 1996) informed the development of this technique. Repeated use of this instructional model in a variety of class contexts and with different texts and instructors demonstrated the value of using classroom time to allow students to engage physically with the text and create their own meaning, thus putting them in control of building their own academic identities.

Student and Instructor Perspectives of ITV Instruction

ABSTRACT This mixed-methods grounded theory study examined student and faculty perceptions of engagement in Interactive Television (ITV) courses. Survey participants from two regional higher learning institutions consisted of students (n = 442) and faculty (n = 99) with previous ITV experience. Data were analyzed using principal factor analysis, Independent T-test, and ANOVA. Qualitative data consisted of focus groups and student (n = 22) and faculty (n = 10) personal interviews. Factor analysis of survey data identified three engagement themes: dialogic, autonomous, and interpersonal. Significant differences were noted between student and faculty perceptions on all three factors. Faculty rated levels of dialogic and autonomous interaction lower than students, while students reported lower levels of interpersonal interaction. Qualitative coding revealed that students attribute lower dialogic and autonomous interactions to reduced interpersonal interactions. What initially emerged as a simple three-factor model of student engagement in quantitative analysis, became a model of three factors driven by one prominent factor – interpersonal interaction.

(Re)Defining Queer and Trans* Student Retention and “Success” at Historically Black Colleges and Universities

Unfortunately, within the extant scholarship that has explored queer and trans* historically Black college and university (HBCU) students, the discourse(s) that deliberately center how they can be retained, persist, and ultimately graduate have largely been absent from the literature. Thus, this conceptual exploration offers strategies that HBCUs can and should utilize to ensure that their queer and trans* students persist and graduate. A practice-oriented model is also presented to serve as a guide for HBCU student affairs practioners, presidents, and faculty members to implement so that they may inculcate environments of “success” for their queer and trans* students. Ultimately, the “Queer and Trans* HBCU Student Engagement and Retention Practice Model” illustrates how HBCUs can engage their queer and trans* students during admissions or recruitment, matriculation, and even as alumni.

Interpretable Engagement Models for MOOCs Using Hinge-Loss Markov Random Fields

Maintaining and cultivating student engagement is critical for learning. Understanding factors affecting student engagement can help in designing better courses and improving student retention. The large number of participants in massive open online courses (MOOCs) and data collected from their interactions on the MOOC open up avenues for studying student engagement at scale. In this work, we develop an interpretable statistical relational learning model for understanding student engagement in online courses using a complex combination of behavioral, linguistic, structural, and temporal cues. We show how to abstract student engagement types of active, passive, and disengagement as meaningful latent variables using logical rules in our model connecting student behavioral signals with student success in MOOCs. We demonstrate that the latent formulation for engagement helps in predicting two measures of student success: performance, their final grade in the course, and survival, their continued presence in the course till the end, across seven MOOCs. Furthermore in order to initiate better instructor interventions, we need to be able to predict student success early in the course. We demonstrate that we can predict student success early in the course reliably using the latent model. We also demonstrate the utility of our models in predicting student success in new courses, by training our models on one course and testing on another course. We show that the latent abstractions are helpful in predicting student success and engagement reliably in new MOOCs that have not yet gathered student interaction data. We then perform a closer quantitative analysis of different features derived from student interactions on the MOOC and identify student activities that are good indicators of student success at different points in the course. Through a qualitative analysis of the latent engagement variable values, we demonstrate their utility in understanding students’ engagement levels at various points in the course and movement of students across different types of engagement.

The utilization of learning analytics to develop student engagement model in learning management system

Learning Analytics (LA) is evolving learning into a new era of analyzing student’s participation and engagement in order to gain some insights. The implementation of LA in a university helps the administration and faculty associates to observe the progress of the students alongside their rate of success. The purpose of this study is to develop a student’s engagement model for holistic involvement in the Learning Management System (LMS). The model was developed from an initial model that was derived from the review of literature and existing model of engagement in LMS. The data were collected from the online learning management system of one public University in Malaysia. From the data analysis, it was found that the strong engagement and interaction between the students, lecturers and the content in LMS, led to boost up the usage of the LMS as long as the student participation in the learning environment is accepted, which in return prepared the students to be evaluated anytime. The model that will be developed from this study can help increase the interaction and engagement between lecturers and students in LMS. Unlike the engagement of students in higher education LMS, which has been discussed already in the literature, this research integrated the role of trace data in shaping the learning environment communication and participation of the users.

Student engagement in medical education: A mixed-method study on medical students as module co-directors in curriculum development

Introduction: Beyond participation in evaluation of teaching, there is sparse research available on more active roles of medical students in curriculum development. We report on a model of student engagement where medical students function as module co-directors, and how this is experienced by faculty and student module directors.Methods: Student engage in co-development of their curriculum with a high level of autonomy in organizing their activities. We conducted a mixed-methods, convergent design study based on surveys with faculty and student module co-directors and a student co-director focus group. Quantitative data were analyzed descriptively. Qualitative analysis was performed inductively.Results: Quantitatively, the majority of both faculty and student module directors report that the curriculum benefits from the students’ work (95 and 94%). Both groups see each other as equal partners (80 and 87%). Qualitatively, this is related to students’ competencies such as “bringing in broad and unique knowledge of the curriculum”, “giving the students’ perspective a voice,” and “contributing ideas for improvement”. Key strategies and challenges of the student co-module directors are illuminated.Conclusions: Student module co-directors represent a well-accepted practice model for curriculum development. This report may stimulate other faculties to engage their students more actively in medical education.

A Meta-Analysis of Middle School Students’ Science Engagement

The extent to which middle school students are engaged in required science courses is an elusive but increasingly documented phenomenon. Anecdotal and empirical evidence alike raise concern with a perceived decline in science engagement reported by students as they transition into the middle school setting. Even what it means to be engagé is not thoroughly agreed on. Though an agreed-on operational definition of engagement is still nascent, an emerging consensus on a three-faceted model of student engagement exists in the research literature (Fredricks, Blumenfeld, & Paris, 2004). Thus, a synthesis of existing primary research of early adolescents’ science engagement under this emerging conceptualization is warranted. The results of this meta-analysis indicate that instructional methods, class characteristics and competence predictors comprise the strongest relationship with self-reported science engagement in early adolescence. These predictors also show the strongest relationship with affective and cognitive engagement sub-types. Though affective and cognitive engagement were well-represented in primary studies, behavioral engagement was under-represented in student self-reports.

Cultivating Critical Thinking Skills in Online Course Environments

The development and demonstration of students' critical thinking skills is one hallmark of effective teaching and learning. A promising scholarly literature has emerged in addition to webinars, conferences, and workshops to assist in this endeavor. Further, publishers offer cleverly marketed bundle packages with enhanced supplemental materials and instructors contribute instructional strategies and techniques. Nevertheless, gaps still exist in the scholarship related to effective student engagement. The development of higher order thinking skills in online educational settings is one such area requiring additional inquiry. This article transitions beyond mere theoretical constructs regarding best practices and standards for distance education. In doing so, it provides practical applications through the use of case studies in demonstrating a “how to” student engagement model and framework, which fosters the type of online course environment and useful strategies for developing critical thinking skills.

Student Engagement in Internationalization of the Curriculum: Vietnamese Domestic Students’ Perspectives

Internationalization in higher education has shifted to focus on home initiatives that engage and benefit all students rather than cross-border mobility activities. The qualitative case study reported in this article employed Kahu’s model of student engagement (SE) to investigate SE in internationalization of the curriculum (IoC) from the perspectives of 23 domestic Vietnamese students taking an internationalized program in a Vietnamese university. From three focus groups and 23 individual interviews, this study found that SE in IoC varied according to diverse internal and external factors. The students’ awareness of the benefits of their engagement in the program, their acknowledgment of the program’s strengths and weaknesses, as well as their desire to have more SE revealed a possibility for students to act as partners in the program. The potential partnership between students and their lecturers as well as other institutional bodies, in both the formal and informal curriculum alongside more sustained engagement opportunities, could enhance consequential student experiences and outcomes. The findings suggest that students are prospective resources to cultivate diversity and inclusion in IoC because their engagement can offer multiple insights and possibilities to enhance IoC. We argue that SE is significant in informing the development of IoC and is possibly integral to effective IoC.

Feedback loops and the longer-term: towards feedback spirals

A key challenge for feedback practice involves promoting student uptake through the closing of feedback loops. This paper investigates feedback loops by using the concepts of single and double-loop learning to interrogate student responses to feedback. Single-loop learning tackles an identified problem or task, whereas double-loop learning additionally re-evaluates how the problem or task is approached. Evidence from a five-year longitudinal enquiry into four undergraduate students’ experiences of feedback is used to analyse feedback loops. Students reported a variety of experiences: failing to engage significantly with end-of-semester comments; short-term uptake within modules which had two assignments; and longer-term efforts at improving their learning strategies. A model of long-term student engagement with feedback is proposed, including single-loop feedback processes, double-loop feedback processes and unresolved learning puzzles. Whereas feedback loops are mainly focused on the shorter-term, it is suggested that feedback spirals represent an alternative way of analysing complex, iterative longer-term learning processes. Implications for practice focus on student self-regulation and the development of student feedback literacy.

Validating a model of effective teaching behaviour and student engagement: perspectives from Spanish students

Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.

Validating the University Student Engagement Model through Structural Equation Modeling

<p><em>The main purpose </em><em>of this study is to investigate whether emotional, cognitive and behavioral engagements, represents three conceptually and empirically distinct psychological constructs when studied within the same domain. This paper reports part of the findings from a major study entitled “Predictors of Self-Handicapping Behavior among Muslim Students”. Testing for factorial equivalence of scores from a measuring instrument was carried-out through structural equation modeling by using AMOS version 16.</em><em> </em><em>Results of Confirmatory Factor Analysis of responses from 790 undergraduates prove that the SEM three factor model of University Student Engagement (USE) is empirically fit and reliable, which also supports the argument that emotion, behavior and cognition are the student engagement manifestations of an interrelated constellation of academic student engagement. </em></p>

Engaging Urban Ninth Graders in Math: A Complementary Mixed-Methods Study of Teacher Behavior

This mixed-methods study examines engaging teaching at one racially and ethnically diverse public school using the self-system process model of student engagement. As theorized, multilevel analyses of student survey data (N = 580) reveal that student perceptions of structure, autonomy support, and involvement differentiate highly, moderately, and weakly engaging teachers. Classroom observations (N = 12) and student interviews (N = 17) suggest that the behavior of autonomy supportive and involved teachers is friendly, helpful, and emphasizes student agency. Although few racial or ethnic differences are observed, autonomy supportive and involved teacher behavior appears particularly critical to the behavioral engagement of Black and Latinx students. Helpfulness may also moderate stereotype threat. Implications for researchers, practitioners, and policy-makers are discussed.

Identity orientations, 21st century skills and classroom management strategies of teachers: A structural equation model on the student engagement

The purpose of this study is to come up with a model for student engagement. The respondents were 421 students of the professionals school using random sampling. Four sets of questionnaires on five-point Likert rating scale were prepared. The data obtained were tabulated, analyzed and interpreted utilizing the descriptive-correlation method with mean, Pearson r, linear regression and structural equation modeling. The researchers concluded that identity orientation, 21st century skills, classroom management strategies of teachers and student engagement are interpreted as very high. Also, result revealed that all latent variables showed significant relationship on student engagement. Furthermore, identity orientations, 21st century skills and classroom management strategies signif- icantly influence student engagement. Moreover, Model 5 was the most parsimonious model after satisfying all the criteria of a best-fit structural model. This model indicates that student engagement is a function of classroom management strategies.

Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study

This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating teachers were exposed to school-wide professional development activities. Pre–post nonexperimental comparisons indicated improvements in self-reported culturally responsive behavior management and self-efficacy for teachers in both conditions following professional development exposure. With regard to the experimental findings, trained observers recorded significantly more proactive behavior management and anticipation of student problems by teachers, higher student cooperation, less student noncooperation, and fewer disruptive behaviors in classrooms led by coached teachers relative to comparison teachers. Taken together, the findings suggest the potential promise of coaching combined with school-wide professional development for improving classroom management practices and possibly reducing office discipline referrals among Black students.

An Assessment of Learners’ Engagement in Mathematics: Towards Building Mathematics Culture in South African Schools

South Africa is the highest ranked emerging economy in Africa there being one of the most promising emerging markets globally. In the current highly technological economic world, mathematics education and mathematics performance are key resources in the global competition. This study used a modified Venn diagram model of student engagement to assess the level of engagement of learners in Mathematics. This study used a case study research design to assess the level of student engagement in mathematics. A sample of 80 high school leaners was drawn from grades 8, 10, 11 and 12. Responses were captured in SPSS and reliability was run whose results were a Cronbach’s Apha coefficient of 0.808 that is way above the threshold value of 0.7. After grouping that was aided by scores and by deciles, the results showed that leaners are not engaged in mathematics teaching and learning. An ANOVA test was run between groups to check differences in means, the results showed a significant difference at 0.05 with P = 0,1.008471

Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence

This study describes the development and validation of the Higher Education Student Engagement Scale (HESES). The psychometric evaluations of the scale included: (i) factor structure, (ii) internal consistency, and (iii) criterion validity. The HESES was developed based on our proposed five-factor model of student engagement, which was evolved from Finn and Zimmer’s ( In: Christenson SL, Reschly AL, Wylie C (eds) Handbook of research on student engagement. Springer, New York, 2012) student engagement model taken into account the distinctive characteristics in higher education. The five main facets of student engagement include: (1) academic engagement, (2) cognitive engagement, (3) social engagement with peers, (4) social engagement with teachers, and (5) affective engagement. The HESES was developed from the 61-item First Year Engagement Scales (FYES). For brevity, it was trimmed into a 28-item scale having regard to the content validity, factor loadings and error variances of the items. The CFA results supported the correlated five-dimensional model with all the dimensions showing high internal consistency based on Cronbach’s alpha coefficients. A multi-group CFA also rendered the structure as gender invariant. Its criterion validity was evidenced by its correlations with different student learning outcomes and more importantly, its predictive power in explaining variances of GPA (15%) and satisfaction of the university experience (29%). Different from the dominant behavioral perspective of student engagement in higher education, the HESES is based on a psychological perspective, streamlining student engagement as students’ level of involvement in the learning process and a multi-faceted construct with academic, cognitive, social and affective dimensions. The implications and merits of the HESES are discussed.

Letitia Elizabeth Landon’s “Minstrel Annals” and the Romantic Literature Classroom

This essay argues that teaching Landon’s poems in the context of their original volume publication allows for greater understanding of the ways in which all Romantic-era poets deploy multiple voices in their collected works. It focuses upon strategies for teaching Landon’s Venetian Bracelet (1829) but offers a model for student engagement with Romantic poetry more generally.

Longitudinal Interplay between Student Engagement and Achievement: Multidimensional Student Engagement Model

적극적인 수업참여는 학생들의 학업성취와 수업 및 학습의 질을 예측하는 중요한 변인이다. 수업참여는 단순히 수업에 출석한다는 의미를 넘어서 행동, 정서, 인지적 차원을 포함하는 복합적인 개념이다. 본 연구에서는 수업참여를 행동, 정서, 인지적 참여 등 다차원으로 정의하고 수업참여 하위요인과 학업성취와의 종단적 상호관계와 변화 양상을 탐색하고자 하였다. 이를 위해 국가수준 학업성취도 평가의 2012-2014년(중3-고2) 두 시점 종단 자료를 활용하였으며 자기회귀교차지연모형을 활용하였다. 그 결과 첫째, 수업참여 하위요인인 행동, 정서, 인지적 참여는 학업성취에 모두 유의한 정적 영향을 미쳤다. 뿐만 아니라 학업성취 또한 수업참여에 유의한 정적 영향을 미치고 있어, 수업참여와 학업성취는 상호 간 촉진시키는 변인임을 확인할 수 있었다. 둘째, 수업참여 하위요인 간 종단적 상호관계는 서로 유의하여 세 하위요인 간의 상보적 인과관계가 파악되었다. 특히, 인지와 행동적 참여 간 상호효과 크기가 가장 크게 나타났고, 정서적 참여는 상대적 효과크기가 작았으며 교과별로 차이를 나타냈다. 셋째, 수업참여 각 하위요인의 상대적 안정성은 중간 수준이었고, 잠재평균분석 결과 중학생에 비해 고등학생은 행동적 참여가 낮고 인지적 참여는 높은 것으로 나타났다. 이러한 연구결과를 바탕으로 교육적 시사점 및 제언을 추가하였다.Student engagement is one of the important factors predicting student achievement and quality of teaching and learning. In the present study, student engagement is defined as behavioral, emotional, and cognitive engagement. The purpose of this study is to investigate the longitudinal interplay between student engagement and achievement, and their stability across two years from 9 th to 11 th grades using an autoregressive cross-lagged (ARCL) model. The main results are as follows. First earlier behavioral, emotional and cognitive engagement had the significant effects on later achievement. Also, achievement was a significant predictor for three kinds of student engagement. It was confirmed that student engagement and achievement are factors that would promote reciprocal development. Second, we found the reciprocal causal relationships among the three kinds of student engagement. Especially, our findings showed that the longitudinal reciprocal effects between cognitive and behavioral engagement were the largest. The effect size of emotional engagement was relatively small and inconsistent across subjects. Third, the relative stability of student engagement was found to be moderate. According to the latent mean analyses where 9 th grade was used as a reference group, 11 th graders showed lower mean values in behavioral engagement but higher ones in cognitive engagement. Finally, implications of the study and recommendations for future research were discussed.