Opportunities For Student Engagement Research Articles

Partnership in the Classroom: Engaging Students Through Inclusive Student-Teacher Relationships to Advance Social Justice

Student-teacher relationships matter in creating inclusive student engagement opportunities in higher education. Student engagement is a wide-ranging topic, and much of the existing literature discusses student course representation (where student leaders gather feedback and work with staff to enhance the quality of courses) and curriculum co-creation (where students and teachers partner in decision-making regarding aspects of a course) as two distinct approaches. However, there is a notable paucity of prior empirical research comparing the ways that student representation and curriculum co-creation can lead to different forms of relationship-building. Therefore, this qualitative study first examined student course representatives’ and co-creators’ perceptions of effective student-teacher relationships in courses, followed by an analysis of the differences in those relationships between teachers and (a) course representatives and (b) curriculum co-creators. We identified five elements of effective student-teacher relationships within the classroom context that help students feel included, connected, respected, valued, and inspired. We found that different communication structures inherent in course representation and curriculum co-creation yielded distinct contributions and risks in building inclusive student-teacher relationships. To deepen understanding of inclusive student engagement, we explore opportunities to enhance these relationships and work towards meaningful partnerships between students and teachers that can advance social justice.

Leveraging opportunities for self-regulated learning in smart learning environments

Abstract Smart learning environments provide students with opportunities to engage in self-regulated learning (SRL). However, little research has examined how teachers leverage these opportunities. We employed a multiple-case study methodology to examine the SRL supporting instructional practices of five third-grade teachers as they implemented a science unit embedded within a smart learning environment which enabled student engagement in SRL processes. The identified set of instructional practices was used to formulate the teachers’ SRL support profiles, which indicates the extent to which teachers provided students with opportunities to regulate the cognitive aspect of SRL. Our findings indicated that teachers’ interactions with the smart learning environment varied from teacher-focused use, restricting opportunities for SRL engagement, to student-focused use, leveraging opportunities for student engagement in SRL. These results demonstrate that, while smart learning environments potentially provide rich contexts for students’ engagement in SRL, how teachers use this environment through their SRL-supporting instructional practices determines students’ actual engagement in SRL.

Transforming teaching assistant roles into co-creators of instruction

This case study explores the implementation of a collaborative initiative that transformed the traditional role of teaching assistants (TAs) into student-faculty partners in two psychology courses. The objective of the collaboration was to leverage the insights and contributions of undergraduate students as co-creators of instruction for students’ engagement and meaningful learning experience. The case study highlights the processes, impacts, and challenges of these partnerships, revealing opportunities for student partners to develop pedagogical and assessment literacy, enhance communication and leadership skills, and gain insights into student behaviors and preferences. Pedagogical and curricular gains were observed, including the incorporation of student insights into instructional activities and improved teaching materials. However, challenges related to power dynamics and student perceptions of privilege were also identified. The findings emphasize the importance of careful navigation and the creation of meaningful opportunities for student engagement in higher education.

AVAILABILITY OF CHINESE LANGUAGE AS AN ACADEMIC DISCIPLINE IN UKRAINE

This article explores the increasing interest among Ukrainian citizens, particularly students, in learning the Chinese language. This trend is influenced by several key factors: China’s significant achievements on the global stage, its open-door policy, the expansion of Confucius Institutes, and the strategic partnership between Ukraine and the People’s Republic of China (PRC). The article discusses various dimensions of collaboration in higher education, including the development of academic exchange programs and joint educational initiatives aimed at enhancing mutual understanding and cooperation.The study highlights the critical importance of establishing favorable conditions for teaching Chinese in Ukrainian universities. It identifies several challenges that educational institutions face, such as a shortage of qualified Chinese language instructors, inadequate teaching resources, and limited opportunities for student engagement with native speakers. Additionally, the article emphasizes the need for improved infrastructure and institutional support to facilitate effective language instruction.The findings suggest that while there is a growing demand for Chinese language education in Ukraine, many higher education institutions currently lack the necessary organizational and economic resources to meet this demand. The article calls for further research to investigate the barriers to implementing Chinese language programs and to explore potential solutions, including increased international collaboration and support from Chinese organizations.

Peering Deeper: Student Perspectives on School Well-being and Youth Engagement

We examined students’ perspectives on well-being and youth engagement in schools using a Youth Participatory Action Research approach. Students (N = 11) trained as peer researchers and then interviewed their peers. Interviews (N = 21) were analyzed using reflexive thematic analysis and six themes were developed: desire for versus reality of a healthy school, insufficient school strategies to promote well-being and mitigate harm, listening to and actioning students’ ideas, diverse opportunities for student engagement, pre-conceived ideas of student capability, and importance of a support role. Through this project, we peered deeper into students’ viewpoints about well-being and youth engagement in their schools.

Factors affecting English language high school teachers switching intention to ChatGPT: a Push-Pull-Mooring theory perspective

ABSTRACT This qualitative research investigated the factors that influence the switching intention of teachers from traditional classroom teaching to the use of ChatGPT in English language teaching based on the Mooring Theory framework. The data collection involved in-depth interviews with 26 teachers from Malaysian high schools. The findings revealed that the push factors were related to outdated pedagogical methods and limited creativity and student engagement opportunities. On the other hand, the pull factors were related to ChatGPT as a software-based artificial intelligence for facilitating English language acquisition, influencing content development among teachers and implementing personalised learning approaches. The study identified various mooring factors impacting teaching practices in Malaysian schools. Firstly, the limited functionality of ChatGPT, since it is an automated language model. Secondly, teachers grapple with striking a balance between incorporating technology and maintaining the validity and authenticity of their teaching practices. Finally, students’ lack of critical thinking skills challenges teachers in promoting independent thought and analytical reasoning within the classroom. The study emphasises the significance of enhancing critical thinking skills and incorporating personalised learning strategies to establish a conducive learning environment in Malaysian schools.

Connecting the dots: a systematic review of explanatory factors linking contextual indicators, institutional culture and degree awarding gaps

PurposeThe primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities.Design/methodology/approachThis study employs a systematic review design, adhering to the PRISMA protocol, to meticulously analyse the existing body of literature concerning the degree awarding gap in UK higher education. By systematically gathering, evaluating, and synthesizing relevant studies, the review aims to identify and understand the multifaceted factors mediating the link between contextual indicators, institutional culture, and the disparities observed in degree awarding. This methodological approach ensures a rigorous and transparent examination of the literature, enabling the identification of both the breadth and depth of research on the topic. Through this design, the paper aspires to uncover nuanced insights into the mechanisms driving degree awarding gaps.FindingsThe review’s findings reveal that degree awarding gaps in UK universities are influenced by a constellation of factors, highlighting the complexity of this issue. Key among these are unconscious bias, limited student engagement opportunities with academic staff, institutional racism, inadequate support systems, and a scarcity of social and cultural capital. These factors collectively contribute to significant disparities in degree outcomes, disproportionately disadvantaging students from lower socio-economic backgrounds and minority groups. The evidence suggests that institutional practices and culture play a pivotal role in either exacerbating or alleviating these disparities, indicating the need for targeted interventions to address the root causes of degree awarding gaps.Research limitations/implicationsOne strength of conducting a systematic review is its rigorous and meticulous nature, which ensures that the process is carefully planned and executed. This comprehensive approach allows for the elimination of biases, as the review systematically gathers and analyses existing literature on the topic. By adhering to a structured methodology, the systematic review enhances the validity and reliability of the findings, providing a robust and unbiased synthesis of the available evidence. This strength lends credibility to the research and reinforces the confidence in the conclusions drawn from the review.Practical implicationsThe practical implications arising from this information indicate that universities need to address the identified issues directly by implementing supportive strategies and interventions. By doing so, they can create a learning environment that is more inclusive and equitable, allowing all students to unlock their full potential. This may involve measures such as raising awareness about unconscious bias, promoting engagement between academic staff and students, implementing anti-racist policies, establishing comprehensive support systems, and actively fostering social and cultural capital. Such practical actions will contribute to reducing the degree awarding gaps and promoting equal opportunities for all students, ultimately leading to a more equitable and successful educational experience.Social implicationsThe social implications derived from this information are significant. By implementing supportive strategies and interventions to address the identified issues, universities can contribute to creating a more inclusive and equitable learning environment. This has the potential to have a transformative impact on society by providing equal opportunities for all students to unlock their full potential. By raising awareness about unconscious bias and implementing anti-racist policies, universities can foster a more diverse and inclusive community. Promoting engagement between academic staff and students and establishing comprehensive support systems can enhance social cohesion and create a sense of belonging. Ultimately, these efforts can lead to reduced degree awarding gaps and contribute to a more equitable and successful educational experience, positively influencing broader social equality and cohesion.Originality/valueThis paper contributes significantly to the literature by offering a comprehensive, systematic review of the factors contributing to the degree awarding gap in UK higher education, highlighting its originality and value. By focusing on the interplay between contextual indicators, institutional culture, and degree awarding disparities, the study provides novel insights into how these dynamics contribute to educational inequities. Furthermore, the evidence-based recommendations for institutional interventions presented in this paper furnish the higher education sector with actionable strategies to foster a more inclusive and equitable learning environment. This work not only advances academic understanding of degree awarding gaps but also offers practical value to policymakers and educational institutions aiming to enhance social justice in higher education.

In the Service of Student Engagement: Project-Based Learning Classrooms and Teacher Practices

Project-Based Learning (PjBL) curricula offer unique opportunities for student engagement, yet they do not guarantee an engaging classroom. Furthermore, there has been little scholarly work on PjBL pedagogy that supports student engagement. This qualitative research study explores enactment of a PjBL Advanced Placement Physics 1 curriculum and the ways that teachers’ pedagogical moves afford or constrain student engagement. We use figured worlds to examine and compare the teaching practices of four teachers. From these findings, we developed a framework of pedagogical practices to support student engagement.

Teachers' presentation of higher-order thinking questions and student engagement: Missing out on HOT opportunities

Developing students as thinkers is a central educational goal. However, prescribing it as a goal is different from knowing how to and actually developing student thinking. This study claims that a more nuanced approach must be used when assessing higher-order thinking (HOT) in classrooms. It provides important insights based on an examination of HOT instruction through a new lens, which distinguishes between different levels of implementation of teaching thinking. Observations of 23 history lessons in secondary education focused on teachers' presentation of thinking tasks to their students and on whether and how they followed up on thinking opportunities. The findings revealed a drastic decrease in the frequency of HOT when moving from the teachers' presentation of thinking tasks, through opportunities for student engagement in those assignments, to cases where such tasks were followed by evidence of student thinking. Less than a third of the HOT questions presented were followed by opportunity for thinking, and less than half of those were followed by evidence of student thinking. Further analysis of student thinking episodes indicated mostly low-quality interactions based on criteria such as designated time, teacher follow-up, and collaborative thinking. While all teachers incorporated thinking tasks, they rarely took action to further facilitate them in ways that provided authentic opportunities for high-quality student engagement with thinking. The findings reveal a critical gap in teachers' proficiency in promoting HOT, and highlight the need to reevaluate the knowledge and skills that must be acquired in professional development to help teachers foster student thinking.

Creating Sociological Knowledge and the Next Generation of Sociological Thinkers in Faculty-Directed Research with Undergraduate Research Assistants

Undergraduate research in sociology departments provides opportunities for student engagement and faculty development. Although undergraduate research in the natural and physical sciences and graduate mentoring have been extensively studied, there are few systematic studies of the process of extracurricular undergraduate research in sociology from the perspective of both faculty and students. We carried out semi-structured qualitative interviews with 23 faculty and undergraduate research assistants (RAs). Our results outline the dynamics of faculty-directed research collaborations in sociology departments. We first detail the tasks regularly performed by undergraduate RAs and then describe the development of RA-faculty partnerships, including hiring and training. Faculty-RA teams work together on faculty-directed research through mechanisms of accountability, regular meetings, and communication. Finally, we describe how relationships transform and partnerships end. We find that faculty generally have one of two outlooks on undergraduate research: they either seek RAs as facilitators of their research or they aim to develop and mentor junior colleagues. We discuss the implications of these outlooks for student learning, professionalization, and holistic development.

Exploring the benefits of information and communication technologies (ICT) and gamification in strengthening reading skills: a systematic review

The aim of this study is to explore the potential benefits of utilizing Information and Communication Technologies (ICT) and gamification strategies to enhance the reading skills of students. The research employs a systematic review approach based on the adapted methodology of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Relevant literature on ICT, gamification, and literacy skills published from 2013 to 2023 was identified from various databases including Dialnet, Scielo, Redalyc, Latindex, and Jurn. The findings suggest that gamification methods have the potential to increase interest in reading, and the use of ICT mediums such as e-books and reading apps can offer valuable opportunities for student engagement in reading activities. However, the study also underscores the challenges of implementing ICT, including ensuring equitable access to technology and the establishment of guidelines that balance screen time with other activities. In conclusion, the research posits that the integration of ICT and gamification strategies into approaches aimed at improving literacy skills and fostering reading motivation among children and young adults holds promising potential.

Health, Libraries, Research and Education

Researchers in LIS have been working on projects related to health and wellness in various environments, whether related to medical libraries, public libraries, health information behavior, or health information-related community interventions. At the same time, researchers have explored new methods to educate students on both research and on health and wellness as it relates to LIS. It is our goal to bring together the two and create a collaborative panel in which both the panelists and audience participate in a dialog that highlights our research and our engagement with our students over the past couple of years examining health information and practices in our libraries, communities, and classrooms.
 This non-traditional panel focuses on health and wellness research and its impact on student education and engagement in research activities. The session aims to provide an opportunity for both the organizers and the audience to share their research and/or research agendas and engage in conversations and feedback that can contribute to a cohesive understanding as to what researchers are doing in the area of health and wellness. Our objective is also to discuss current pedagogical practices or student engagement opportunities related to these topical areas. Some examples will be physical and mental health programs and services in public libraries, health literacy courses taught by LIS students in public libraries, health insurance education, using the OCLC Call to Action Opioid toolkit with public libraries, public library staff as health information facilitators, and much more.
 The session will begin with the Health SIG members presenting their research through five-minute lightning talks. While the panelists describe their research, they will begin creating a visualization on Google Jamboard that represents the research being discussed. After these first presentations, the audience will be invited to share their own research, which will also be added to the collaborative board. Throughout this process, participants will be invited to offer constructive feedback on each contributor’s ideas. Through this process, we hope to create an exciting, interactive session in which the SIG members and the audience will have the opportunity to share research and teaching strategies and potentially find new collaborators.

Student Perspectives on the Use of Interactive Video Lectures in Online Classes

As enrollment in online courses continues to rise, examining quality student engagement opportunities in online settings is important for their success and well-being. The current study sought to understand students’ perspectives on using interactive video lectures in fully online classes. Surveys were collected from 161 undergraduate students across two psychology and two family studies and human development online courses. All four courses used online video lectures with embedded questions and pauses to allow time for answering. The survey results report students felt the embedded questions supported their understanding of the content and kept them engaged. Students explicitly reported paying more attention to the videos because there were questions to answer. Students also appreciated the immediate feedback they received, particularly from multiple-choice questions, and felt it helped solidify what they needed to further study. Implications for future practice and research are included.

TEACHERS’ REASON TO ENGAGE STUDENTS IN LEARNING DESCRIPTIVE TEXT THROUGH ONLINE

ABSTRACTOnline learning is learning that takes place over the Internet. It uses electronic media (usually a computer) for a variety of learning purposes to access the learning materials and to interact with the teacher and with other students. Furthermore, students’ engagement in online learning is very important because online learners seem to have fewer opportunities to be engaged with the institution. Hence, it is essential to create multiple opportunities for student engagement in the online environment. The objective of this study is to elaborate the reasons in engaging students to learn descriptive text through online learning. This study was conducted at grade VII of Junior High School students. A qualitative descriptive research design was applied and the data gathered from the sentences of teacher and students during online learning and when teacher was interviewed. This study followed the theory of Kuh (2009) about the reasons of engaging students during the learning through online learning. Furthermore, the result of the study showed that there were two reasons of engaging the students in learning descriptive through online; they were: 1) the engagement contributes students' better understanding and 2) the engagement is needed for cognitive development.

Editorial

Editorial

Listening to the Student Voice – Student Engagement in Professional Higher Education

The practical orientated education and training of professional higher education institutions attract a very diverse student body and more and more non-traditional students are finding their way to higher education institutions in Europe. In order to sufficiently address the different needs of this group, non-traditional students must be given opportunities for student engagement in student organisations and extracurricular activities outside of lectures. Furthermore, the diversity characteristics of non-traditional students within professional higher education institutions need to be analysed, as well as the barriers and challenges to student engagement. With the help of qualitative expert interviews and focus groups, five problem areas were defined and an outlook on possible improvements was given in order to sharpen the view of an inclusive university environment outside of the lecture hall.

Mapping the student engagement journey: Understanding & envisioning the library’s role

ABSTRACT Student engagement opportunities allow undergraduate students to pursue their interests, grow into engaged citizens, and connect their disciplinary knowledge in an applied context. Academic libraries are still investigating the ways they can support, enhance, and provide these opportunities. This exploratory, qualitative research project used semi-structured, in-depth interviews to learn more about undergraduate student engagement experiences and the student’s perception of the role of the library in these opportunities. The authors explore and amplify how students see the library and provide suggestions on how libraries can continue to contextualize their work in student engagement opportunities.

Movement and engagement in flexible, technology-enhanced classrooms: investigating cognitive and emotional engagement from the faculty perspective

The main objective of the study was to understand specific ways in which a flexible, technology-enhanced space can create opportunities for student engagement. Despite a few studies that address classroom elements such as furniture, researchers argue for more-holistic attention to the materials of learning environments to better support the activities in which students engage. To address this gap, we designed this qualitative case study of the role of the physical structure of flexible classrooms on college students’ engagement. Findings from the analysis of the data can be classified into three areas: (a) flexible room layout and movable furniture enabled participants to create settings that could support students’ group interactions; (b) flexible room layout and movable tools enabled people to move around to enhance student–to–student and teacher–to–student interaction; and (c) through the movement of furniture and tools and movement of people, participants were able to easily transition between different activities. The easy movement of tools and furniture widens the range of available classroom configurations to optimize engagement opportunities. Similarly, the flexibility of the classroom allows for the relatively easy movement of people. Our data suggest that such flexibility can facilitate interaction and engagement among students and instructors to create opportunities to promote both cognitive and emotional engagement. Findings underscore the critical role of space, furniture, and tools in the creation of learning environments that support student engagement in higher-education settings.

Transition to Online Culinary and Beverage Labs: Determining Student Engagement and Satisfaction During COVID-19

ABSTRACT Grounded in the Community of Inquiry framework in the online teaching context, the purpose of this mixed-methods study was to determine the role of social (peer) presence in predicting hospitality students’ engagement and satisfaction in an online culinary or beverage lab. Findings included the indirect effect of social presence on satisfaction with the online lab through emotional cognitive engagement. Qualitative results revealed that while students did not have as many opportunities to engage with each other as they hoped for, the opportunities they did have were “meaningful”. Results also study revealed that instructors, rather than peers, became the proxy for social presence as the semester progressed. Theoretical implications demonstrate the importance of emotional and cognitive engagement as the underlying mechanisms linking social presence to online lab satisfaction. Practical implications offer guidance for hospitality instructors to build and enhance opportunities for student engagement and peer-to-peer interaction.

Technology-Mediated Higher Education Provision during the COVID-19 Pandemic: A Qualitative Assessment of Engineering Student Experiences and Sentiments

The advent of COVID-19 at the beginning of 2020 put universities worldwide into one of the most significant educational disruptions ever experienced. The unrelenting pandemic forced universities to turn to technology to ensure continuity of education. This abruptly changed learning modes for students, with potential implications on the quality of education and the student experience. Therefore, it became necessary to study experiences and sentiments toward learning under the pandemic through the lens of students. Perspectives on the new norm of learning can shed more light on digital technology's roles in learning. The new understanding is potentially useful for conceptualizing future technology-mediated higher education provision. This study follows qualitative research approaches, engaging eleven postgraduate students in three U.K. universities for in-depth semistructured interviews. Thematic analysis is adopted, interpreting sentiments into three interchangeable themes. The findings show that learning during the pandemic has raised many concerns for the future adaptations of online learning. A key finding from this study is that students are generally disappointed by their experiences of online learning effectiveness during the pandemic. One reason for this disappointment is the absence of adequate interactions amongst students due to the reduction in informal student engagement opportunities. The study also suggests that educators need to rethink current technology-mediated education delivery approaches to ensure effective learning. Similarly, students also need to be flexible and openminded, enabling them to adapt to the emerging higher education landscape.