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1.
While researchers have proposed a reciprocal and bidirectional relationship among students' perceptions of their learning environment, engagement, and learning outcomes in college learning, scant research has effectively tested this assertion using longitudinal data. The present study examined this relationship with the use of an auto-/cross-lagged longitudinal structural equation modelling across a lag of 2.5 years. University students’ (N = 966) perceptions of the learning environment, engagement, generic skills, and GPA were surveyed and collected at sophomore and senior years. In addition to significant auto-lagged effects, the cross-lagged results showed unidirectional predicting paths from prior perceptions to subsequent engagement, and reciprocal and bidirectional relationship between engagement and generic skills. The results provided partial support for the reciprocity of these variables, and confirmed the important role of engagement in the process of college student learning, which extends previous cross-sectional findings in theoretical meaningful ways. 相似文献
2.
The global classroom is an emerging technology-based pedagogy used internationally by educational institutions. To evaluate a global classroom, we conducted a qualitative study using written reflections and semi-structured interviews of global classroom participants, based on two theoretical frameworks: Kearsley and Shneiderman’s engagement theory and Kolb’s experiential learning theory. We analyzed student reflections and transcribed interviews, using the software package, NVivo, with two objectives: (1) to evaluate if global classroom is engaging and experiential to students and (2) to elucidate how student engagement is fostered in the global classroom through experiential learning. Results illustrated a complex relationship between student engagement and experiential learning. During the experiential learning cycle, engagement theory (relate-create-donate) principles contributed to student engagement at varying levels and for different purposes. Based on the results of this study, we created a framework that demonstrates the interactivity of engagement theory and experiential learning theory to describe how student engagement featured in experiential learning during this global classroom, with strategies to maximize student engagement in experiential learning. 相似文献
3.
Faculty have long incorporated students into interdisciplinary research projects to meet increasingly common demands for collaborative
research by federal funding agencies. Despite the critical role of experiential learning in building student research skills
and capacity, few have explored social interaction mechanisms used to facilitate student experiential learning in an interdisciplinary
research team. Drawing upon the New Rural Economy project as a case study, interviews with 13 students from eight Canadian
universities were conducted to explore these social interaction mechanisms. While findings revealed an array of social interaction
mechanisms used to develop student learning networks, the quality of these mechanisms were mixed; thereby influencing the
utilization of these networks for guidance and feedback. As faculty organize social interaction mechanisms, they should consider
factors such as previous experience, student and faculty relationships, finances, language, gender, ethnicity, and other issues,
that will have an impact on student engagement with experiential learning.
相似文献
| Deborah ThienEmail: |
4.
To succeed in autonomous online learning environments, it helps to be a highly motivated, self-regulated learner. The present study explored potential differences between undergraduate (n = 87) and graduate students (n = 107) in their levels of academic motivation and self-regulation while learning online. In particular, this study provides a comparative analysis of undergraduate and graduate students' motivational beliefs (task value and self-efficacy), use of deep processing strategies (elaboration and critical thinking), and motivational engagement (procrastination and choice behaviors). As hypothesized, graduate students learning online reported higher levels of critical thinking than undergraduates. Moreover, after controlling for experiential differences, a logistic regression analysis indicated that graduate student membership was predicted by higher levels of critical thinking and lower levels of procrastination. On the other hand, undergraduate membership was predicted, somewhat paradoxically, by greater task value beliefs and greater intentions to enroll in future online courses. Implications for online instructors and suggestions for future research are discussed. 相似文献
5.
This paper reports results of intensive field work in urban high school mathematics and science classrooms based on research
with students attending eight high schools located in large, disparate urban sites across the U.S. During the course of our
observations and interviews we recorded students’ activities as well as their impressions of classroom processes over the
course of a week in each classroom using the Experience Sampling Method (ESM). ESM allows students to record information about
their classroom experiences at intervals during daily mathematics and science classroom lessons. We measured levels of student
engagement and examined relationships between student engagement and an array of predictors. We take a social organizational
approach to interpreting classroom processes, examining the extent to which classroom activities influence student perception
of class and communication among students and how these intervening factors affect student engagement during on-going classroom
activities. Results suggest that there is variation between group members’ reactions to classroom activities. Specifically,
as an example, Latino Students in Chicago, Miami and El Paso were far more engaged and responsive to classroom lessons during
the time they spent in small problem-solving groups during class. Student Engagement in High School Mathematics and Science.
Kazuaki Uekawa is affiliated with the American Institutes for Research, Washinton DC, USA. Kathryn Borman and Reginald Lee
are affilated with the The University of South Florida, Tampa, FL, USA. Address correspondence to Kazuaki Uekawa, American
Institutes for Research, Washinton DC, USA; e-mail: kuekawa@air.org 相似文献
6.
Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (n = 34) retrieved from a systematic review of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC. 相似文献
7.
Ruiqi Deng Pierre Benckendorff Deanne Gannaway 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):245-262
The purpose of this study is to contribute to a better understanding of the complexity of conceptualising and measuring learner engagement in Massive Open Online Courses (MOOCs). The paper develops and validates a MOOC engagement scale (MES) to measure learner engagement. The initial questionnaire items of the scale were developed by reviewing existing related literature and validated student engagement constructs. This was followed by a modified scale development process, including two focus group interviews (n = 10), an exploratory survey (n = 12), an expert review (n = 10), a pilot survey (n = 15), an item purification study (n = 590) and a construct validation study (n = 303). The final version of the scale is made up of four dimensions: behavioural engagement, cognitive engagement, emotional engagement and social engagement. The paper concludes with recommendations for how the MES can be used to assess the pattern of engagement in MOOCs and to investigate the relationship between learner engagement and other important MOOC teaching and learning factors. 相似文献
8.
This study investigated the role of various factors in pre-service teachers' persistence. Using a sample of U.S. pre-service teachers (N = 1365) from 256 institutions, the study explored the joint effect of predictors that influence their persistence including student engagement, demographic characteristics, prior achievement, college grades, and institutional characteristics. Results from multilevel logistic models indicated that campus environment engagement was a weak but positive predictor of persistence, those with higher grades were more likely to persist, and male and minority pre-service teachers were less likely to persist. Implications include implementing evidence-based programs to improve campus environment and support at-risk candidates. 相似文献
9.
Huaizhong Li Andreas Öchsner Wayne Hall 《European Journal of Engineering Education》2019,44(3):283-293
ABSTRACTThis paper introduced how a mechanical engineering course was redesigned by applying experiential learning theory to improve student engagement and learning experience. Design of machine elements has been considered by students to be a difficult course. Traditional teaching methods tend not to be effective in engaging students. Experiential learning is a philosophy of learning by doing. In applying an experiential learning approach to the course, the design project and workshop activities were restructured in such a way that students were engaged in direct experience and focused reflection to construct knowledge. By exploring a physical gearbox model, working on subtasks for the design project, having group discussions, raising questions, getting feedback, and moving forward for next subtasks, students experienced the learning cycles of ‘DO, OBSERVE, THINK, and PLAN’ many times. Course survey results showed that application of experiential learning helped to improve student engagement and learning experience significantly. 相似文献
10.
Zalizan M. Jelas Norzaini Azman Hutkemri Zulnaidi Nor Aniza Ahmad 《Learning Environments Research》2016,19(2):221-240
The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students’ perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12–17 years, N = 2359) completed a self-administered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents’ affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent–child, teacher–student and peer–peer relationships which ultimately could lead to improved academic competence and outcomes. 相似文献
11.
Yasemin Tas 《European Journal of Psychology of Education - EJPE》2016,31(4):557-577
This study investigated middle school students’ engagement in science in relation to students’ perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical multiple regression analyses were conducted on the dependent variables of cognitive, behavioral, emotional, and agentic engagement. The results indicated that engagement components were positively predicted by most of the perceived learning environment variables, while motivational factors had some differential predictive effects on engagement components. The predictor variables explained 26, 28, 33, and 30 % of the variance in the cognitive, behavioral, emotional, and agentic engagement components, respectively. 相似文献
12.
We investigated (1) whether the learning environment perceptions of students in classes frequently exposed to multimedia differed from those of students in classes that were not, (2) whether exposure to multimedia was differentially effective for males and females and (3) relationships between students’ perceptions of the learning environment and student engagement in classes that were exposed to multimedia. The sample involved 365 high-school students in 16 classes, nine that were frequently exposed to multimedia and seven that were not. Two instruments were administered to students: one to assess students’ perceptions of the learning environment and another to assess student engagement. There were statistically significant differences between the two groups for all of the learning environment scales, as well as statistically significant interactions between exposure to multimedia and sex for three learning environment scales (Involvement, Task Orientation and Equity). Finally, the learning environment in mathematics classes that involved multimedia was related to student engagement. These results offer potentially important insights into how student exposure to multimedia could promote more positive learning environments and improve student engagement in mathematics. 相似文献
13.
Teachers' judgments of student characteristics are affected not only by the characteristic in question, but also by other factors. This article presents three studies examining whether students' achievement influences teachers' judgments of their engagement (as a proxy for motivation) and vice versa. First, a field study was conducted with N = 52 teachers and N = 1135 students. Structural equation modeling revealed an effect of student achievement on teacher judgments of student engagement and an effect of student engagement on teacher judgments of student achievement—above and beyond the association of each student characteristic with teacher judgments of that characteristic. These results were then replicated in two experimental studies involving a computer simulation of an instructional situation, the Simulated Classroom, with N = 40 and N = 181 teacher candidates, respectively. The psychological determinants of the effects observed are discussed, as are their practical implications. 相似文献
14.
Using data from the College Student Experience Questionnaire research program between 1998 and 2004, this study examined the effects of student engagement in inquiry-oriented activities
on a range of self-reported college outcomes. The results indicate that (1) engaging in inquiry-oriented activities has significant
and positive effects on a global measure of gains; (2) engagement has positive effects on some college outcomes but negative
effects on others; (3) the effects of inquiry-oriented activities are conditional, with some students benefiting more than
others. This study reveals the complexity of the influences of inquiry-oriented activities on college students and points
to implications for institutional policies and programs that may be effective in fostering desired college outcomes.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focuses on college access and success, student engagement,
and higher education finance. His contact information is 113 Stone Building, Florida State University, Tallahassee, FL 32306.
George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University
Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate
education.
Shaoqing Li is a senior research analyst in the Office of Institutional Research at Florida A&M University. She received her M.S. degree
in Computer Science and Ph.D. in Instructional Systems Technology from Indiana University. Her expertise includes information
technologies, learning theories, and institutional research. 相似文献
15.
Teacher enthusiasm and student engagement are often interrelated and have important implications for student learning and students' and teachers' well-being. However, results on the lesson-specific variation of teachers' and students' affective-motivational experiences and their interplay are scarce. This study investigated variation in teacher enthusiasm and student engagement, each rated by teachers (n = 70) and students (n = 1537), as indicators of a shared affective-motivational climate in ninth-grade math classrooms across five consecutive lessons. Multitrait-multistate analyses revealed substantial “trait-like” consistency in all four affective-motivational measures. However, there was also a substantial degree of “state-like” lesson-specific variance that was shared across the four measures. This indicates that teachers' and students’ affective-motivational experiences are shaped by situation-specific influences and person-by-context interactions, which are shared between teachers and students. Teacher gender, teaching experience, class-level achievement, and the availability of motivationally supportive instructional interventions failed to explain substantial variance in these associations. 相似文献
16.
Gaowei Chen Jiahong Zhang Carol K. K. Chan Sarah Michaels Lauren B. Resnick Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship. 相似文献
17.
Lowell Robinson 《College Teaching》2013,61(2):72-73
Museum exhibits can be a tool in experiential learning. While instructors have documented various methods of experiential learning, they have not sufficiently explored such learning from museum exhibits. Museum researchers, however, have long found a satisfying cognitive component to museum visits. This paper narrates the author's design to capture the cognitive experience at museums through integrating two Smithsonian exhibits with introductory Microeconomics and Macroeconomics classes in a two-year college. Cognitive gains made by students during the structured museum visit were reinforced with appropriate readings and assignments. The teaching method outlined is a significant addition to an experiential economist's toolkit. This method, however, can be used in any discipline. Apart from introducing students to a resource for lifelong learning, the inclusion of museum exhibits to academic teaching allows instructors to move away from chalk and talk, increase student engagement, increase content-relevance, provide in-depth coverage of certain areas and improve proficiencies. In a nutshell, the use of museum exhibits improves the overall quality of a course. 相似文献
18.
Hand-raising is an everyday student behavior during classroom discourse. The present study investigates hand-raising as an observable indicator of behavioral engagement and its relation to student achievement. We examine students’ hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students). Results from multilevel regression modeling linked the frequency of students’ engagement in hand-raising to academic achievement. Further, structural equation modeling was applied to investigate the interrelations between hand-raising, cognitive engagement, and teacher emotional support. Results indicate that hand-raising is associated with cognitive engagement and perceptions of teacher support and suggest that hand-raising may mediate the relation between teacher emotional support and academic achievement. The discussion highlights the utility of student hand-raising as a proxy for students’ active participation and engagement. We emphasize the study’s contribution to the engagement literature. 相似文献
19.
Theories of self-regulated learning assume that learners flexibly adapt their learning process to external task demands and that this is positively related to performance. In this study, university students (n = 119) solved three tasks that greatly differed in complexity. Their learning processes were captured in detail by task-specific questionnaires and computer-generated log files. Results indicate that students adapted almost all learning processes significantly to task complexity. For example, students accessed more hypertext pages for complex tasks than for simple tasks. However, this kind of adaptation was not consistently related to performance. For variables capturing learners’ self-regulation, such as the number of accessed hypertext pages, more pronounced adaptation was significantly and positively related to performance even when learners’ general processing depth was statistically controlled. Results were less consistent for variables capturing learners’ self-monitoring, such as their judged task complexity. 相似文献
20.
This study investigated how student characteristics predict the nature of girls' and boys' verbal interactions with their teachers in physics classes. The sample included (N = 1378) students from 81 randomly selected high-school physics classrooms in Germany and the German-speaking part of Switzerland. At the beginning of the school year, the following student characteristics were assessed: cognitive abilities, pre-knowledge, self-concept, and interest. Each student was classified as having one of five profiles previously identified by Seidel (2006). Classroom instruction was videotaped four months after student characteristics were assessed. The videotaped classroom interactions were coded and analyzed with respect to the students' profiles. Multilevel analysis indicated the highest amount of verbal engagement for girls and boys with high-level cognitive and motivational-affective characteristics. There are significant interactions between student profile and gender for girls with high-level characteristics. We argue that the interaction between gender and other characteristics is a valuable predictor of verbal engagement in physics instruction. 相似文献