Search results for "Student engagement"
showing 10 items of 52 documents
Influence of Teacher and Family Support on University Student Motivation and Engagement
2021
Although many studies endorse the notion that the way students perceive support influences their engagement, very few have explored the possible mediator role of intention to learn between these variables. The present work provides new evidence to the existing literature because it analyses the work of intention to learn (measured with expectancy–value beliefs and achievement goals) as a mediating motivational variable in the relation between university students’ external support (teacher and family) and their engagement. The Educational Situation Quality Model (MOCSE, its acronym in Spanish) has employed as a theoretical framework to perform this analysis. A sample of 267 Spanish universit…
Addressing Student Motivation, Self-regulation, and Engagement in Flipped Classroom to Decrease Boredom
2016
The interplay teacher regulation and student self- regulation of learning is an important topic in contemporary theories of teaching and learning. The pervasiveness of the boredom experienced by many students, along with its deleterious effects, clearly implies that educators, and teachers responsible for the design of academic settings should pay more attention to this emotion. With regard to the prevention or reduction of boredom, the present findings suggest that specific measures could focus on increasing the perceived values of activities in achievement settings. This study used mixed methodologies, including a student perception inventory and observations, to investigate whether teach…
Fitbit for learning: Towards capturing the learning experience using wearable sensing
2020
The assessment of learning during class activities mostly relies on standardized questionnaires to evaluate the efficacy of the learning design elements. However, standardized questionnaires pose additional strain on students, do not provide “temporal” information during the learning experience, require considerable effort and language competence, and sometimes are not appropriate. To overcome these challenges, we propose using wearable devices, which allow for continuous and unobtrusive monitoring of physiological parameters during learning. In this paper we set out to quantify how well we can infer students’ learning experience from wrist-worn devices capturing physiological data. We coll…
Measuring School Engagement: Validation and Measurement Equivalence of the Student Engagement Scale on Angolan Male and Female Adolescents
2017
School engagement is defined primarily in relation to the participation of the student in academic achievement, and it is viewed as a multidimensional and integrative construct, or macroconstruct made up of several dimensions. The most repeated typology recognizes three specific dimensions: Cognitive, behavioral, and emotional (affective). Recently, a fourth new dimension, personal agency, has been proposed, which reflects students’ constructive engagement with the academic instructions. F. Veiga has been the first to present a self-report instrument, in Portuguese, to measure these four components, the Student Engagement Scale-4 dimensions (SES-4DS). This research has studied the validity …
Using Multi-touch Multi-user Interactive Walls for Collaborative Active Learning
2019
Active learning has been advocated for enhancing students’ higher order cognition in social constructivist learning settings. However, with the increasing use of student-owned computing devices in face-to-face classrooms, there are risks of limited student-student interactions. Students are likely to be distracted by non-academic activities, hence becoming inactive with regards to the learning tasks. This article presents a technology enhanced learning approach, in which students perform group learning tasks using shared digital workspace while in a physical classroom. The workspace comprises of a 9-m wide screen wall with multi-touch, multi-user interfaces supporting multimodal interaction…
Orchestrating 21st century learning in higher education: A perspective on student voice
2016
For universities to meet the 21st-century learning needs of today's students, it is important they allow students to take an active role in developing pedagogy and sharing their perspective. This paper introduces design-based research aiming to develop a pedagogic approach to support technology-enhanced learning practices at the university level with the focus on teacher orchestration of learning activities and student voice. Drawing from the perspectives of teachers and students who participated in a course focused on learning and 21st-century competencies, four main elements indicating student voice and technology-enhanced pedagogy are presented: increased interaction among university com…
Student behavioral engagement as a mediator between teacher, family, and peer support and school truancy
2014
This study investigated the associations between student's behavioral engagement; teacher, family, and peer emotional support; and school truancy. Student-reported data of 821 Finnish junior high school students were analyzed using structural equation modeling. Teacher and family support were positively associated with student behavioral engagement, which in turn was negatively associated with truancy. Behavioral engagement mediated the associations between teacher and family emotional support and truancy. The results highlight the pivotal roles of teacher and family emotional support in fostering student behavioral engagement and preventing truancy in junior high schools. Students who are …
Variation in situation-specific engagement among lower secondary school students
2018
The majority of previous research has examined school engagement as an overall student characteristic. The present study contributes to the field by examining variation in students' situation-specific engagement from one lesson to another and by investigating situational determinants of such variation. An intensive one-week lesson-to-lesson data collection was conducted in four lower secondary school classrooms. Students rated their situation-specific engagement at the end of each lesson with a mobile-based InSitu instrument. Data comprising a total of 57 students and 1328 ratings were analyzed with two-level hierarchical multivariate model (between students, and within students between les…
Expectations for supporting student engagement with learning analytics : an academic path perspective
2021
There has been a growing interest in higher education to explore how learning analytics (LA) could be used to support student engagement. Providing actionable feedback with LA for students is an emerging area of research. Previous studies have commonly focused on course-level aspects of supporting engagement with LA, but students' perspectives have received limited attention. This study analyzed pre-service teachers’ needs and expectations for LA to support student engagement on the academic path level, which means observing the continuum of study periods and academic years. Qualitative content analysis was conducted for video-recorded student small-group conversations to analyze in-depth h…
Digital Storytelling Project as a Way to Engage Students in Twenty-First Century Skills Learning
2020
[EN] This paper is focused on the implications of a collaborative digital storytelling project on student engagement in the higher education context. The empirical study is conducted with an interdisciplinary group of bachelor students in a Nordic University (N = 22) and a university in Southern Europe (N = 21), and the data are collected through an online student survey. The results demonstrate that the digital storytelling project supported students’ behavioral, emotional, and cognitive engagement. In general, the students had positive emotional experiences with the project. This assignment format was found less stressful than a frontal presentation in the classroom, allowing the students…