Lessons Learned from Developing a Patient Engagement Panel: An OCHIN Report.

PubMed

Arkind, Jill; Likumahuwa-Ackman, Sonja; Warren, Nate; Dickerson, Kay; Robbins, Lynn; Norman, Kathy; DeVoe, Jennifer E

2015-01-01

There is renewed interest in patient engagement in clinical and research settings, creating a need for documenting and publishing lessons learned from efforts to meaningfully engage patients. This article describes early lessons learned from the development of OCHIN's Patient Engagement Panel (PEP). OCHIN supports a national network of more than 300 community health centers (CHCs) and other primary care settings that serve over 1.5 million patients annually across nearly 20 states. The PEP was conceived in 2009 to harness the CHC tradition of patient engagement in this new era of patient-centered outcomes research and to ensure that patients were engaged throughout the life cycle of our research projects, from conception to dissemination. Developed by clinicians and researchers within our practice-based research network, recruitment of patients to serve as PEP members began in early 2012. The PEP currently has a membership of 18 patients from 3 states. Over the past 24 months, the PEP has been involved with 12 projects. We describe developing the PEP and challenges and lessons learned (eg, recruitment, funding model, creating value for patient partners, compensation). These lessons learned are relevant not only for research but also for patient engagement in quality improvement efforts and other clinical initiatives. © Copyright 2015 by the American Board of Family Medicine.

An Active, Reflective Learning Cycle for E-Commerce Classes: Learning about E-Commerce by Doing and Teaching

ERIC Educational Resources Information Center

Abrahams, Alan S.; Singh, Tirna

2010-01-01

Active, experiential learning is an important component in information systems education, ensuring that students gain an appreciation for both practical and theoretical information systems concepts. Typically, students in active, experiential classes engage in real world projects for commercial companies or not-for-profit organizations. In the…

Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction

ERIC Educational Resources Information Center

Stroupe, David

2016-01-01

I investigated how five first-year teachers--all peers from the same science methods class framed around ambitious instruction--used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they…

Master and novice secondary science teachers' understandings and use of the learning cycle

NASA Astrophysics Data System (ADS)

Reap, Melanie Ann

2000-09-01

The learning cycle paradigm had been used in science classrooms for nearly four decades. This investigation seeks to reveal how the 1earning cycle, as originally designed, is currently understood and implemented by teachers in authentic classroom settings. The specific purposes of this study were: (1) to describe teachers who use the learning cycle and compare their understandings and perceptions of the learning cycle procedure in instruction; (2) to elicit novice and master teacher perspectives on their instruction and determine their perception of the process by which learning cycles are implemented in the science classroom; (3) to describe the context of science instruction in the novice and master teacher's classroom to ascertain how the teacher facilitates implementation of the learning cycle paradigm in their authentic classroom setting. The study used a learning cycle survey, interviews and classroom observations using the Learning Cycle Teacher Behavior Instruments and the Verbal Interaction Category System to explore these features of learning cycle instruction. The learning cycle survey was administered to a sample of teachers who use the learning cycle, including master and novice learning cycle teachers. One master and one novice learning cycle teacher were selected from this sample for further study. Analysis of the surveys showed no significant differences in master and novice teacher understandings of the learning cycle as assessed by the instrument. However, interviews and observations of the selected master and novice learning cycle teachers showed several differences in how the paradigm is understood and implemented in the classroom. The master learning cycle teacher showed a more developed teaching philosophy and had more engaged, extensive interactions with students. The novice learning cycle teacher held a more naive teaching philosophy and had fewer, less developed interactions with students. The most significant difference was seen in the use of questioning and discussion. The master teacher used diverse questioning techniques and guided students in discussion of their findings while the novice teachers used more rote response questions and controlled the discussion. The findings of this study have implications for science teacher education, especially in the preparation of teachers in science methods courses and student teaching, and in in-service education programs.

Quality improvement on chemistry practicum courses through implementation of 5E learning cycle

NASA Astrophysics Data System (ADS)

Merdekawati, Krisna

2017-03-01

Two of bachelor of chemical education's competences are having practical skills and mastering chemistry material. Practicum courses are organized to support the competency achievement. Based on observation and evaluation, many problems were found in the implementation of practicum courses. Preliminary study indicated that 5E Learning Cycle can be used as an alternative solution in order to improve the quality of chemistry practicum course. The 5E Learning Cycle can provide positive influence on the achievement of the competence, laboratory skills, and students' understanding. The aim of the research was to describe the feasibility of implementation of 5E Learning Cycle on chemistry practicum courses. The research was based on phenomenology method in qualitative approach. The participants of the research were 5 person of chemistry laboratory manager (lecturers at chemistry and chemistry education department). They concluded that the 5E Learning Cycle could be implemented to improve the quality of the chemistry practicum courses. Practicum guides and assistant competences were organized to support the implementation of 5E Learning Cycle. It needed training for assistants to understand and implement in the stages of 5E Learning Cycle. Preparation of practical guidelines referred to the stages of 5E Learning Cycle, started with the introduction of contextual and applicable materials, then followed with work procedures that accommodate the stage of engagement, exploration, explanation, extension, and evaluation

The Temporal Attentive Observation (TAO) Scale: Development of an Instrument to Assess Attentive Behavior Sequences during Serious Gameplay

ERIC Educational Resources Information Center

Folkestad, James E.; McKernan, Brian; Train, Stephanie; Martey, Rosa Mikeal; Rhodes, Matthew G.; Kenski, Kate; Shaw, Adrienne; Stromer-Galley, Jennifer; Clegg, Benjamin A.; Strzalkowski, Tomek

2018-01-01

The engaging nature of video games has intrigued learning professionals attempting to capture and retain learners' attention. Designing learning interventions that not only capture the learner's attention, but also are designed around the natural cycle of attention will be vital for learning. This paper introduces the temporal attentive…

Wiki and Digital Video Use in Strategic Interaction-Based Experiential EFL Learning

ERIC Educational Resources Information Center

Dehaan, Jonathan; Johnson, Neil H.; Yoshimura, Noriko; Kondo, Takako

2012-01-01

This paper details the use of a free and access-controlled wiki as the learning management system for a four-week teaching module designed to improve the oral communication skills of Japanese university EFL students. Students engaged in repeated experiential learning cycles of planning, doing, observing, and evaluating their performance of a role…

Kindergarten Students' Explanations during Science Learning

ERIC Educational Resources Information Center

Harris, Karleah

2010-01-01

The study examines kindergarten students' explanations during science learning. The data on children's explanations are drawn from videotaped and transcribed discourse collected from four public kindergarten science classrooms engaged in a life science inquiry unit on the life cycle of the monarch butterfly. The inquiry unit was implemented as…

The effect of context on student engagement in engineering

NASA Astrophysics Data System (ADS)

Patterson, Eann A.; Campbell, Patricia B.; Busch-Vishniac, Ilene; Guillaume, Darrell W.

2011-06-01

The self-belief, motivation, tendency to procrastinate and learning styles of engineering students are discussed. It is proposed that engineering has developed an idiom and a learning approach that favours the dominant client, i.e. men, while simultaneously undermining the self-efficacy and motivation of women. Thematic coherence and teaching within a context that is familiar to students have been shown previously to be effective approaches for engaging students and are extended here to utilise the common experiences of all students to initiate the learning cycle. These approaches are combined with a template for teaching that uses the 5Es (Engage, Explore, Explain, Elaborate and Evaluate) in order to render the fundamentals of engineering more accessible to all students. This methodology can be introduced by individual instructors, who will be rewarded by students who are more engaged, more motivated and more likely to give a higher rating to the instructor and the course.

Developing Preservice Elementary Teachers' Knowledge and Practices through Modeling-Centered Scientific Inquiry

ERIC Educational Resources Information Center

Schwarz, Christina

2009-01-01

Preservice elementary teachers face many challenges in learning how to teach science effectively, such as engaging students in science, organizing instruction, and developing a productive learning community. This paper reports on several iterative cycles of design-based research aimed at fostering preservice teachers' principled reasoning around…

Liquid Motion Lamp: A Learning-Cycle Approach to Solubility

ERIC Educational Resources Information Center

Brown, Sherri L.; Votaw, Nikki L.

2008-01-01

The abstract concepts of density and solubility are often difficult for middle-grade students and should be taught within several contexts to provide multiple experiences with the phenomena. To authenticate the learning of these concepts, this article provides instructional guidelines for constructing a liquid motion lamp to engage students in…

Building Civic Bridges: Community-Centered Action Civics

ERIC Educational Resources Information Center

LeCompte, Karon; Blevins, Brooke

2015-01-01

Project-based learning is an example of powerful social studies learning in which student engage in active inquiry. Action civics is a relatively new educational practice in which students "act as citizens" through a cycle of research, action, and reflection about problems they care about in their community. "Building Civic…

Turning Difficulties into Possibilities: Engaging Roma Families and Students in School through Dialogic Learning

ERIC Educational Resources Information Center

Flecha, Ramón; Soler, Marta

2013-01-01

Schools and communities may have a key role in reversing the cycle of inequality that the Roma suffer in Europe. Aiming at reducing existing inequalities, dialogic learning aims to ensure high levels of academic learning for all children, by involving the whole community through egalitarian dialogue. Less well known are the implications of this…

Effectiveness and student perceptions of an active learning activity using a headline news story to enhance in-class learning of cell cycle regulation.

PubMed

Dirks-Naylor, Amie J

2016-06-01

An active learning activity was used to engage students and enhance in-class learning of cell cycle regulation in a PharmD level integrated biological sciences course. The aim of the present study was to determine the effectiveness and perception of the in-class activity. After completion of a lecture on the topic of cell cycle regulation, students completed a 10-question multiple-choice quiz before and after engaging in the activity. The activity involved reading of a headline news article published by ScienceDaily.com entitled "One Gene Lost Equals One limb Regained." The name of the gene was deleted from the article and, thus, the end goal of the activity was to determine the gene of interest by the description in the story. The activity included compiling a list of all potential gene candidates before sufficient information was given to identify the gene of interest (p21). A survey was completed to determine student perceptions of the activity. Quiz scores improved by an average of 20% after the activity (40.1 ± 1.95 vs. 59.9 ± 2.14,P< 0.0001,n= 96). Students enjoyed the activity, found the news article interesting, and believed that the activity improved their understanding of cell cycle regulation. The majority of students agreed that the in-class activity piqued their interest for learning the subject matter and also agreed that if they understand a concept during class, they are more likely to want to study that concept outside of class. In conclusion, the activity improved in-class understanding and enhanced interest in cell cycle regulation. Copyright © 2016 The American Physiological Society.

Technology and Cognition Merge with Challenge-Based Learning Cycles Online

ERIC Educational Resources Information Center

Cobbett, Shelley L.

2013-01-01

Teaching and learning in Web-based courses has become a global phenomenon. Educators are grappling with merging cognition and technology to offer students quality, relevant online courses. The development of social presence in the online environment is of paramount importance and requires individuals to engage in meaningful interactions about, and…

Teachers' Professional Growth through Engagement with Lesson Study

ERIC Educational Resources Information Center

Widjaja, Wanty; Vale, Colleen; Groves, Susie; Doig, Brian

2017-01-01

Lesson study is highly regarded as a model for professional learning, yet remains under-theorised. This article examines the professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections…

The Science of Cycling

ERIC Educational Resources Information Center

Crompton, Zoe; Daniels, Shelley

2014-01-01

Children are engaged by finding out about science in the real world (Harlen, 2010). Many children will be cyclists or will have seen or heard about the success of British cyclists in the Olympics and the Tour de France. This makes cycling a good hook to draw children into learning science. It is also a good cross-curricular topic, with strong…

Speaking of Tomatoes.

ERIC Educational Resources Information Center

Lee, Sherry

1983-01-01

High school students at the Texas School for the Deaf can participate in a horticulture class featuring both theoretical and practical knowledge of hydroponics. The course allows students to learn life cycle concepts while engaging in a new technology. (CL)

CircleBoard-Pro: Concrete manipulative-based learning cycle unit for learning geometry

NASA Astrophysics Data System (ADS)

Jamhari, Wongkia, Wararat

2018-01-01

Currently, a manipulative is commonly used in mathematics education as a supported tool for teaching and learning. With engaging natural interaction of a concrete manipulative and advantages of a learning cycle approach, we proposed the concrete manipulative-based learning cycle unit to promote mathematics learning. Our main objectives are to observe possibilities on the use of a concrete manipulative in learning geometry, and to assess students' understanding of a specific topic, angle properties in a circle, of secondary level students. To meet the first objective, the concrete manipulative, called CricleBoard-Pro, was designed. CircleBoard-Pro is built for easy to writing on or deleting from, accurate angle measurement, and flexible movement. Besides, learning activities and worksheets were created for helping students to learn angle properties in a circle. Twenty eighth graders on a lower secondary school in Indonesia were voluntarily involved to learn mathematics using CircleBoard-Pro with the designed learning activities and worksheets. We informally observed students' performance by focusing on criteria of using manipulative tools in learning mathematics while the learning activities were also observed in terms of whether they work and which step of activities need to be improved. The results of this part showed that CircleBoard-Pro complied the criteria of the use of the manipulative in learning mathematics. Nevertheless, parts of learning activities and worksheets need to be improved. Based on the results of the observation, CircleBoard-Pro, learning activities, and worksheets were merged together and became the CircleBoardPro embedded on 5E (Engage - Explore - Explain - Elaborate - Evaluate) learning cycle unit. Then, students understanding were assessed to reach the second objective. Six ninth graders from an Indonesian school in Thailand were recruited to participate in this study. Conceptual tests for both pre-and post-test, and semi-structured interview were used. Students' pre-and post-test answers were analyzed not only by descriptive statistics but also in qualitatively discussion. The dialogues between the interviewer and interviewees were transcribed and analyzed to find in-depth understanding. Finally, we can conclude that the participated students had better comprehension of angle properties in a circle even they could not perform proof by themselves. For further study, we will focus on how we can help students to develop their geometric thinking.

The College Science Learning Cycle: An Instructional Model for Reformed Teaching.

PubMed

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. © 2016 M. Withers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Negotiating the Rules of Engagement: Exploring Perceptions of Dance Technique Learning through Bourdieu's Concept of "Doxa"

ERIC Educational Resources Information Center

Rimmer, Rachel

2017-01-01

This article presents the findings from a focus group discussion conducted with first year undergraduate dance students in March 2015. The focus group concluded a cycle of action research during which the researcher explored the use of enquiry-based learning approaches to teaching dance technique in higher education. Grounded in transformative and…

Studio optics: Adapting interactive engagement pedagogy to upper-division physics

NASA Astrophysics Data System (ADS)

Sorensen, Christopher M.; McBride, Dyan L.; Rebello, N. Sanjay

2011-03-01

The use of interactive engagement strategies to improve learning in introductory physics is not new, but have not been used as often for upper-division physics courses. We describe the development and implementation of a Studio Optics course for upper-division physics majors at Kansas State University. The course adapts a three-stage Karplus learning cycle and other elements to foster an environment that promotes learning through an integration of lecture, laboratories, and problem solving. Some of the instructional materials are described. We discuss the evaluation of the course using data collected from student interviews, a conceptual survey, an attitudinal survey, and the instructor's reflections. Overall, students responded positively to the new format and showed modest gains in learning. The instructor's experiences compared favorably with the traditional course that he had taught in the past.

Shopping for Science.

ERIC Educational Resources Information Center

Ward, John; And Others

1992-01-01

Describes inexpensive science materials for doing science activities using the steps in the learning cycle: engage, explore, explain, extend, and evaluate. The hands-on activities help students construct knowledge of dissolving and filtering, chemical reactions, conductivity of metals, heat absorption, motion (frictionless puck), sound production…

Buoyancy Can-Can

NASA Astrophysics Data System (ADS)

Nelson, Jim; Nelson, Jane Bray

2015-05-01

In this paper, a discrepant event is used to initiate a learning cycle1 lesson to help students develop an understanding of the concept and equation for buoyant force. The data are gathered using readily available equipment and then graphically analyzed using a four-step analysis consistent with the modeling instructional approach.2 This laboratory activity is appropriate for high school or first-year college physics, and provides the opportunity for review of free-body diagrams, experimental design, and graphical analysis. We use the "BSCS 5E" version of the Karplus learning cycle idea, popularized by Bybee, in which students are expected to Engage, Explore, Explain, Elaborate, and Evaluate.3

Challenges for Academic Accreditation: The UK Experience

ERIC Educational Resources Information Center

Shearman, Richard; Seddon, Deborah

2010-01-01

Several factors (government policy, demographic trends, employer pressure) are leading to new forms of degree programmes in UK universities. The government is strongly encouraging engagement between universities and employers. Work-based learning is increasingly found in first and second cycle programmes, along with modules designed by employers…

Observing Peers Develops Practice, Changes Culture

ERIC Educational Resources Information Center

Reilly, Kathleen A.

2017-01-01

Teachers are too rarely supported in investing in the shared inquiry, embedded professional learning, and collaborative culture building that peer observation cycles facilitate. But teachers can disrupt these patterns by opening their doors to colleagues and engaging with them in critical reflection, dialogue, and shared innovation. In this…

The Vicious Cycle of Prejudice. Adult Education Series. Discussion Paper Three.

ERIC Educational Resources Information Center

Lethbridge Univ. (Alberta). Four Worlds Development Project.

Part of a series designed to help community groups engage in discussion on the possibility of individual and community transformation, this guide explores the issues of stereotyping, prejudice, and discrimination. Characteristics of stereotyping and factors producing prejudice (personality, learned beliefs, frustration, and economic competition)…

Roles of Mobile Devices Supporting International Students to Overcome Intercultural Difficulties

ERIC Educational Resources Information Center

Yang, Xiaoyin; Li, Xiuyan

2017-01-01

Sociocultural theory emphasises the mediational role of tools in learning. International students usually find themselves in a vicious cycle, experiencing difficulties when engaging with local people and culture which might provide the mediation necessary to develop their intercultural communicative competence. Yang (2016) further points out that…

Supporting new graduate professional development: a clinical learning framework.

PubMed

Fitzgerald, Cate; Moores, Alis; Coleman, Allison; Fleming, Jennifer

2015-02-01

New graduate occupational therapists are required to competently deliver health-care practices within complex care environments. An occupational therapy clinical education programme within a large public sector health service sought to investigate methods to support new graduates in their clinical learning and professional development. Three cycles of an insider action research approach each using the steps of planning, action, critical observation and reflection were undertaken to investigate new graduate learning strategies, develop a learning framework and pilot its utility. Qualitative research methods were used to analyse data gathered during the action research cycles. Action research identified variations in current practices to support new graduate learning and to the development of the Occupational Therapy Clinical Learning Framework (OTCLF). Investigation into the utility of the OTCLF revealed two themes associated with its implementation namely (i) contribution to learning goal development and (ii) compatibility with existing learning supports. The action research cycles aimed to review current practices to support new graduate learning. The learning framework developed encourages reflection to identify learning needs and the review, discussion of, and engagement in, goal setting and learning strategies. Preliminary evidence indicates that the OTCLF has potential as an approach to guide new graduate goal development supported by supervision. Future opportunity to implement a similar learning framework in other allied health professions was identified, enabling a continuation of the cyclical nature of enquiry, integral to this research approach within the workplace. © 2014 Occupational Therapy Australia.

Dynamic Measurement: The Crossroad of Area and Multiplication

ERIC Educational Resources Information Center

Panorkou, Nicole

2017-01-01

In this exploratory study, our goal was to engage students in dynamic experiences of area as a continuous quantity that can be measured by multiplicatively composing two linear measures (lengths), an approach we refer to as 'dynamic measurement,' or DYME. In this paper, we present the learning trajectory constructed from two cycles of teaching…

Entomology: Promoting Creativity in the Science Lab

ERIC Educational Resources Information Center

Akcay, Behiye B.

2013-01-01

A class activity has been designed to help fourth grade students to identify basic insect features as a means of promoting student creativity while making an imaginary insect model. The 5Es (Engage, Explore, Explain, Extend [or Elaborate], and Evaluate) learning cycle teaching model is used. The 5Es approach allows students to work in small…

Inciting Curiosity and Creating Meaning: Teaching Information Evaluation through the Lens of "Bad Science"

ERIC Educational Resources Information Center

Riehle, Catherine Fraser

2012-01-01

Ability to evaluate information is a critical component of information literacy. This article provides strategies for engaging students in learning about information evaluation in the contexts of the scientific publication cycle and communication in the digital age. Also included are recent findings regarding undergraduate student research…

Let's Get Charged Up

ERIC Educational Resources Information Center

Duran, Emilio; Worch, Eric; Boros, Amy; Keeley, Page

2017-01-01

One of the most powerful strategies to support next generation science instruction is the use of instructional models. The Biological Sciences Curriculum Study 5E (Engage, Explore, Explain, Elaborate, and Evaluate) instructional model is arguably the most widely used version of a learning cycle in today's classrooms. The use of the 5Es as an…

Engaging Urban Students in a Schoolyard Beautification and Gardening Project

ERIC Educational Resources Information Center

Ramey, Linda

2012-01-01

Community gardening provides many benefits for students like outdoor physical activity, an understanding of plant life cycles, food production and healthy eating (Blair, 2009; Whiren, 1995). Gardening also provides hands-on learning opportunities to draw parallels between what is needed for plants to grow and what students need to be healthy. When…

A Picture is Worth a Thousand Words

ERIC Educational Resources Information Center

Davison, Sarah

2009-01-01

Lions, tigers, and bears, oh my! Digital cameras, young inquisitive scientists, give it a try! In this project, students create an open-ended question for investigation, capture and record their observations--data--with digital cameras, and create a digital story to share their findings. The project follows a 5E learning cycle--Engage, Explore,…

Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education

ERIC Educational Resources Information Center

Sternquist, Brenda; Huddleston, Patricia; Fairhurst, Ann

2018-01-01

We provide an overview of ways to involve undergraduate business and retailing students in faculty research projects and discuss advantages of these student-faculty collaborations. We use Kolb's experiential learning cycle to provide a framework for creating an effective and engaging undergraduate research experience and use it to classify types…

Competition, Games, Technology--Boys Are Loving English

ERIC Educational Resources Information Center

Gresham, Peta

2012-01-01

This paper reflects one cycle of an action research project that investigated how integrating activity, competition, and visual learning strategies through IWB/ Smart Response technology could engage a lower level Year 12 Advanced English class in NSW--a group of boys who felt disconnected from the course of study. After my initial reconnaissance…

Challenge-based instruction in biomedical engineering: a scalable method to increase the efficiency and effectiveness of teaching and learning in biomedical engineering.

PubMed

Harris, Thomas R; Brophy, Sean P

2005-09-01

Vanderbilt University, Northwestern University, the University of Texas and the Harvard/MIT Health Sciences Technology Program have collaborated since 1999 to develop means to improve bioengineering education. This effort, funded by the National Science Foundation as the VaNTH Engineering Research Center in Bioengineering Educational Technologies, has sought a synthesis of learning science, learning technology, assessment and the domains of bioengineering in order to improve learning by bioengineering students. Research has shown that bioengineering educational materials may be designed to emphasize challenges that engage the student and, when coupled with a learning cycle and appropriate technologies, can lead to improvements in instruction.

Challenges for academic accreditation: the UK experience

NASA Astrophysics Data System (ADS)

Shearman, Richard; Seddon, Deborah

2010-08-01

Several factors (government policy, demographic trends, employer pressure) are leading to new forms of degree programmes in UK universities. The government is strongly encouraging engagement between universities and employers. Work-based learning is increasingly found in first and second cycle programmes, along with modules designed by employers and increasing use of distance learning. Engineering faculties are playing a leading part in these developments, and the Engineering Council, the engineering professional bodies and some universities are collaborating to develop work-based learning programmes as a pathway to professional qualification. While potentially beneficial to the engineering profession, these developments pose a challenge to traditional approaches to programme accreditation. This paper explores how this system deals with these challenges and highlights the issues that will have to be addressed to ensure that the system can cope effectively with change, especially the development of individually tailored, work-based second cycle programmes, while maintaining appropriate standards and international confidence.

Bridging the Millennial Generation Expectation Gap: Perspectives and Strategies for Physician and Interprofessional Faculty.

PubMed

Williams, Valerie N; Medina, Jose; Medina, Andria; Clifton, Shari

2017-02-01

Assigning attributes to a birth cohort is one way we identify society-wide, shared life experiences within a group collectively called a "generation." Such assigned attributes influence society's adoption of generation-based expectations held by and about people from a particular birth cohort. Census data and generational attributes inform perspectives on millennial generation birth cohort experiences and engagement as students. The eldest living generation in U.S. society has given way to 3 subsequent generations, the youngest of which is called the millennial generation. What generational attributes influence the effectiveness of teaching and learning between millennial learners and faculty members from other generations? Understanding the role of life cycle effects, period effects and cohort effects can offer medical and health professions educators' insights into different strategies for learner engagement. Discussion includes specific strategies and teaching tactics faculty members can use to engage millennials across a continuum of learning to bridge the "expectation gap." Copyright © 2017 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.

Adolescent education: an opportunity to create a Developmental Origins of Health and Disease (DOHaD) circuit breaker.

PubMed

Bay, J L; Vickers, M H

2016-10-01

Health before conception, and periconceptional nutritional environments, contribute to conditioning of later-life health and disease. Health behaviors developed during adolescence continue into adulthood. Thus, even when the gap between pregnancy and adolescence is substantial, behaviors developed during adolescence influence later-life non-communicable disease (NCD) vulnerability in offspring. Consequently, adolescence is an important life phase where development of positive health behaviors can contribute to disruption of transgenerational cycles of NCD risk. Schooling is a core activity during adolescence. Modern curricula focus on development of capabilities associated with critical, engaged citizenship, empowering learning that supports action-based engagement in complex issues. Contexts relevant to adolescents and their communities, such as the NCD epidemic, are used to facilitate learning. Thus, engaging the education sector as participants in the work of the Developmental Origins of Health and Disease community offers an important strategy to capture the potential of adolescence as a life stage for transgenerational primary prevention of obesity and NCD risk.

No More Leaks: A Process-Oriented Lesson Exploring the Invention and Chemistry of Disposable Diapers

ERIC Educational Resources Information Center

Schiller, Ellen; Yezierski, Ellen

2009-01-01

High school chemistry can be intimidating to some students, so it is critical that we engage students in nonthreatening preparatory investigations during middle school. Based on the learning cycle model (Bybee and Landes 1990), this lesson invites students to investigate disposable diapers. As they explore the properties of sodium polyarcylate, a…

A Dozen Heads Are Better than One: Collaborative Writing in Genre-Based Pedagogy

ERIC Educational Resources Information Center

Caplan, Nigel A.; Farling, Monica

2017-01-01

Organizing writing instruction around genres rather than rhetorical modes can be a highly effective and engaging preparation for students' academic and professional writing needs. The teaching/learning cycle (TLC) is a highly scaffolded curriculum model for teaching target written genres. In the TLC, the organization of and linguistic choices in a…

Exploring Power Distribution and Its Influence on the Process of Argumentation in a POGIL Biochemistry Classroom

ERIC Educational Resources Information Center

Prince, Annabel N.; Pitts, Wesley B.; Parkin, David W.

2018-01-01

In this exploratory case study, we consider how students in an undergraduate biochemistry class engaged in the process of argumentation within an inquiry-oriented learning environment to investigate a chemical mechanism in a particular part of the tricarboxylic acid cycle. Audio/video recordings of student groups during the mechanism discussion…

Size-Dependent Properties of Matter: Is the Size of a Pill Important?

ERIC Educational Resources Information Center

Adadan, Emine; Akaygun, Sevil; Sanyal, Amitav

2017-01-01

This interdisciplinary scientific inquiry lesson specifically utilizes the 5E learning cycle to engage high school students in an investigation on size-dependent properties of matter. In particular, this inquiry lesson focuses on a biologically relevant phenomenon, namely accessibility to a pharmaceutical drug with respect to the size of the pill.…

Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school?

PubMed

Skinner, Ellen A; Pitzer, Jennifer R; Steele, Joel S

2016-12-01

How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in the classroom shapes students' academic coping, and whether coping in turn contributes to subsequent persistence on challenging tasks and learning, which then feed back into ongoing engagement. In fall and spring of the same school year, 880 children in 4th through 6th grades and their teachers completed measures of students' engagement and disaffection in the classroom, and of their re-engagement in the face of obstacles and difficulties; students also reported on 5 adaptive and 6 maladaptive ways of academic coping; and information on a subset of students' classroom grades was collected. Structural analyses, incorporating student-reports, teacher-reports, and their combination, indicated that the model of motivational processes was a good fit for time-ordered data from fall to spring. Multiple regressions examining each step in the process model also indicated that it was the profile of coping responses, rather than any specific individual way of coping, that was most centrally connected to changes in engagement and persistence. Taken together, findings suggest that these internal dynamics may form self-perpetuating cycles that could cement or augment the development of children's motivational resilience and vulnerability across time. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Introducing the global carbon cycle to middle school students with a 14C research project

NASA Astrophysics Data System (ADS)

Brodman Larson, L.; Phillips, C. L.; LaFranchi, B. W.

2012-12-01

Global Climate Change (GCC) is currently not part of the California Science Standards for 7th grade. Required course elements, however, such as the carbon cycle, photosynthesis, and cellular respiration could be linked to global climate change. Here we present a lesson plan developed in collaboration with scientists from Lawrence Livermore National Laboratory, to involve 7th grade students in monitoring of fossil fuel emissions in the Richmond/San Pablo area of California. -The lesson plan is a Greenhouse Gas/Global Climate Change Unit, with an embedded research project in which students will collect plant samples from various locals for analysis of 14C, to determine if there is a correlation between location and how much CO2 is coming from fossil fuel combustion. Main learning objectives are for students to: 1) understand how fossil fuel emissions impact the global carbon cycle, 2) understand how scientists estimate fossil CO2 emissions, and 3) engage in hypothesis development and testing. This project also engages students in active science learning and helps to develop responsibility, two key factors for adolescentsWe expect to see a correlation between proximity to freeways and levels of fossil fuel emissions. This unit will introduce important GCC concepts to students at a younger age, and increase their knowledge about fossil fuel emissions in their local environment, as well as the regional and global impacts of fossil emissions.

Staying on the Journey: Maintaining a Change Momentum with PB4L "School-Wide"

ERIC Educational Resources Information Center

Boyd, Sally

2016-01-01

How do schools maintain momentum with change and enter new cycles of growth when they are attempting to do things differently? This article draws on a two-year evaluation of the "Positive Behaviour for Learning School-Wide" initiative to identify key factors that enabled schools to engage in a long-term and iterative change process.…

Using a NIATx based local learning collaborative for performance improvement

PubMed Central

Roosa, Mathew; Scripa, Joseph S.; Zastowny, Thomas R.; Ford, James H.

2012-01-01

Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county’s experience applying the NIATx process improvement model via a local learning collaborative. Local substance abuse and mental health agencies participated in two local learning collaboratives designed to improve client retention in substance abuse treatment and client access to mental health services. Results of changes implemented at the provider level on access and retention are outlined. The process of implementing evidence-based practices by using the Plan-Do-Study-Act rapid-cycle change is a powerful combination for change at the local level. Key lessons include: creating a clear plan and shared vision, recognizing that one size does not fit all, using data can help fuel participant engagement, a long collaborative may benefit from breaking it into smaller segments, and paying providers to offset costs of participation enhances their engagement. The experience gained in Onondaga County, New York, offers insights that serve as a foundation for using the local learning collaborative in other community-based organizations. PMID:21371751

A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.

PubMed

Kelly, P Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L; Richards, Boyd F

2005-01-01

Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

Every apple has a voice: using stable isotopes to teach about food sourcing and the water cycle

DOE PAGES

Oerter, Erik; Malone, Molly; Putman, Annie; ...

2017-01-01

Agricultural crops such as fruits take up irrigation and meteoric water and incorporate it into their tissue (fruit water) during growth, and the geographic origin of a fruit may be traced by comparing the H and O stable isotope composition ( δ 2H and δ 18O values) of fruit water to the global geospatial distribution of H and O stable isotopes in precipitation. This connection between common fruits and the global water cycle provides an access point to connect with a variety of demographic groups to educate about isotope hydrology and the water cycle. Within the context of a 1-daymore » outreach activity designed for a wide spectrum of participants (high school students, undergraduate students, high school science teachers) we developed introductory lecture materials, in-class participatory demonstrations of fruit water isotopic measurement in real time, and a computer lab exercise to couple actual fruit water isotope data with open-source online geospatial analysis software. Here, we assessed learning outcomes with pre- and post-tests tied to learning objectives, as well as participant feedback surveys. Results indicate that this outreach activity provided effective lessons on the basics of stable isotope hydrology and the water cycle. But, the computer lab exercise needs to be more specifically tailored to the abilities of each participant group. This pilot study provides a foundation for further development of outreach materials that can effectively engage a range of participant groups in learning about the water cycle and the ways in which humans modify the water cycle through agricultural activity.« less

Every apple has a voice: using stable isotopes to teach about food sourcing and the water cycle

NASA Astrophysics Data System (ADS)

Oerter, Erik; Malone, Molly; Putman, Annie; Drits-Esser, Dina; Stark, Louisa; Bowen, Gabriel

2017-07-01

Agricultural crops such as fruits take up irrigation and meteoric water and incorporate it into their tissue (fruit water) during growth, and the geographic origin of a fruit may be traced by comparing the H and O stable isotope composition (δ2H and δ18O values) of fruit water to the global geospatial distribution of H and O stable isotopes in precipitation. This connection between common fruits and the global water cycle provides an access point to connect with a variety of demographic groups to educate about isotope hydrology and the water cycle. Within the context of a 1-day outreach activity designed for a wide spectrum of participants (high school students, undergraduate students, high school science teachers) we developed introductory lecture materials, in-class participatory demonstrations of fruit water isotopic measurement in real time, and a computer lab exercise to couple actual fruit water isotope data with open-source online geospatial analysis software. We assessed learning outcomes with pre- and post-tests tied to learning objectives, as well as participant feedback surveys. Results indicate that this outreach activity provided effective lessons on the basics of stable isotope hydrology and the water cycle. However, the computer lab exercise needs to be more specifically tailored to the abilities of each participant group. This pilot study provides a foundation for further development of outreach materials that can effectively engage a range of participant groups in learning about the water cycle and the ways in which humans modify the water cycle through agricultural activity.

Every apple has a voice: using stable isotopes to teach about food sourcing and the water cycle

DOE Office of Scientific and Technical Information (OSTI.GOV)

Oerter, Erik; Malone, Molly; Putman, Annie

Agricultural crops such as fruits take up irrigation and meteoric water and incorporate it into their tissue (fruit water) during growth, and the geographic origin of a fruit may be traced by comparing the H and O stable isotope composition ( δ 2H and δ 18O values) of fruit water to the global geospatial distribution of H and O stable isotopes in precipitation. This connection between common fruits and the global water cycle provides an access point to connect with a variety of demographic groups to educate about isotope hydrology and the water cycle. Within the context of a 1-daymore » outreach activity designed for a wide spectrum of participants (high school students, undergraduate students, high school science teachers) we developed introductory lecture materials, in-class participatory demonstrations of fruit water isotopic measurement in real time, and a computer lab exercise to couple actual fruit water isotope data with open-source online geospatial analysis software. Here, we assessed learning outcomes with pre- and post-tests tied to learning objectives, as well as participant feedback surveys. Results indicate that this outreach activity provided effective lessons on the basics of stable isotope hydrology and the water cycle. But, the computer lab exercise needs to be more specifically tailored to the abilities of each participant group. This pilot study provides a foundation for further development of outreach materials that can effectively engage a range of participant groups in learning about the water cycle and the ways in which humans modify the water cycle through agricultural activity.« less

An observation tool for instructor and student behaviors to measure in-class learner engagement: a validation study

PubMed Central

Alimoglu, Mustafa K.; Sarac, Didar B.; Alparslan, Derya; Karakas, Ayse A.; Altintas, Levent

2014-01-01

Background Efforts are made to enhance in-class learner engagement because it stimulates and enhances learning. However, it is not easy to quantify learner engagement. This study aimed to develop and validate an observation tool for instructor and student behaviors to determine and compare in-class learner engagement levels in four different class types delivered by the same instructor. Methods Observer pairs observed instructor and student behaviors during lectures in large class (LLC, n=2) with third-year medical students, lectures in small class (LSC, n=6) and case-based teaching sessions (CBT, n=4) with fifth-year students, and problem-based learning (PBL) sessions (~7 hours) with second-year students. The observation tool was a revised form of STROBE, an instrument for recording behaviors of an instructor and four randomly selected students as snapshots for 5-min cycles. Instructor and student behaviors were scored 1–5 on this tool named ‘in-class engagement measure (IEM)’. The IEM scores were parallel to the degree of behavior's contribution to active student engagement, so higher scores were associated with more in-class learner engagement. Additionally, the number of questions asked by the instructor and students were recorded. A total of 203 5-min observations were performed (LLC 20, LSC 85, CBT 50, and PBL 48). Results Interobserver agreement on instructor and student behaviors was 93.7% (κ=0.87) and 80.6% (κ=0.71), respectively. Higher median IEM scores were found in student-centered and problem-oriented methods such as CBT and PBL. A moderate correlation was found between instructor and student behaviors (r=0.689). Conclusions This study provides some evidence for validity of the IEM scores as a measure of student engagement in different class types. PMID:25308966

Using a NIATx based local learning collaborative for performance improvement.

PubMed

Roosa, Mathew; Scripa, Joseph S; Zastowny, Thomas R; Ford, James H

2011-11-01

Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county's experience applying the NIATx process improvement model via a local learning collaborative. Local substance abuse and mental health agencies participated in two local learning collaboratives designed to improve client retention in substance abuse treatment and client access to mental health services. Results of changes implemented at the provider level on access and retention are outlined. The process of implementing evidence-based practices by using the Plan-Do-Study-Act rapid-cycle change is a powerful combination for change at the local level. Key lessons include: creating a clear plan and shared vision, recognizing that one size does not fit all, using data can help fuel participant engagement, a long collaborative may benefit from breaking it into smaller segments, and paying providers to offset costs of participation enhances their engagement. The experience gained in Onondaga County, New York, offers insights that serve as a foundation for using the local learning collaborative in other community-based organizations. Copyright © 2011 Elsevier Ltd. All rights reserved.

Fast and Slow Spindles during the Sleep Slow Oscillation: Disparate Coalescence and Engagement in Memory Processing

PubMed Central

Mölle, Matthias; Bergmann, Til O.; Marshall, Lisa; Born, Jan

2011-01-01

Study Objectives: Thalamo-cortical spindles driven by the up-state of neocortical slow (< 1 Hz) oscillations (SOs) represent a candidate mechanism of memory consolidation during sleep. We examined interactions between SOs and spindles in human slow wave sleep, focusing on the presumed existence of 2 kinds of spindles, i.e., slow frontocortical and fast centro-parietal spindles. Design: Two experiments were performed in healthy humans (24.5 ± 0.9 y) investigating undisturbed sleep (Experiment I) and the effects of prior learning (word paired associates) vs. non-learning (Experiment II) on multichannel EEG recordings during sleep. Measurements and Results: Only fast spindles (12-15 Hz) were synchronized to the depolarizing SO up-state. Slow spindles (9-12 Hz) occurred preferentially at the transition into the SO down-state, i.e., during waning depolarization. Slow spindles also revealed a higher probability to follow rather than precede fast spindles. For sequences of individual SOs, fast spindle activity was largest for “initial” SOs, whereas SO amplitude and slow spindle activity were largest for succeeding SOs. Prior learning enhanced this pattern. Conclusions: The finding that fast and slow spindles occur at different times of the SO cycle points to disparate generating mechanisms for the 2 kinds of spindles. The reported temporal relationships during SO sequences suggest that fast spindles, driven by the SO up-state feed back to enhance the likelihood of succeeding SOs together with slow spindles. By enforcing such SO-spindle cycles, particularly after prior learning, fast spindles possibly play a key role in sleep-dependent memory processing. Citation: Mölle M; Bergmann TO; Marshall L; Born J. Fast and slow spindles during the sleep slow oscillation: disparate coalescence and engagement in memory processing. SLEEP 2011;34(10):1411–1421. PMID:21966073

Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments

ERIC Educational Resources Information Center

Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2011-01-01

A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…

Students Engaged in Learning

ERIC Educational Resources Information Center

Ismail, Emad A.; Groccia, James E.

2018-01-01

Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…

The negative cell cycle regulator, Tob (transducer of ErbB-2), is involved in motor skill learning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wang Xinming; Shanghai Institute of Physiology, Shanghai Institutes for Biological Sciences, Chinese Academy of Sciences, 320 Yue-Yang Road, Shanghai 200031; Gao Xiang

Tob (transducer of ErbB-2) is a negative cell cycle regulator with anti-proliferative activity in peripheral tissues. Our previous study identified Tob as a protein involved in hippocampus-dependent memory consolidation (M.L. Jin, X.M. Wang, Y.Y. Tu, X.H. Zhang, X. Gao, N. Guo, Z.Q. Xie, G.P. Zhao, N.H. Jing, B.M. Li, Y.Yu, The negative cell cycle regulator, Tob (Transducer of ErbB-2), is a multifunctional protein involved in hippocampus-dependent learning and memory, Neuroscience 131 (2005) 647-659). Here, we provide evidence that Tob in the central nervous system is engaged in acquisition of motor skill. Tob has a relatively high expression in the cerebellum.more » Tob expression is up-regulated in the cerebellum after rats receive training on a rotarod-running task. Rats infused with Tob antisense oligonucleotides into the 4th ventricle exhibit a severe deficit in running on a rotating rod or walking across a horizontally elevated beam.« less

The Harvard Medical School Academic Innovations Collaborative: transforming primary care practice and education.

PubMed

Bitton, Asaf; Ellner, Andrew; Pabo, Erika; Stout, Somava; Sugarman, Jonathan R; Sevin, Cory; Goodell, Kristen; Bassett, Jill S; Phillips, Russell S

2014-09-01

Academic medical centers (AMCs) need new approaches to delivering higher-quality care at lower costs, and engaging trainees in the work of high-functioning primary care practices. In 2012, the Harvard Medical School Center for Primary Care, in partnership with with local AMCs, established an Academic Innovations Collaborative (AIC) with the goal of transforming primary care education and practice. This novel two-year learning collaborative consisted of hospital- and community-based primary care teaching practices, committed to building highly functional teams, managing populations, and engaging patients. The AIC built on models developed by Qualis Health and the Institute for Healthcare Improvement, optimized for the local AMC context. Foundational elements included leadership engagement and development, application of rapid-cycle process improvement, and the creation of teams to care for defined patient populations. Nineteen practices across six AMCs participated, with nearly 260,000 patients and 450 resident learners. The collaborative offered three 1.5-day learning sessions each year featuring shared learning, practice coaches, and improvement measures, along with monthly data reporting, webinars, and site visits. Validated self-reports by transformation teams showed that practices made substantial improvement across all areas of change. Important factors for success included leadership development, practice-level resources, and engaging patients and trainees. The AIC model shows promise as a path for AMCs to catalyze health system transformation through primary care improvement. In addition to further evaluating the impact of practice transformation, expansion will require support from AMCs and payers, and the application of similar approaches on a broader scale.

Surgical education to improve the quality of patient care: the role of practice-based learning and improvement.

PubMed

Sachdeva, Ajit K

2007-11-01

Health care is going through immense change, and concerns regarding the quality of patient care and patient safety continue to be expressed in many national forums. A variety of stakeholders are demanding greater accountability from the health care profession. Education is key to supporting surgeons' efforts to provide high-quality patient care during these challenging times. Educational programs for surgeons should be founded on principles of continuous professional development (CPD) and practice-based learning and improvement (PBLI). CPD focuses on the specific needs of individual surgeons and involves lifelong learning throughout a surgeon's career. It needs to form the basis of PBLI efforts. PBLI involves a cycle of four steps--identifying areas for improvement, engaging in learning, applying new knowledge and skills to practice, and checking for improvement. Ongoing involvement in PBLI activities to address specific learning needs should positively impact a surgeon's practice and improve outcomes of surgical care.

Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

NASA Astrophysics Data System (ADS)

Gardner, Christina M.

Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these learning environments through cross-case analyses of these cases. Finally, it offers suggestions about structuring activities, selecting materials and resources, and designing facilitation and software-realized scaffolding in the design of these types of learning environments. These design implications focus on affording participant engagement in science content and practices learning. Overall, the case studies, cross-case analyses, and empirically-based design implications begin to bridge the gap between theory and practice in the design and implementation of these learning environments. This is demonstrated by providing detailed and explanatory examples and factors that affect how participants take up the affordances of the learning opportunities designed into these learning environments.

Every Apple has a Voice: Using Stable Isotope Hydrology to Teach about Food Sourcing and the Water Cycle

NASA Astrophysics Data System (ADS)

Oerter, E.; Malone, M.; Putman, A.; Stark, L. A.; Bowen, G. J.

2016-12-01

Agricultural crops such as fruits take up irrigation and meteoric water and incorporate it into their tissue ("fruit water") during growth, and the geographic origin of a fruit may be traced by comparing the H and O stable isotope composition (δ2H and δ18O values) of fruit water to the global geospatial distribution of H and O stable isotopes in precipitation. This connection between common fruits and the global water cycle provides an access point to connect with a variety of demographic groups to educate about isotope hydrology and the water cycle. Within the context of a one-day outreach activity designed for a wide spectrum of participants (high school students, undergraduate students, high school science teachers) we developed introductory lecture materials, in-class participatory demonstrations of fruit water isotopic measurement in real time, and a computer lab exercise to couple actual fruit water isotope data with open-source on-line geospatial analysis software. We assessed learning outcomes with pre- and post-tests tied to learning objectives, as well as participant feedback surveys. Results indicate that this outreach activity provided effective lessons on the basics of stable isotope hydrology and the water cycle. The introductory lecture and demonstration components were received, on average, uniformly well by the various participant groups. However, the computer lab exercise needs to be more specifically tailored to the abilities of each demographic group. This pilot study provides a foundation for further development of outreach materials that can effectively engage a range of participant groups in learning about the water cycle and the ways in which humans modify the water cycle through agricultural activity.

The Effect of Higher Education Faculty Training in Improvisational Theatre Techniques on Student Learning and Perceptions of Engagement and Faculty Perceptions of Teaching and Learning

ERIC Educational Resources Information Center

Massie, DeAnna

2017-01-01

College instructors are content experts but ineffective at creating engaging and productive learning environments. This mixed methods study explored how improvisational theatre techniques affect college instructors' ability to increase student engagement and learning. Theoretical foundations included engagement, active learning, collaboration and…

Service-Learning Partnerships: Paths of Engagement

ERIC Educational Resources Information Center

Dorado, Silvia; Giles, Dwight E., Jr.

2004-01-01

This article furthers research and theory on the initiation and development of service-learning partnerships. It identifies three paths of engagement between university and community agencies: tentative engagement, aligned engagement, and committed engagement. This conceptualization helps to understand how service-learning partnerships evolve over…

Social learning as a key factor in sustainability transitions: The case of Okayama City

NASA Astrophysics Data System (ADS)

Didham, Robert J.; Ofei-Manu, Paul; Nagareo, Masaaki

2017-12-01

The Okayama Education for Sustainable Development (ESD) Project is an ongoing initiative in Okayama City, Japan, established in 2005 by the Regional Centre of Expertise (RCE) Okayama and the Okayama Municipal Government with the aim "to create a community where people learn, think and act together towards realising a sustainable society". With a diverse participant base of over 240 organisations - including community learning centres ( kominkans), schools, universities and non-governmental organisations (NGOs) - this initiative has administered numerous programmes. It has engaged a large and diverse group of citizens from Okayama City in exploring sustainability issues through collective discussion, envisioning and practice with the aim of living more sustainable lives. The decade-long experience of the Okayama ESD Project has gained international attention, and the "Okayama Model" is considered an inspiring example of community-based ESD due to the positive changes it has supported. In this article, the Okayama ESD Project is presented as a case study on effective social learning for sustainability. In particular, the practical efforts made are examined to provide insights into how various elements of a social learning process were strengthened and linked to create active learning cycles among community members. In addition, the conditions for creating an effective learning community are investigated, while the practical actions taken are examined in relation to creating an effective social learning process. Finally, this article presents the important role which social learning has played in Okayama City's transition to sustainability and identifies the key efforts made to address and link each of these elements of social learning into a dynamic cycle.

Mediated Modeling in Science Education

NASA Astrophysics Data System (ADS)

Halloun, Ibrahim A.

2007-08-01

Following two decades of corroboration, modeling theory is presented as a pedagogical theory that promotes mediated experiential learning of model-laden theory and inquiry in science education. Students develop experiential knowledge about physical realities through interplay between their own ideas about the physical world and particular patterns in this world. Under teacher mediation, they represent each pattern with a particular model that they develop through a five-phase learning cycle, following particular modeling schemata of well-defined dimensions and rules of engagement. Significantly greater student achievement has been increasingly demonstrated under mediated modeling than under conventional instruction of lecture and demonstration, especially in secondary school and university physics courses. The improved achievement is reflected in more meaningful understanding of course materials, better learning styles, higher success rates, lower attrition rates and narrower gaps between students of different backgrounds.

Cortical and Hippocampal Correlates of Deliberation during Model-Based Decisions for Rewards in Humans

PubMed Central

Bornstein, Aaron M.; Daw, Nathaniel D.

2013-01-01

How do we use our memories of the past to guide decisions we've never had to make before? Although extensive work describes how the brain learns to repeat rewarded actions, decisions can also be influenced by associations between stimuli or events not directly involving reward — such as when planning routes using a cognitive map or chess moves using predicted countermoves — and these sorts of associations are critical when deciding among novel options. This process is known as model-based decision making. While the learning of environmental relations that might support model-based decisions is well studied, and separately this sort of information has been inferred to impact decisions, there is little evidence concerning the full cycle by which such associations are acquired and drive choices. Of particular interest is whether decisions are directly supported by the same mnemonic systems characterized for relational learning more generally, or instead rely on other, specialized representations. Here, building on our previous work, which isolated dual representations underlying sequential predictive learning, we directly demonstrate that one such representation, encoded by the hippocampal memory system and adjacent cortical structures, supports goal-directed decisions. Using interleaved learning and decision tasks, we monitor predictive learning directly and also trace its influence on decisions for reward. We quantitatively compare the learning processes underlying multiple behavioral and fMRI observables using computational model fits. Across both tasks, a quantitatively consistent learning process explains reaction times, choices, and both expectation- and surprise-related neural activity. The same hippocampal and ventral stream regions engaged in anticipating stimuli during learning are also engaged in proportion to the difficulty of decisions. These results support a role for predictive associations learned by the hippocampal memory system to be recalled during choice formation. PMID:24339770

Sustaining Student Engagement in Learning Science

ERIC Educational Resources Information Center

Ateh, Comfort M.; Charpentier, Alicia

2014-01-01

Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

PBL, Hands-On/ Digital resources in Geology, (Teaching/ Learning)

NASA Astrophysics Data System (ADS)

Soares, Rosa; Santos, Cátia; Carvalho, Sara

2015-04-01

The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program that aims to evaluate the effectiveness in students learning the Rock Cycle theme. Prior research on both PBL and Rock Cycle was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and Rock Cycle as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application and it was expected that this approach would assist students towards achieving a specific set of competencies. PBL is a student-centered method based on the principle of using problems as the starting point for the acquisition of new knowledge. Problems are based on complex real-world situations. All information needed to solve the problem is initially not given. Students will identify, find, and use appropriate resources to complete the exercise. They work permanently in small groups, developing self-directed activities and increasing participation in discussions. Teacher based guidance allows students to be fully engaged in knowledge building. That way, the learning process is active, integrated, cumulative, and connected. Theme "Rock Cycle" was introduced using a problematic situation, which outlined the geological processes highlighted in "Foz do Douro" the next coastline of the school where the study was developed. The questions proposed by the students were solved, using strategies that involved the use of hands-on activities and virtual labs in Geology. The systematization of the selected theme was performed in a field excursion, implemented according to the organizational model of Nir Orion, to The "Foz do Douro" metamorphic complex. In the evaluation of the learning process, data were obtained on students' development of knowledge and competencies through the application of several instruments such as small questionnaires (Hot Potatoes), Gowin V, scientific report, a grid to evaluate group work and a grid to evaluate the development of competencies. This study intended to evaluate the success of a PBL intervention program when trying to improve students' outcomes. The positive impact obtained allowed us to advance some conclusions and instructional implications regarding teaching Rock Cycle through PBL and different digital and hands-on resources, obtained, especially in the students' questionnaires and Gowin V, allowed us to verify that students did learn about Rock Cycle and developed collaborative work skills.

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

PubMed

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.

Game Engagement Theory and Adult Learning

ERIC Educational Resources Information Center

Whitton, Nicola

2011-01-01

One of the benefits of computer game-based learning is the ability of certain types of game to engage and motivate learners. However, theories of learning and engagement, particularly in the sphere of higher education, typically fail to consider gaming engagement theory. In this article, the author examines the principles of engagement from games…

Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics

NASA Astrophysics Data System (ADS)

Kim, Beaumie; Pathak, Suneeta A.; Jacobson, Michael J.; Zhang, Baohui; Gobert, Janice D.

2015-12-01

Model-based reasoning has been introduced as an authentic way of learning science, and many researchers have developed technological tools for learning with models. This paper describes how a model-based tool, BioLogica™, was used to facilitate genetics learning in secondary 3-level biology in Singapore. The research team co-designed two different pedagogical approaches with teachers, both of which involved learner-centered "exploration and reflection" with BioLogica and teacher-led "telling" or "consolidation." One group went through the stand-alone BioLogica units for all topics prior to a series of teacher-led instructions, whereas the other group was engaged in teacher-led activities after using BioLogica for each topic. Based on the results of a series of tests on genetics, the groups performed differently from what the teacher had expected. We explore how the design of the two approaches and interactions among students might have contributed to the results.

Integrating Problem-Based Learning with Community-Engaged Learning in Teaching Program Development and Implementation

ERIC Educational Resources Information Center

Hou, Su-I

2014-01-01

Purpose: Problem-based learning (PBL) challenges students to learn and work in groups to seek solutions to real world problems. Connecting academic study with community-engaged learning (CEL) experience can deeper learning and thinking. This paper highlights the integration of PBL with CEL in the Implementation Course to engage graduate students…

Improving the primary school science learning unit about force and motion through lesson study

NASA Astrophysics Data System (ADS)

Phaikhumnam, Wuttichai; Yuenyong, Chokchai

2018-01-01

The study aimed to develop primary school science lesson plan based on inquiry cycle (5Es) through lesson study. The study focused on the development of 4 primary school science lesson plans of force and motion for Grade 3 students in KKU Demonstration Primary School (Suksasart), first semester of 2015 academic year. The methodology is mixed method. The Inthaprasitha (2010) lesson study cycle was implemented in group of KKU Demonstration Primary School. Instruments of reflection of lesson plan developing included participant observation, meeting and reflection report, lesson plan and other document. The instruments of examining students' learning include classroom observation and achievement test. Data was categorized from these instruments to find the issues of changing and improving the good lesson plan of Thai primary school science learning. The findings revealed that teachers could develop the lesson plans through lesson study. The issues of changing and improving were disused by considering on engaging students related to societal issues, students' prior knowledge, scientific concepts for primary school students, and what they learned from their changing. It indicated that the Lesson Study allowed primary school science teachers to share ideas and develop ideas to improve the lesson. The study may have implications for Thai science teacher education through Lesson Study.

Using Simulation Games to Increase Student and Instructor Engagement

ERIC Educational Resources Information Center

Auman, Corinne

2011-01-01

Instructors are often reluctant to alter their current pedagogies in favor of engaged learning alternatives. In this article the author describes the development and implementation of an engaged learning, simulation-based pedagogy designed to increase student and instructor engagement. Student learning was examined across simulation and…

An innovative strategy in evaluation: using a student engagement framework to evaluate a role-based simulation.

PubMed

Smith, Morgan; Warland, Jane; Smith, Colleen

2012-03-01

Online role-play has the potential to actively engage students in authentic learning experiences and help develop their clinical reasoning skills. However, evaluation of student learning for this kind of simulation focuses mainly on the content and outcome of learning, rather than on the process of learning through student engagement. This article reports on the use of a student engagement framework to evaluate an online role-play offered as part of a course in Bachelor of Nursing and Bachelor of Midwifery programs. Instruments that measure student engagement to date have targeted large numbers of students at program and institutional levels, rather than at the level of a specific learning activity. Although the framework produced some useful findings for evaluation purposes, further refinement of the questions is required to be certain that deep learning results from the engagement that occurs with course-level learning initiatives. Copyright 2012, SLACK Incorporated.

Engaged Learning Using the Internet: SURWEB as a Student-Focused Learning Tool.

ERIC Educational Resources Information Center

Barker, Bruce O.; Bills, Lynn

The engaged learning model centers on information and communications technologies as tools to assist teachers in helping students take responsibility for their own learning, become knowledge explorers, and collaborate with others to find information and to seek answers to problems. This paper defines engaged learning, and outlines the following…

Female Undergraduate Student Perceptions of Their Engagement in an Experiential Learning Activity

ERIC Educational Resources Information Center

Jahansouz, Sara Lynne

2012-01-01

This study explores Panhellenic Sorority Recruitment grounded in a learning-outcomes-based curriculum as a vehicle for student engagement and learning. This study explores the demographics of participants and the perception of learning that occurred within the context of engagement in experiential learning activities during the first week of the…

Game-Based Learning Engagement: A Theory- and Data-Driven Exploration

ERIC Educational Resources Information Center

Ke, Fengfeng; Xie, Kui; Xie, Ying

2016-01-01

The promise of using games for learning is that play- and learning-engagement would occur cohesively as a whole to compose a highly motivated learning experience. Yet the conceptualization of such an integrative process in the development of play-based learning engagement is lacking. In this analytical paper, we explored and conceptualized the…

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students

PubMed Central

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students’ development. The dynamic processes and mechanisms of students’ development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students’ engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed. PMID:27445919

Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review

ERIC Educational Resources Information Center

Abdul Jabbar, Azita Iliya; Felicia, Patrick

2015-01-01

In this review, we investigated game design features that promote engagement and learning in game-based learning (GBL) settings. The aim was to address the lack of empirical evidence on the impact of game design on learning outcomes, identify how the design of game-based activities may affect learning and engagement, and develop a set of general…

Educator Exploration of Authentic Environmental Issues of the Coastal Margin Through Information Technology

NASA Astrophysics Data System (ADS)

Herbert, B. E.; Schielack, J. F.

2004-12-01

Teachers immersed in authentic science inquiry in professional development programs, with the goal of transferring the nature of scientific research to the classroom, face two enormous problems: (1) issues surrounding the required knowledgebase, skills set, and habits of mind of the teachers that control, to a large degree, the ability of teachers to immerse themselves in authentic scientific research in the available time, and (2) the difficulties in transferring this experience to the classroom. Most professional development programs utilize one of two design models, the first limits the authenticity of the scientific experience while placing more emphasis on pedagogical issues, and second where teachers are immersed in scientific research, often through mentoring programs with scientists, but with less explicit attention to problems of transfer to the classroom. The ITS Center for Teaching and Learning (its.tamu.edu), a five-year NSF-funded collaborative program that engages scientists, educational researchers, and educators in the use of information technology to improve science teaching and learning at all levels, has developed a model that supports teachers' learning about authentic scientific research, pedagogical training in inquiry-based learning, and educational research in their own classrooms on the impacts of using information technology to promote authentic science experiences for their students. This connection is achieved through scaffolding by information technology that supports the modeling, visualization and exploration of complex data sets to explore authentic scientific questions that can be integrated within the 7-16 curriculum. Our professional development model constitutes a Learning Research Cycle, which is characterized as a seamless continuum of inquiry activities and prolonged engagement in a learning community of educators, scientists, and mathematicians centered on the development of teachers' pedagogical content knowledge as it relates to the use of information technology in doing, learning, and teaching science. This talk will explore the design changes of the geoscience team of the ITS as it moved from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house) over two, two-year cohorts. We have assessed the impact of our Learning Research Cycle model on ITS participants using both a mixed model assessment of learning products, surveys, interviews, and teacher inquiry projects. Assessment results indicate that teachers involved in the second cohort improved their understanding of geoscience and inquiry-based learning, while improving their ability to establish authentic inquiry in their classrooms through the use of information technology and to assess student learning.

Student Engagement and Blended Learning: Making the Assessment Connection

ERIC Educational Resources Information Center

Vaughan, Norman

2014-01-01

There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…

Process for Discovery

ERIC Educational Resources Information Center

Miller, Andrew

2017-01-01

Project-based learning is a successful way to engage students in learning in the classroom, and research reports increases in student achievement data. This article asks: If both students and teachers are more engaged when project-based learning is used, why aren't the elements of project-based learning being used to engage teachers in…

Motivation Matters? The Relationship among Different Types of Learning Motivation, Engagement Behaviors and Learning Outcomes of Undergraduate Students in Taiwan

ERIC Educational Resources Information Center

Hsieh, Tzu-Ling

2014-01-01

The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted…

Engaging Environments Enhance Motor Skill Learning in a Computer Gaming Task.

PubMed

Lohse, Keith R; Boyd, Lara A; Hodges, Nicola J

2016-01-01

Engagement during practice can motivate a learner to practice more, hence having indirect effects on learning through increased practice. However, it is not known whether engagement can also have a direct effect on learning when the amount of practice is held constant. To address this question, 40 participants played a video game that contained an embedded repeated sequence component, under either highly engaging conditions (the game group) or mechanically identical but less engaging conditions (the sterile group). The game environment facilitated retention over a 1-week interval. Specifically, the game group improved in both speed and accuracy for random and repeated trials, suggesting a general motor-related improvement, rather than a specific influence of engagement on implicit sequence learning. These data provide initial evidence that increased engagement during practice has a direct effect on generalized learning, improving retention and transfer of a complex motor skill.

Measuring preschool learning engagement in the laboratory.

PubMed

Halliday, Simone E; Calkins, Susan D; Leerkes, Esther M

2018-03-01

Learning engagement is a critical factor for academic achievement and successful school transitioning. However, current methods of assessing learning engagement in young children are limited to teacher report or classroom observation, which may limit the types of research questions one could assess about this construct. The current study investigated the validity of a novel assessment designed to measure behavioral learning engagement among young children in a standardized laboratory setting and examined how learning engagement in the laboratory relates to future classroom adjustment. Preschool-aged children (N = 278) participated in a learning-based Tangrams task and Story sequencing task and were observed based on seven behavioral indicators of engagement. Confirmatory factor analysis supported the construct validity for a behavioral engagement factor composed of six of the original behavioral indicators: attention to instructions, on-task behavior, enthusiasm/energy, persistence, monitoring progress/strategy use, and negative affect. Concurrent validity for this behavioral engagement factor was established through its associations with parent-reported mastery motivation and pre-academic skills in math and literacy measured in the laboratory, and predictive validity was demonstrated through its associations with teacher-reported classroom learning behaviors and performance in math and reading in kindergarten. These associations were found when behavioral engagement was observed during both the nonverbal task and the verbal story sequencing tasks and persisted even after controlling for child minority status, gender, and maternal education. Learning engagement in preschool appears to be successfully measurable in a laboratory setting. This finding has implications for future research on the mechanisms that support successful academic development. Copyright © 2017 Elsevier Inc. All rights reserved.

Progressive Assessment of Student Engagement with Web-Based Guided Learning

ERIC Educational Resources Information Center

Katuk, Norliza

2013-01-01

Purpose: The purpose of this research is to investigate student engagement in guided web-based learning systems. It looks into students' engagement and their behavioral patterns in two types of guided learning systems (i.e. a fully- and a partially-guided). The research also aims to demonstrate how the engagement evolves from the…

Gamification for Engaging Computer Science Students in Learning Activities: A Case Study

ERIC Educational Resources Information Center

Ibáñez, Maria-Blanca; Di-Serio, Ángela; Delgado-Kloos, Carlos

2014-01-01

Gamification is the use of game design elements in non-game settings to engage participants and encourage desired behaviors. It has been identified as a promising technique to improve students' engagement which could have a positive impact on learning. This study evaluated the learning effectiveness and engagement appeal of a gamified learning…

The Evolution of a Professional Practice Forum: Balancing Peer-to-Peer Learning With Course Objectives.

PubMed

Janssen, Anna; Robinson, Tracy; Shaw, Tim

2014-10-31

The Opioid Treatment Accreditation Course (OTAC) is a mandatory accreditation requirement in New South Wales, Australia, and aims to prepare medical practitioners for the provision of safe and effective Opioid Substitution Treatment to people with opioid dependence. The course has a strong focus on safe prescribing practices and the course design includes a Professional Practice Forum that is engaging for participants and effective at imparting complex ideas and concepts that do not place additional time constraints on already time-poor health professionals. The study aimed to use participatory action research methods to develop and evaluate an online Professional Practice Forum that is a key component of the OTAC teaching and learning experience. Three evaluation cycles were implemented with three cohorts of participants (N=40) to inform the design and review of the updated OTAC course. Overall, the study relied on participatory action research methods to enhance a sense of online community and to revise the Professional Practice Forum component of the course. Findings from survey feedback and an examination of Web metrics were used to monitor participant learning and were subsequently subject to thematic analysis in order to identify key themes. The use of participatory action techniques in the redesign of the OTAC course was a successful means of engaging with participants and resulted in four revisions based on feedback from facilitators and participants. The Professional Practice Forum was rated highly and received positive feedback from both moderators and participants. The use of interactive forums in online learning in an educational module for adult learners can prove extremely valuable as a means for participants to share their expertise and improve their learning outcomes. In particular, the use of sticky and welcome threads were significant features that enhanced interactions between participants and facilitators and resulted in increased quantity and quality of postings. These findings can help inform future researchers on how to develop peer engagement modules that are amenable to assessment and that build an online sense of community.

Filtering Informal Learning in Everyday Life: Invoking Ordinariness and Moving to Civic Engagement

ERIC Educational Resources Information Center

Grummell, Bernie

2010-01-01

This article explores the role of informal learning from television as it is anchored within the ordinariness of daily life. It examines the consequences for pedagogy and civic engagement, questioning how informal learning from television can enhance civic engagement. For many, this learning was localised through personalised and interpersonal…

Best Practices in Learning Space Design: Engaging Users

ERIC Educational Resources Information Center

Grummon, Phyllis T. H.

2009-01-01

Conceptions of the learning process have varied over time, from seeing learners as "blank slates" for a teacher to fill to the view that, unless a learner is engaged in actively constructing knowledge, little will be learned or retained. As research on the physiological aspects of learning has revealed, active engagement with the learning…

Active Learning: Engaging Students to Maximize Learning in an Online Course

ERIC Educational Resources Information Center

Khan, Arshia; Egbue, Ona; Palkie, Brooke; Madden, Janna

2017-01-01

Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty…

Higher Education Civic Learning and Engagement: A Massachusetts Case Study. Promising Practices

ERIC Educational Resources Information Center

Brennan, Jan

2017-01-01

This Promising Practices report explores the civic learning and engagement efforts of Massachusetts' public higher education system in five areas: vision of Preparing Citizens as a core educational commitment, development of a state higher education Policy on Civic Learning, creation of civic engagement and service-learning course designations,…

Effects of competition on students' self-efficacy in vicarious learning.

PubMed

Chan, Joanne C Y; Lam, Shui-fong

2008-03-01

Vicarious learning is one of the fundamental sources of self-efficacy that is frequently employed in educational settings. However, little research has investigated the effects of competition on students' writing self-efficacy when they engage in vicarious learning. This study compared the effects of competitive and non-competitive classrooms on students' writing self-efficacy when they engaged in vicarious learning. The participants were 71 grade 7 students in Hong Kong. Using prior writing performance for stratified random sampling, students were assigned either to a competitive or a non-competitive classroom. Students learned how to compose similes and metaphors in Chinese. In the competitive classroom, students' self-efficacy decreased when they engaged in vicarious learning. In the non-competitive classroom, students' self-efficacy did not show a significant change when they engaged in vicarious learning. The findings suggested that when students engaged in vicarious learning in a competitive classroom, their self-efficacy might be threatened. Implications for efforts to design constructive context for vicarious learning are discussed.

`Not hard to sway': a case study of student engagement in two large engineering classes

NASA Astrophysics Data System (ADS)

Shekhar, Prateek; Borrego, Maura

2018-07-01

Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This paper argues that the level of student engagement in active learning classrooms is an interplay of social and physical classroom characteristics. Using classroom observations and instructor interviews, this study describes the influence of the interaction of student response systems and classroom layout on student engagement in two large active-learning-based engineering classrooms. The findings suggest that the use of different student response systems in combination with cluster-style seating arrangements can increase student engagement in large classrooms.

The effects of initial participation motivations on learning engagement in transition training for future general practitioners in rural China: perceived deterrents as mediator

PubMed Central

Cui, Guan-yu; Yao, Mei-lin; Zhang, Xia; Guo, Yan-kui; Li, Hui-min; Yao, Xiu-ping

2016-01-01

Background For the shortage of high-quality general practitioners (GPs) in China's rural areas, Chinese government has taken steps to encourage rural specialists to participate in transition training for future GPs. Specialists’ initial participation motivations and their perceived deterrents during training may play important roles for their learning engagement in the transition training. This study aimed at revealing the relationships among the variables of initial participation motivations, perceived deterrents in training, and learning engagement. Methods A questionnaire survey was used in this study. A total of 156 rural specialists who participated in transition training for future GPs filled out the questionnaire, which consisted of the measurements of initial participation motivations, perceived deterrents, and learning engagement in training. The data about specialists’ demographic variables were collected at the same time. Results The variance of initial escape/stimulations motivation significantly predicted the variance of learning engagement through the full mediating role of perceived deterrents in training. In addition, initial educational preparation motivations predicted the variance of learning engagement directly. Conclusions Specialists’ initial participation motivations and perceived deterrents in training played important roles for learning engagement in the transition training. PMID:27340086

Pricing and reimbursement experiences and insights in the European Union and the United States: Lessons learned to approach adaptive payer pathways.

PubMed

Faulkner, S D; Lee, M; Qin, D; Morrell, L; Xoxi, E; Sammarco, A; Cammarata, S; Russo, P; Pani, L; Barker, R

2016-12-01

Earlier patient access to beneficial therapeutics that addresses unmet need is one of the main requirements of innovation in global healthcare systems already burdened by unsustainable budgets. "Adaptive pathways" encompass earlier cross-stakeholder engagement, regulatory tools, and iterative evidence generation through the life cycle of the medicinal product. A key enabler of earlier patient access is through more flexible and adaptive payer approaches to pricing and reimbursement that reflect the emerging evidence generated. © 2016 American Society for Clinical Pharmacology and Therapeutics.

Relationship between learning environment characteristics and academic engagement.

PubMed

Opdenakker, Marie-Christine; Minnaert, Alexander

2011-08-01

The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.

The effects of supplemental online learning aids on student performance and student engagement in Medical Microbiology

NASA Astrophysics Data System (ADS)

Murray, Kimberly

The purpose of this study was to determine the effects of online learning aids on student performance and engagement. The thirty-five participants of the current study were students enrolled in two sections of a junior level Medical Microbiology laboratory. The experimental section was required to spend ten minutes each week on an online learning aid. The online program, StudyMate(TM), was used to present text and images in the form of flash cards, multiple choice questions, matching, and crossword puzzles. Both groups completed the Index of Learning Style survey, an initial engagement survey at the start of the course, and a final engagement survey at the end of the course. Statistical analysis showed no significant differences between the groups at the start of the course or after the course was completed for learning style, science grade point average, overall grade point average, initial engagement or final engagement. A moderate correlation was found between microbiology course and laboratory grades and a reflective learning style.

Improving Learning Outcomes: The iPad and Preschool Children with Disabilities

PubMed Central

Chmiliar, Linda

2017-01-01

The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles. PMID:28529493

Improving Learning Outcomes: The iPad and Preschool Children with Disabilities.

PubMed

Chmiliar, Linda

2017-01-01

The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles.

Learning and Organizational Change in SPI Initiatives

NASA Astrophysics Data System (ADS)

Heikkilä, Marikka

Explaining how organizations chance has been a central and enduring quest of management scholars and many other disciplines. In order to be successful change requires not only a new process or technology but also the engagement and participation of the people involved. In this vein the change process results in new behavior and is routinized in practical daily business life of the company. Change management provides a framework for managing the human side of these changes. In this article we present a literature review on the change management in the context of Software Process Improvement. The traditional view of learning, as a “lessons learned” or post-mortem reporting activity is often apparent in SPI literature. However, learning can also be viewed as a continuous change process where specific learning cycle starts with creative conflict and ends up in formal norms and systems. Since this perspective has almost no visibility in SPI literature of past it could show a new direction to the future development of change management in SPI.

'She Thinks Her Toys Don't Understand Romanian': Family Engagement with Children's Learning during the Transition to School

ERIC Educational Resources Information Center

Rogers, Susanne

2018-01-01

This article reports on the perspectives of mothers and educators in relation to the engagement of mothers in their children's learning as children living in complex circumstances made the transition to school. For the purposes of this study, family engagement related to engaging with children's learning, which may not necessarily equate to…

Effects of Character Voice-Over on Players' Engagement in a Digital Role-Playing Game Environment

ERIC Educational Resources Information Center

Byun, JaeHwan

2012-01-01

Learner engagement has been considered one of the keys that can lead learners to successful learning in a multimedia learning environment such as digital game-based learning. Regarding this point, game-based learning advocates (e.g., Gee, 2003; Prensky, 2001) have asserted that digital games have great potential to engage learners. Nonetheless,…

A Unified Model of Student Engagement in Classroom Learning and Classroom Learning Environment: One Measure and One Underlying Construct

ERIC Educational Resources Information Center

Cavanagh, Robert F.

2015-01-01

This study employed the capabilities-expectations model of engagement in classroom learning based on bio-ecological frameworks of intellectual development and flow theory. According to the capabilities-expectations model, engagement requires a balance between the capabilities of a student for learning in a particular situation and what is expected…

Impact of learning adaptability and time management disposition on study engagement among Chinese baccalaureate nursing students.

PubMed

Liu, Jing-Ying; Liu, Yan-Hui; Yang, Ji-Peng

2014-01-01

The aim of this study was to explore the relationships among study engagement, learning adaptability, and time management disposition in a sample of Chinese baccalaureate nursing students. A convenient sample of 467 baccalaureate nursing students was surveyed in two universities in Tianjin, China. Students completed a questionnaire that included their demographic information, Chinese Utrecht Work Engagement Scale-Student Questionnaire, Learning Adaptability Scale, and Adolescence Time Management Disposition Scale. One-way analysis of variance tests were used to assess the relationship between certain characteristics of baccalaureate nursing students. Pearson correlation was performed to test the correlation among study engagement, learning adaptability, and time management disposition. Hierarchical linear regression analyses were performed to explore the mediating role of time management disposition. The results revealed that study engagement (F = 7.20, P < .01) and learning adaptability (F = 4.41, P < .01) differed across grade groups. Learning adaptability (r = 0.382, P < .01) and time management disposition (r = 0.741, P < .01) were positively related with study engagement. Time management disposition had a partially mediating effect on the relationship between study engagement and learning adaptability. The findings implicate that educators should not only promote interventions to increase engagement of baccalaureate nursing students but also focus on development, investment in adaptability, and time management. Copyright © 2014 Elsevier Inc. All rights reserved.

Work-engaged nurses for a better clinical learning environment: a ward-level analysis.

PubMed

Tomietto, Marco; Comparcini, Dania; Simonetti, Valentina; Pelusi, Gilda; Troiani, Silvano; Saarikoski, Mikko; Cicolini, Giancarlo

2016-05-01

To correlate workgroup engagement in nursing teams and the clinical learning experience of nursing students. Work engagement plays a pivotal role in explaining motivational dynamics. Nursing education is workplace-based and, through their clinical placements, nursing students develop both their clinical competences and their professional identity. However, there is currently a lack of evidence on the role of work engagement related to students' learning experiences. A total of 519 nurses and 519 nursing students were enrolled in hospital settings. The Utrecht Work Engagement Scale (UWES) was used to assess work engagement, and the Clinical Learning Environment and Supervision plus nurse Teacher (CLES+T) scale was used to assess students' learning experience. A multilevel linear regression analysis was performed. Group-level work engagement of nurses correlated with students' clinical learning experience (β = 0.11, P < 0.001). Specifically, the 'absorption' and 'dedication' factors mostly contributed to enhancing clinical learning (respectively, β = 0.37, P < 0.001 and β = 0.20, P < 0.001). Nursing teams' work engagement is an important motivational factor to enhance effective nursing education. Nursing education institutions and health-care settings need to conjointly work to build effective organisational climates. The results highlighted the importance of considering the group-level analysis to understand the most effective strategies of intervention for both organisations and nursing education. © 2015 John Wiley & Sons Ltd.

Responsive eLearning exercises to enhance student interaction with metabolic pathways.

PubMed

Roesler, William J; Dreaver-Charles, Kristine

2018-05-01

Successful learning of biochemistry requires students to engage with the material. In the past this often involved students writing out pathways by hand, and more recently directing students to online resources such as videos, songs, and animated slide presentations. However, even these latter resources do not really provide students an opportunity to engage with the material in an active fashion. As part of an online introductory metabolism course that was developed at our university, we created a series of twelve online interactive activities using Adobe Captivate 9. These activities targeted glycolysis, gluconeogenesis, the pentose phosphate pathway, glycogen metabolism, the citric acid cycle, and fatty acid oxidation. The interactive exercises consisted of two types. One involved dragging objects such as names of enzymes or allosteric modifiers to their correct drop locations such as a particular point in a metabolic pathway, a specific enzyme, and so forth. A second type involved clicking on objects, locations within a pathway, and so forth, in response to a particular question. In both types of exercises, students received feedback on their decisions in order to enhance learning. The student feedback received on these activities was very positive, and indicated that they found them to increase their confidence in the material and that they had learned the key principles of each pathway. © 2018 by The International Union of Biochemistry and Molecular Biology, 46(3):223-229, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Civic Engagement and Organizational Learning Strategies for Student Success

ERIC Educational Resources Information Center

Moore, Tami L.; Mendez, Jesse P.

2014-01-01

Students succeed in college by engaging with faculty, peers, and the community. Institutional leaders can utilize organizational learning strategies to learn what works to support civic learning outcomes and student success.

Student Engagement in Learning Vocabulary with CALL

ERIC Educational Resources Information Center

Stroud, Robert

2014-01-01

Ensuring that students are "engaged" in learning is a key concern for instructors across many fields. With regards to vocabulary in language learning, teachers should provide students with tasks which promote high levels of motivation and resultant engagement. The recent trend of online systems which have dynamic, collaborative, and even…

Teaching for Engagement: Part 3: Designing for Active Learning

ERIC Educational Resources Information Center

Hunter, William J.

2015-01-01

In the first two parts of this series, ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning") and ("Teaching for Engagement: Part 2: Technology in the Service of Active Learning"), William J. Hunter sought to outline the theoretical rationale and research basis for such active…

Active and Reflective Learning to Engage All Students

ERIC Educational Resources Information Center

McCoy, Bryan

2013-01-01

This article describes how teachers effectively manage learning through active engagement of all students throughout each class period. A case study is presented which demonstrates how students learn through active and reflective engagement with ideas, the environment, and other learners (National Middle School Association, 2010). The case study…

Spirituality: The Bridge between Engagement and Resistance in The Workplace

ERIC Educational Resources Information Center

Lawton, Dianne Ford

2017-01-01

This theoretical article explores the role spirituality plays in engagement and resistance in the workplace. These qualities exist at the opposite ends of the continuum in adult education in the workplace: engagement in learning and resistance to adult learning. By employing Mezirow's learning framework, the researcher illustrates how spirituality…

Transformational Learning and Community Development: Early Reflections on Professional and Community Engagement at Macquarie University

ERIC Educational Resources Information Center

Rawlings-Sanaei, Felicity; Sachs, Judyth

2014-01-01

Professional and Community Engagement (PACE) at Macquarie University offers undergraduate students experiential learning opportunities with local, regional, and international partners. In PACE projects, students work toward meeting the partner's organizational goals while they develop their capabilities, learn through the process of engagement,…

Participatory Multimedia Learning: Engaging Learners

ERIC Educational Resources Information Center

Kiili, Kristian

2005-01-01

The purpose of this paper is to present a participatory multimedia learning model for use in designing multimedia learning environments that support an active learning process, creative participation, and learner engagement. Participatory multimedia learning can be defined as learning with systems that enable learners to produce part of the…

Advanced, Analytic, Automated (AAA) Measurement of Engagement During Learning

PubMed Central

D’Mello, Sidney; Dieterle, Ed; Duckworth, Angela

2017-01-01

It is generally acknowledged that engagement plays a critical role in learning. Unfortunately, the study of engagement has been stymied by a lack of valid and efficient measures. We introduce the advanced, analytic, and automated (AAA) approach to measure engagement at fine-grained temporal resolutions. The AAA measurement approach is grounded in embodied theories of cognition and affect, which advocate a close coupling between thought and action. It uses machine-learned computational models to automatically infer mental states associated with engagement (e.g., interest, flow) from machine-readable behavioral and physiological signals (e.g., facial expressions, eye tracking, click-stream data) and from aspects of the environmental context. We present15 case studies that illustrate the potential of the AAA approach for measuring engagement in digital learning environments. We discuss strengths and weaknesses of the AAA approach, concluding that it has significant promise to catalyze engagement research. PMID:29038607

Advanced, Analytic, Automated (AAA) Measurement of Engagement During Learning.

PubMed

D'Mello, Sidney; Dieterle, Ed; Duckworth, Angela

2017-01-01

It is generally acknowledged that engagement plays a critical role in learning. Unfortunately, the study of engagement has been stymied by a lack of valid and efficient measures. We introduce the advanced, analytic, and automated (AAA) approach to measure engagement at fine-grained temporal resolutions. The AAA measurement approach is grounded in embodied theories of cognition and affect, which advocate a close coupling between thought and action. It uses machine-learned computational models to automatically infer mental states associated with engagement (e.g., interest, flow) from machine-readable behavioral and physiological signals (e.g., facial expressions, eye tracking, click-stream data) and from aspects of the environmental context. We present15 case studies that illustrate the potential of the AAA approach for measuring engagement in digital learning environments. We discuss strengths and weaknesses of the AAA approach, concluding that it has significant promise to catalyze engagement research.

Increasing Bellevue School District's elementary teachers' capacity for teaching inquiry-based science: Using ideas from contemporary learning theory to inform professional development

NASA Astrophysics Data System (ADS)

Maury, Tracy Anne

This Capstone project examined how leaders in the Bellevue School District can increase elementary teachers' capacity for teaching inquiry-based science through the use of professional learning activities that are grounded in ideas from human learning theory. A framework for professional development was constructed and from that framework, a set of professional learning activities were developed as a means to support teacher learning while project participants piloted new curriculum called the Isopod Habitat Challenge. Teachers in the project increased their understanding of the learning theory principles of preconceptions and metacognition. Teachers did not increase their understanding of the principle of learning with understanding, although they did articulate the significance of engaging children in student-led inquiry cycles. Data from the curriculum revision and professional development project coupled with ideas from learning theory, cognition and policy implementation, and learning community literatures suggest Bellevue's leaders can encourage peer-to-peer interaction, link professional development to teachers' daily practice, and capitalize on technology as ways to increase elementary teachers' capacity for teaching inquiry-based science. These lessons also have significance for supporting teacher learning and efficacy in other subject areas and at other levels in the system.

Engaging Student Learning in Physical Education.

ERIC Educational Resources Information Center

Anderson, Andy

2002-01-01

Explores the significance of engagement as a stance toward teaching and learning, noting how engagement can affect the way teachers and students interact in physical education settings and surrounding environments and presenting activities to encourage engagement (develop performance routines, say and switch, roundtable brainstorm, bubble gum…

Engaging the Disengaged: How One School Re-Engages Students in Learning

ERIC Educational Resources Information Center

Easton, Lois Brown; Condon, Dan; Soguero, Michael

2014-01-01

Engagement can prevent struggling students from dropping out, and re-engagement in learning can help struggling students who have dropped out return to school and graduate. This chapter presents a case study about a struggling student who dropped out and then came to Eagle Rock School and Professional Development Center, became engaged in her…

Ubiquitous learning model using interactive internet messenger group (IIMG) to improve engagement and behavior for smart campus

NASA Astrophysics Data System (ADS)

Umam, K.; Mardi, S. N. S.; Hariadi, M.

2017-01-01

The recent popularity of internet messenger based smartphone technologies has motivated some university lecturers to use them for educational activities. These technologies have enormous potential to enhance the teaching and ubiquitous learning experience for smart campus development. However, the design ubiquitous learning model using interactive internet messenger group (IIMG) and empirical evidence that would favor a broad application of mobile and ubiquitous learning in smart campus settings to improve engagement and behavior is still limited. In addition, the expectation that mobile learning could improve engagement and behavior on smart campus cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present ubiquitous learning model design and showing learners’ experiences in improved engagement and behavior using IIMG for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous learning and realize the impressions of learners and lecturers about engagement and behavior aspect, and its contribution to learning.

"FAILING GIRLS": Understanding Connections among Identity Negotiation, Personal Relevance, and Engagement in Science Learning from Underachieving Girls

NASA Astrophysics Data System (ADS)

Thompson, Jessica J.; Windschitl, Mark

Contemporary critiques of science education have noted that girls often fail to engage in science learning because the activities lack relevance for them, and they cannot "see themselves" in the work of science. Despite the empirical support for these claims, theory around the important connections between relevance, emerging self-identity, and engagement for girls remains underdeveloped. This qualitative, exploratory investigation examines engagement in science learning among five underachieving high school girls. Data sources include in-depth interviews, classroom observations, and teacher surveys. The girls were asked to describe engagement within three learning contexts: science class, a favorite class, and an extracurricular activity. From the girls' voices emerge three themes reflecting the centrality of self: "who I am," "who I am becoming," and "the importance of relationships." It is important that these themes of self and of identity negotiation are integrated with the ways these girls find learning personally relevant. One pattern of extracurricular engagement and two patterns of science engagement (integrated and situational) are described. This study attempts to expand the dialogue around the relationships between identity, relevance, and engagement among underachieving girls and suggests ways in which curriculum can be grounded in students' lives and developing identities.

What Drives Student Engagement: Is It Learning Space, Instructor Behavior, or Teaching Philosophy?

ERIC Educational Resources Information Center

Sawers, Kimberly M.; Wicks, David; Mvududu, Nyaradzo; Seeley, Lane; Copeland, Raedene

2016-01-01

This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influence instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the active learning classroom (ALC) than in the…

The Developmental Characteristics of Engagement in Service-Learning for Chinese College Students

ERIC Educational Resources Information Center

Guo, Fangfang; Yao, Meilin; Zong, Xiaoli; Yan, Wenfan

2016-01-01

The purpose of this study was to investigate the development characteristics of Chinese college students' engagement during a service-learning project with a case study method: 273 reflective journals from 31 college students who participated in service-learning were analyzed. Results indicated that students' overall engagement showed 4…

The Impact of Choice on EFL Students' Motivation and Engagement with L2 Vocabulary Learning

ERIC Educational Resources Information Center

Wang, Han-Chung; Huang, Hung-Tzu; Hsu, Chun-Chieh

2015-01-01

The current study investigates EFL college learners' motivation and engagement during English vocabulary learning tasks. By adopting self-determination theory (SDT; Deci & Ryan, 1985, 2000), the study looked into the impact of autonomy on college students' task motivation and engagement with vocabulary learning tasks and their general English…

Students' Experiences and Engagement with SMS for Learning in Higher Education

ERIC Educational Resources Information Center

Brett, Paul

2011-01-01

This article presents an evaluation of students' experiences and engagement with Short Message Service (SMS) (text) messages. SMS was used to support learning through engaging students in formative assessment objective questions with feedback, as well as SMS-based collaborative learning tasks. The rationale was derived from a perceived benefit of…

Multiple Perspectives on Student Learning, Engagement, and Motivation in High School Biology Labs

ERIC Educational Resources Information Center

Shumow, Lee; Schmidt, Jennifer A.; Zaleski, Diana J.

2013-01-01

We present three studies pertaining to learning, engagement and motivation during laboratory lessons in three high school biology classrooms. In the first, quantitative methods are used to compare students' in-the-moment reports of learning, engagement, and motivation during laboratory with other classroom activities. Data were collected with the…

Parent Engagement in Early Learning: Strategies for Working with Families. Second Edition

ERIC Educational Resources Information Center

Powers, Julie

2016-01-01

This updated second edition of "Parent-Friendly Early Learning" brings to life real scenarios that care providers face in today's world. We know parent engagement is important for a child's success, but how do you turn parent-provider relationships into partnerships? "Parent Engagement in Early Learning" will help you: (1)…

Engaging Students in Large Health Classes with Active Learning Strategies

ERIC Educational Resources Information Center

Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy

2017-01-01

Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…

The Engaged Learning Index: Implications for Faculty Development

ERIC Educational Resources Information Center

Schreiner, L. A.; Louis, M. C.

2011-01-01

The Engaged Learning Index was designed by the authors to assess students' emotional, intellectual, and behavioral engagement in learning in a brief format that can be used in single courses or across multiple courses and institutions. In this study, evidence is presented for the reliability and predictive validity of the instrument based on a…

New Postgraduate Student Experience and Engagement in Human Communication Studies

ERIC Educational Resources Information Center

Steele, Godfrey A.

2015-01-01

New postgraduate students' feedback on their learning offers insights into engagement. Student feedback to students and teachers can contribute to teacher feedback to students. When this happens, students can feel engaged or connected to their learning experiences. Adopting a more inclusive notion of feedback on learning, this paper explores the…

What makes students engaged in learning? A time-use study of within- and between-individual predictors of emotional engagement in low-performing high schools.

PubMed

Park, Sira; Holloway, Susan D; Arendtsz, Amanda; Bempechat, Janine; Li, Jin

2012-03-01

Adolescents' emotional engagement plays a critical role in promoting their academic performance as well as overall psychological wellbeing. As a part of a 3-year longitudinal study, this study drew upon self-determination theory to examine three psychological predictors of emotional engagement within specific learning contexts. Ninety-four, low socioeconomic status (SES), ninth grade students (49% male; 32 Blacks, 30 Whites, and 32 Latinos) rated the perceived fulfillment of their autonomy, competence, and relatedness needs and their emotional engagement in learning settings at multiple time points over a 1-week period. Hierarchical linear modeling showed that the students' ratings of their psychological-need fulfillment and of their emotional engagement fluctuated over time and across contexts. After accounting for student gender, race/ethnicity, and prior achievement, we found that the fulfillment of each type of psychological need in a particular learning context was related to emotional engagement in that context (i.e., within-student level). The fulfillment of students' need for autonomy also was related to their emotional engagement at the aggregated level (i.e., between-student level). These findings illustrate how the psychological affordances of particular learning settings are associated with emotional engagement within and between students from low SES backgrounds.

The evolution of the Krebs cycle: A promising subject for meaningful learning of biochemistry.

PubMed

da Costa, Caetano; Galembeck, Eduardo

2016-05-06

Evolution has been recognized as a key concept for biologists. To enhance comprehension and motivate biology undergraduates for the contents of central energetic metabolism, we addressed the Krebs cycle structure and functions in an evolutionary view. To this end, we created a study guide that contextualizes the emergence of the cyclic pathway, in light of the prokaryotic influence since the early anaerobic condition of the Earth to increase oxygen in the atmosphere. The study guide is composed of three interrelated sections: (1) a problem, designed to arouse curiosity, inform and motivate students, (2) a text about life evolution, including early microorganisms and the emergence of the Krebs cycle, and (3) questions for debate. The activity consisted on individual reading and peer discussion based on this written material, under the guidance of the instructors. The questions were designed to foster debate in an ever-increasing level of complexity and to strengthen the main contextual aspects leading to emergence, evolving, and permanency of a complex metabolic pathway. Based on classroom observation, analysis of student's written responses, and individual interviews, we noticed they were engaged and motivated by the task, especially during group discussion. The whole experience suggests that the study guide was a stimulus to broaden the comprehension of the Krebs cycle, reinforcing the evolutionary approach as an important subject for learning purposes. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:288-296, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Fostering Civic Engagement in the Communication Research Methods Course

ERIC Educational Resources Information Center

Liu, Min

2011-01-01

Civic engagement has become an essential learning goal for institutions throughout higher education. Communication scholars employ various pedagogical tools to foster civic engagement. For instance, service learning has been shown to increase political and community engagement in courses such as family communication and public relations. Teachers…

Exploring Meteorology Education in Community College: Lecture-based Instruction and Dialogue-based Group Learning

NASA Astrophysics Data System (ADS)

Finley, Jason Paul

This study examined the impact of dialogue-based group instruction on student learning and engagement in community college meteorology education. A quasi-experimental design was used to compare lecture-based instruction with dialogue-based group instruction during two class sessions at one community college in southern California. Pre- and post-tests were used to measure learning and interest, while surveys were conducted two days after the learning events to assess engagement, perceived learning, and application of content. The results indicated that the dialogue-based group instruction was more successful in helping students learn than the lecture-based instruction. Each question that assessed learning had a higher score for the dialogue group that was statistically significant (alpha < 0.05) compared to the lecture group. The survey questions about perceived learning and application of content also exhibited higher scores that were statistically significant for the dialogue group. The qualitative portion of these survey questions supported the quantitative results and showed that the dialogue students were able to remember more concepts and apply these concepts to their lives. Dialogue students were also more engaged, as three out of the five engagement-related survey questions revealed statistically significantly higher scores for them. The qualitative data also supported increased engagement for the dialogue students. Interest in specific meteorological topics did not change significantly for either group of students; however, interest in learning about severe weather was higher for the dialogue group. Neither group found the learning events markedly meaningful, although more students from the dialogue group found pronounced meaning centered on applying severe weather knowledge to their lives. Active engagement in the dialogue approach kept these students from becoming distracted and allowed them to become absorbed in the learning event. This higher engagement most likely contributed to the resulting higher learning. Together, these results indicate that dialogue education, especially compared to lecture methods, has a great potential for helping students learn meteorology. Dialogue education can also help students engage in weather-related concepts and potentially develop better-informed citizens in a world with a changing climate.

Collaborative learning framework for online stakeholder engagement.

PubMed

Khodyakov, Dmitry; Savitsky, Terrance D; Dalal, Siddhartha

2016-08-01

Public and stakeholder engagement can improve the quality of both research and policy decision making. However, such engagement poses significant methodological challenges in terms of collecting and analysing input from large, diverse groups. To explain how online approaches can facilitate iterative stakeholder engagement, to describe how input from large and diverse stakeholder groups can be analysed and to propose a collaborative learning framework (CLF) to interpret stakeholder engagement results. We use 'A National Conversation on Reducing the Burden of Suicide in the United States' as a case study of online stakeholder engagement and employ a Bayesian data modelling approach to develop a CLF. Our data modelling results identified six distinct stakeholder clusters that varied in the degree of individual articulation and group agreement and exhibited one of the three learning styles: learning towards consensus, learning by contrast and groupthink. Learning by contrast was the most common, or dominant, learning style in this study. Study results were used to develop a CLF, which helps explore multitude of stakeholder perspectives; identifies clusters of participants with similar shifts in beliefs; offers an empirically derived indicator of engagement quality; and helps determine the dominant learning style. The ability to detect learning by contrast helps illustrate differences in stakeholder perspectives, which may help policymakers, including Patient-Centered Outcomes Research Institute, make better decisions by soliciting and incorporating input from patients, caregivers, health-care providers and researchers. Study results have important implications for soliciting and incorporating input from stakeholders with different interests and perspectives. © 2015 The Authors. Health Expectations Published by John Wiley & Sons Ltd.

Intrinsic and Extrinsic Motivation Learning Processes: Why Japanese Can't Speak English.

ERIC Educational Resources Information Center

Kamada, Laurel Diane

Motivation towards English learning in Japanese schools today is analyzed according to John Condry and James Chambers' process-of-learning paradigm. The four stages of learning (initial engagement, process, disengagement, and re-engagement) are shown to emit different processes of learning in students based on whether learning is intrinsically or…

Towards an Africanisation of Community Engagement and Service Learning

ERIC Educational Resources Information Center

Preece, Julia

2013-01-01

This article argues that the South African research community could benefit by engaging in more collaborative partnerships within the African continent in relation to community engagement. This argument relates to literature in South Africa concerning an Africanised notion of service learning (SL) and community engagement (CE), university…

The Power of Movement: Body-Engaging Activities for Teaching Economics

ERIC Educational Resources Information Center

Roncolato, Leanne; Koh, Cairynne

2017-01-01

Existing research points to the critical connection between student engagement and deep learning. This paper explores body engagement as one type of student centered learning. While other disciplines are making progress in developing body-engaging pedagogical methods as a complement to traditional lectures, the use of such innovations in…

Students' Engagement with Learning Technologies

ERIC Educational Resources Information Center

Larkin, Derek; Huett, Kim C.

2013-01-01

This paper seeks to add to the discussion surrounding young adults' relationship and engagement with learning technologies, exploring whether they naturally engage with these technologies when the use of them is either compulsory or optional. We discuss our findings in relation to whether young people are truly engaging with technologies or…

Digital Natives: Fifth-Grade Students' Authentic and Ritualistic Engagement with Technology

ERIC Educational Resources Information Center

Dietrich, Trevor; Balli, Sandra J.

2014-01-01

Thirty four fifth-grade students were interviewed about classroom learning and technology. Interview data were considered through Schlechty's (2002) levels of engagement framework to explore students' authentic or ritualistic engagement during technology supported lessons. Student engagement is defined as interest in and commitment to learning.…

Disengagement Detection in Online Learning: Validation Studies and Perspectives

ERIC Educational Resources Information Center

Cocea, M.; Weibelzahl, S.

2011-01-01

Learning environments aim to deliver efficacious instruction, but rarely take into consideration the motivational factors involved in the learning process. However, motivational aspects like engagement play an important role in effective learning-engaged learners gain more. E-Learning systems could be improved by tracking students' disengagement…

Using narrative-based design scaffolds within a mobile learning environment to support learning outdoors with young children

NASA Astrophysics Data System (ADS)

Seely, Brian J.

This study aims to advance learning outdoors with mobile devices. As part of the ongoing Tree Investigators design-based research study, this research investigated a mobile application to support observation, identification, and explanation of the tree life cycle within an authentic, outdoor setting. Recognizing the scientific and conceptual complexity of this topic for young children, the design incorporated technological and design scaffolds within a narrative-based learning environment. In an effort to support learning, 14 participants (aged 5-9) were guided through the mobile app on tree life cycles by a comic-strip pedagogical agent, "Nutty the Squirrel", as they looked to explore and understand through guided observational practices and artifact creation tasks. In comparison to previous iterations of this DBR study, the overall patterns of talk found in this study were similar, with perceptual and conceptual talk being the first and second most frequently coded categories, respectively. However, this study coded considerably more instances of affective talk. This finding of the higher frequency of affective talk could possibly be explained by the relatively younger age of this iteration's participants, in conjunction with the introduced pedagogical agent, who elicited playfulness and delight from the children. The results also indicated a significant improvement when comparing the pretest results (mean score of .86) with the posttest results (mean score of 4.07, out of 5). Learners were not only able to recall the phases of a tree life cycle, but list them in the correct order. The comparison reports a significant increase, showing evidence of increased knowledge and appropriation of scientific vocabulary. The finding suggests the narrative was effective in structuring the complex material into a story for sense making. Future research with narratives should consider a design to promote learner agency through more interactions with the pedagogical agent and a conditional branching scenario framework to further evoke interest and engagement.

Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses

ERIC Educational Resources Information Center

McDonough, Darlene

2014-01-01

Malcolm Knowles (2011) indicates that adult learners are most likely to be actively engaged in learning when they are given some choice and control over the learning process. When the curriculum relates to the adult learner's interests, is individualized, and authentic; the adult learner becomes actively engaged in the process by making a…

Encouraging Engagement in Game-Based Learning

ERIC Educational Resources Information Center

Whitton, Nicola

2011-01-01

It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging--either in terms of an…

Integrating Whole Brain Teaching Strategies to Create a More Engaged Learning Environment

ERIC Educational Resources Information Center

Palasigue, Jesame Torres

2009-01-01

In today's postmodern society, it is getting harder and harder to get the students engaged in classroom instruction and learning. The purpose of this research project was to seek ways to create a more engaged learning environment for the students. The teacher-researcher integrated the most current educational reform "Whole Brain Teaching" method…

Student Engagement in Public Universities in the Context of University of Raparin Kurdistan Region--Iraq

ERIC Educational Resources Information Center

Ahmad, Paiman Ramazan

2015-01-01

To the best of our knowledge this is the first attempt to investigate student engagement in learning within the Kurdistan region in general and at University of Raparin in particular. Student engagement, self-learning, faculty-student interaction and promoting personal responsibility, besides environment of learning are the components for this…

Placement-Based Learning and Learner Engagement: Findings from a New University in the UK

ERIC Educational Resources Information Center

Murphy, Timothy R. N.; Folgueiras Bertomeu, Pilar; Mannix McNamara, Patricia

2016-01-01

This paper addresses the potential for engaged learning among final-year undergraduate Education Studies students at a new, post-1992. It discusses a case study analysis of a "Directed Experiential Learning" (DEL) intervention in the final year of an education studies degree designed to engage and motivate students and emphasise the…

A Conceptual Model and Set of Instruments for Measuring Student Engagement in Learning

ERIC Educational Resources Information Center

Goldspink, Christopher; Foster, Margot

2013-01-01

This work has its origins with research into the effects of pedagogy on student engagement and learning outcomes. It summarises the development of self-report and observation instruments for measuring student engagement suitable for early years to senior secondary. The measures are sensitive to the context and experience of learning rather than,…

Advancing Civic Learning and Engagement in Democracy: A Road Map and Call to Action

ERIC Educational Resources Information Center

US Department of Education, 2012

2012-01-01

Today, the U.S. Department of Education joins the National Task Force on Civic Learning and Democratic Engagement, the American Commonwealth Partnership, and the Campaign for the Civic Mission of Schools in a new national call to action to infuse and enhance civic learning and democratic engagement for all students throughout the American…

Learning Support and Academic Achievement among Malaysian Adolescents: The Mediating Role of Student Engagement

ERIC Educational Resources Information Center

Jelas, Zalizan M.; Azman, Norzaini; Zulnaidi, Hutkemri; Ahmad, Nor Aniza

2016-01-01

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…

Engaging students in a community of learning: Renegotiating the learning environment.

PubMed

Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

2018-03-01

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Celebrating Service and Learning

ERIC Educational Resources Information Center

Emeagwali, Susan; Berkey, Lisa; Guempel, Martha

2010-01-01

This month's "Techniques" magazine celebrates service-learning and the contributions that it makes to students' learning by fostering civic engagement while students learn in hands-on, real-world contexts. For close to half a century, service-learning has spread throughout schools in the United States as students engage in activities as diverse as…

Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

ERIC Educational Resources Information Center

Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

2016-01-01

A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…

Exhibiting the Field for Learning: Telling New York's Stories

ERIC Educational Resources Information Center

Saunders, Angharad

2011-01-01

This paper explores the challenges of engaging and assessing students in residential field learning. Fieldwork presents students with complex learning environments, wherein they are asked to participate in a variety of learning activities. Difficulties arise, however, over how to sustain engagement in field learning while simultaneously capturing…

The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning

ERIC Educational Resources Information Center

Young, Mark R.

2005-01-01

Students can be proactive and engaged or, alternatively, lack initiative and responsibility for their learning. Self-regulated learning involves learning strategies and mental processes that learners deliberately engage to help themselves learn and perform better academically. The results of this study provide empirical support for the theoretical…

Factors that Influence Informal Learning in the Workplace

ERIC Educational Resources Information Center

Berg, Shelley A.; Chyung, Seung Youn

2008-01-01

Purpose: The purpose of this research is to investigate factors that influence informal learning in the workplace and the types of informal learning activities people engage in at work. More specifically, the research examined: the relationship between informal learning engagement and the presence of learning organization characteristics; and…

Understanding the Carbon Cycle : A Jigsaw Approach

NASA Astrophysics Data System (ADS)

Hastings, D. W.

2006-12-01

A thorough understanding of the carbon cycle is fundamental to understanding the eventual fate of CO2. To achieve this, students must understand individual processes, such as photosynthesis and respiration, as well as an integrated knowledge of how these processes relate to each other. In this "jigsaw" exercise, each student is assigned one five fundamental geochemical processes in the short- term carbon cycle to research and fully understand. In class, students first meet with others who have studied the same process to strengthen and deepen their understanding of this process. They then form teams of five students and explain to other students their particular process. In exchange, other students explain the other aspects of the carbon cycle. At the end of class all students will know about each of the five processes, and thus develop an integrated understanding of the entire carbon cycle. This approach is an efficient method for students to learn the material. As in a jigsaw puzzle, each student's part is essential for the full understanding of the carbon cycle. Since each student's part is essential, then each student is essential, which is what makes this strategy effective The jigsaw approach encourages listening, engagement, and collaboration by giving each member of the group an essential part to play in the academic activity.

A Comparative Analysis of Student Engagement, Learning, and Satisfaction in Lecture Hall and Online Learning Settings

ERIC Educational Resources Information Center

Rabe-Hemp, Cara; Woollen, Susan; Humiston, Gail Sears

2009-01-01

The current study involves a comparison of student levels of engagement, ability to learn autonomously, and interaction with peers and faculty in two different learning settings: a large lecture hall and online. Results suggest that learning mechanism drives the styles of learning and teaching practiced in traditional and online learning settings.…

Under-represented students' engagement in secondary science learning: A non-equivalent control group design

NASA Astrophysics Data System (ADS)

Vann-Hamilton, Joy J.

Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various research studies illuminate the problem and/or the disparity between students' aspirations in science and the means they have to achieve them. To improve engagement and address inequities among these students, more contemporary and/or inclusive pedagogy is recommended. More specifically, multicultural science education has been suggested as a potential strategy for increased equity so that all learners have access to and are readily engaged in quality science education. While multicultural science education emphasizes the integration of students' backgrounds and experiences with science learning , multimedia has been suggested as a way to integrate the fundamentals of multicultural education into learning for increased engagement. In addition, individual characteristics such as race, sex, academic track and grades were considered. Therefore, this study examined the impact of multicultural science education, multimedia, and individual characteristics on under-represented students' engagement in secondary science. Method. The Under-represented Students Engagement in Science Survey (USESS), an adaptation of the High School Survey of Student Engagement, was used with 76 high-school participants. The USESS was used to collect pretest and posttest data concerning their types and levels of student engagement. Levels of engagement were measured with Strongly Agree ranked as 5, down to Strongly Disagree ranked at 1. Participants provided this feedback prior to and after having interacted with either the multicultural or the non-multicultural version of the multimedia science curriculum. Descriptive statistics for the study's participants and the survey items, as well as Cronbach's alpha coefficient for internal consistency reliability with respect to the survey subscales, were conducted. The reliability results prompted exploratory factory analyses, which resulted in two of the three subscale factors, cognitive and behavioral, being retained. One-within one-between subjects ANOVAs, independent samples t-test, and multiple linear regressions were also used to examine the impact of a multicultural science education, multimedia, and individual characteristics on students' engagement in science learning. Results. There were main effects found within subjects on posttest scores for the cognitive and behavioral subscales of student engagement. Both groups, using their respective versions of the multimedia science curriculum, reported increased engagement in science learning. There was also a statistical difference found for the experimental group at posttest on the measure of "online science was more interesting than school science." All five items unique to the posttest related to the multimedia variable were found to be significant predictors of cognitive and/or behavioral engagement. Conclusions. Engagement in science learning increased for both groups of participants; this finding is aligned with other significant research findings that more embracive and relevant pedagogies can potentially benefit all students. The significant difference found for the experimental group in relation to the multimedia usage was moderate and also may have reflected positive responses to other questions about the use of technology in science learning. As all five measures of multimedia usage were found to be significant predictors of student engagement in science learning, the indications were that: (a) technical difficulties did not impede engagement; (b) participants were better able to understand and visualize the physics concepts as they were presented in a variety of ways; (c) participants' abilities to use computers supported engagement; (d) participants in both groups found the online science curriculum more interesting compared to school science learning; and (e) the ability to immediately see the results of their work increased engagement in science learning.

The Sequence of Learning Cycle Activities in High School Chemistry.

ERIC Educational Resources Information Center

Abraham, Michael R.; Renner, John W.

1986-01-01

Different learning cycle sequences were investigated to determine factors accounting for success of the cycle, compared learning with conventional instruction, and examined relationships between Piaget's theory and learning cycles. Results show that the normal learning cycle sequence is the optimum sequence for achievement of content knowledge in…

Shaped by Campus Culture: Intersections between Transformative Learning, Civic Engagement, and Institutional Mission

ERIC Educational Resources Information Center

McCunney, Dennis

2017-01-01

This ethnographic case study describes how civically engaged students understand their commitment to social change. Literature on civic engagement and service-learning abounds, yet gaps remain in understanding how students understand and act on campus mission and culture with respect to civic engagement. Using the frameworks of transformative…

Measuring and Visualizing Students' Behavioral Engagement in Writing Activities

ERIC Educational Resources Information Center

Liu, Ming; Calvo, Rafael A.; Pardo, Abelardo; Martin, Andrew

2015-01-01

Engagement is critical to the success of learning activities such as writing, and can be promoted with appropriate feedback. Current engagement measures rely mostly on data collected by observers or self-reported by the participants. In this paper, we describe a learning analytic system called Tracer, which derives behavioral engagement measures…

Engaging Students in Learning Science through Promoting Creative Reasoning

ERIC Educational Resources Information Center

Waldrip, Bruce; Prain, Vaughan

2017-01-01

Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we…

Advanced, Analytic, Automated (AAA) Measurement of Engagement during Learning

ERIC Educational Resources Information Center

D'Mello, Sidney; Dieterle, Ed; Duckworth, Angela

2017-01-01

It is generally acknowledged that engagement plays a critical role in learning. Unfortunately, the study of engagement has been stymied by a lack of valid and efficient measures. We introduce the advanced, analytic, and automated (AAA) approach to measure engagement at fine-grained temporal resolutions. The AAA measurement approach is grounded in…

Embedding Engaged Learning in High Enrollment Lecture-Based Classes

ERIC Educational Resources Information Center

Lund Dean, Kathy; Wright, Sarah

2017-01-01

Engaged learning opportunities have become powerful foundations upon which students build lifelong skills and organizational capacities. Research has empirically validated the long-term positive learning impacts of active and experiential learning opportunities for students. As such, institutional administrators and external stakeholders have…

Computer Based Learning as a Means to Increase Academic and Behavioral Engagement of Eighth Grade Students

ERIC Educational Resources Information Center

Osu, Ebere

2017-01-01

This study on computer based learning as a means to increase academic and behavioral engagement of eighth grade students found that computer based learning was not a significant factor in the academic and behavioral engagement of Students A and B (the two students observed in this study). Furthermore, technology has the potential to motivate…

Engaging Employers to Drive up Skills: The Realities of Effective Employer Engagement--Current Opportunities and Challenges

ERIC Educational Resources Information Center

Learning and Skills Network (NJ3), 2010

2010-01-01

The Learning and Skills Network's (LSN's) think tank, the Centre for Innovation in Learning, in association with the 157 Group, the Association of Learning Providers (ALP) and the Association of Colleges (AoC), has undertaken timely and important research into how to support and improve employer engagement in the further education (FE) and skills…

Parent Engagement in Early Learning: Strategies for Working with Families, Second Edition

ERIC Educational Resources Information Center

Powers, Julie

2016-01-01

This updated second edition of Parent ­Friendly Early Learning brings to life real scenarios that care providers face in today's world. We know parent engagement is important for a child's success, but how do you turn parent ­provider relationships into partnerships? Parent Engagement in Early Learning will help you: (1) Improve parent-­teacher…

Examining the Self-Congruent Engagement Hypothesis: The Link between Academic Self-Schemas, Motivational Goals, Learning Approaches and Achievement within an Academic Year

ERIC Educational Resources Information Center

Ng, Chi-hung Clarence

2014-01-01

Academic self-schemas are important cognitive frames capable of guiding students' learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches,…

An Attentional Goldilocks Effect: An Optimal Amount of Social Interactivity Promotes Word Learning from Video

PubMed Central

Nussenbaum, Kate; Amso, Dima

2015-01-01

Television can be a powerful education tool; however, content-makers must understand the factors that engage attention and promote learning from screen media. Prior research suggests that social engagement is critical for learning and that interactivity may enhance the educational quality of children’s media. The present study examined the effects of increasing the social interactivity of television on children’s visual attention and word learning. Three- to 5-year-old (MAge = 4;5 years, SD = 9 months) children completed a task in which they viewed videos of an actress teaching them the Swahili label for an on-screen image. Each child viewed these video clips in four conditions that parametrically manipulated social engagement and interactivity. We then tested whether each child had successfully learned the Swahili labels. Though 5-year-old children were able to learn words in all conditions, we found that there was an optimal level of social engagement that best supported learning for all participants, defined by engaging the child but not distracting from word labeling. Our eye-tracking data indicated that children in this condition spent more time looking at the target image and less time looking at the actress’s face as compared to the most interactive condition. These findings suggest that social interactivity is critical to engaging attention and promoting learning from screen media up until a certain point, after which social stimuli may draw attention away from target images and impair children’s word learning. PMID:27030791

An Attentional Goldilocks Effect: An Optimal Amount of Social Interactivity Promotes Word Learning from Video.

PubMed

Nussenbaum, Kate; Amso, Dima

2016-01-01

Television can be a powerful education tool; however, content-makers must understand the factors that engage attention and promote learning from screen media. Prior research suggests that social engagement is critical for learning and that interactivity may enhance the educational quality of children's media. The present study examined the effects of increasing the social interactivity of television on children's visual attention and word learning. Three- to 5-year-old ( M Age = 4;5 years, SD = 9 months) children completed a task in which they viewed videos of an actress teaching them the Swahili label for an on-screen image. Each child viewed these video clips in four conditions that parametrically manipulated social engagement and interactivity. We then tested whether each child had successfully learned the Swahili labels. Though 5-year-old children were able to learn words in all conditions, we found that there was an optimal level of social engagement that best supported learning for all participants, defined by engaging the child but not distracting from word labeling. Our eye-tracking data indicated that children in this condition spent more time looking at the target image and less time looking at the actress's face as compared to the most interactive condition. These findings suggest that social interactivity is critical to engaging attention and promoting learning from screen media up until a certain point, after which social stimuli may draw attention away from target images and impair children's word learning.

Problem-Based Learning: Student Engagement, Learning and Contextualized Problem-Solving. Occasional Paper

ERIC Educational Resources Information Center

Mossuto, Mark

2009-01-01

The adoption of problem-based learning as a teaching method in the advertising and public relations programs offered by the Business TAFE (Technical and Further Education) School at RMIT University is explored in this paper. The effect of problem-based learning on student engagement, student learning and contextualised problem-solving was…

CC-LR: Providing Interactive, Challenging and Attractive Collaborative Complex Learning Resources

ERIC Educational Resources Information Center

Caballé, S.; Mora, N.; Feidakis, M.; Gañán, D.; Conesa, J.; Daradoumis, T.; Prieto, J.

2014-01-01

Many researchers argue that students must be meaningfully engaged in the learning resources for effective learning to occur. However, current online learners still report a problematic lack of attractive and challenging learning resources that engage them in the learning process. This endemic problem is even more evident in online collaborative…

Engagement in Learning: A Comparison between Asian and European International University Students

ERIC Educational Resources Information Center

Sakurai, Yusuke; Parpala, Anna; Pyhältö, Kirsi; Lindblom-Ylänne, Sari

2016-01-01

Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students' approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course…

Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?

ERIC Educational Resources Information Center

Jeong, Heisawn; Hmelo-Silver, Cindy E.

2016-01-01

This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning…

Practitioner Reflections on Engineering Students' Engagement with e-Learning

ERIC Educational Resources Information Center

Chang, Rosemary L.; Richardson, Jennifer C.; Banky, George P.; Coller, Brianno D.; Jaksa, Mark B.; Lindsay, Euan D.; Maier, Holger R.

2011-01-01

This paper reports on an investigation of student engagement with e-learning, using practitioner reflection as a lens. Five e-learning practitioners each provided a case study from their teaching, which was the focus of practitioners' reflective accounts. Each of the practitioners had used e-learning as a way of promoting both learning and…

Adult Learning for Social Change in Museums: An Exploration of Sociocultural Learning Approaches to Community Engagement

ERIC Educational Resources Information Center

Kim, Junghwan; You, Jieun; Yeon Park, Soo

2016-01-01

This integrative literature review critically examined how scholars were articulating the work of museums to make a space for "adult learning for social change through community engagement". We applied sociocultural adult learning theories (situated learning and cultural-historical activity theory), to 25 theoretical and empirical…

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

PubMed Central

Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.

2017-01-01

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today’s active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call Assessing Student Perspective of Engagement in Class Tool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students’ level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies. PMID:28495936

Learning to Live: The Relationship between Lifelong Learning and Lifelong Illness

ERIC Educational Resources Information Center

Jackson, Sue

2006-01-01

This paper explores the ways in which people with lifelong chronic illness engage with learning, and how learning impacts on the ways in which they learn to live with their illness. It considers their engagement with and changing focus of learning at different stages: prior to diagnosis, at about the time of diagnosis, and as their understanding…

Using 'How People Learn' as a Blueprint for Developing Teaching Strategies in an Introductory Geology Course

NASA Astrophysics Data System (ADS)

Debari, S. M.; Bachmann, J.; Dougan, B.; Fackler-Adams, B.; Kratz, R.; Linneman, S.; Plake, T.; Smith, B.

2008-12-01

A new curriculum for an introductory geology course, Geology and Everyday Thinking (GET), incorporates the key research findings of How People Learn (NAS, 1999), and is based on the pedagogical approach of Physics and Everyday Thinking (PET; http://petproject.sdsu.edu/). These key findings have profound implications for developing teaching strategies that promote student learning. They suggest that for learning to occur: 1) students' preconceptions must be engaged, 2) students must be able to build their own conceptual framework, and 3) students must be given an opportunity to reflect on their learning (metacognition). Our curriculum has been carefully constructed into cycles that apply these key findings while exploring a key geologic concept. Each cycle engages students' 'Initial Ideas' about these concepts (and continuously revisits those Initial Ideas), sequentially builds upon concepts in a logical framework, and requires reflective writing. The curriculum employs questioning, small group work, and small and large class discussions. Students construct concepts by doing inquiry lab activities, but embedded group discussions that promote discourse and questioning among students is a crucial tool in the sense-making and solidification of those concepts. The questioning and discourse occur throughout each module so that students' preconceptions about a particular concept are brought out early on, and are revisited and challenged again as students construct their new understanding. Whiteboarding, or the process of sharing small-group ideas to a larger group, is the primary method of generating discussion. The instructor's role as facilitator and questioner is the cornerstone in this process. The primary audience for this course is future elementary teachers, who are required take a year-long science sequence. The year-long sequence includes physics (PET), geology (GET), and a correlative new curriculum in biology (BET). Class size is limited to 24 students, and the sequence is taught at a 4-year university as well as at four regional feeder community colleges. These courses model an inquiry-based teaching methodology that our pre-service teachers will use to teach science to their future students. Both quantitative and qualitative assessment data collected from our students show impressive gains both in attitudes about science and science content, especially compared to larger lecture-based introductory courses.

Understanding Student Engagement in Online Learning Environments: The Role of Reflexivity

ERIC Educational Resources Information Center

Kahn, Peter; Everington, Lucy; Kelm, Kathleen; Reid, Iain; Watkins, Francine

2017-01-01

It is important to develop understanding of what underpins the engagement of students in online learning environments. This article reports on a multiple case study that explored student engagement in a set of postgraduate degrees offered on a fully online basis. The study was based on a theorization of student engagement as the exercise of…

Beyond the Echo Chamber: Pedagogical Tools for Civic Engagement Discourse and Reflection

ERIC Educational Resources Information Center

Panke, Stefanie; Stephens, John

2018-01-01

How can educators leverage blogs and other social media spaces to encourage a reflective, critical discourse about civic engagement that fosters a true learning exchange over promoting one's own ideas? This article reports upon a single case study of the "Community Engagement Learning Exchange," a multi-author blog on civic engagement.…

ToTCompute: A Novel EEG-Based TimeOnTask Threshold Computation Mechanism for Engagement Modelling and Monitoring

ERIC Educational Resources Information Center

Ghergulescu, Ioana; Muntean, Cristina Hava

2016-01-01

Engagement influences participation, progression and retention in game-based e-learning (GBeL). Therefore, GBeL systems should engage the players in order to support them to maximize their learning outcomes, and provide the players with adequate feedback to maintain their motivation. Innovative engagement monitoring solutions based on players'…

The Pioneering Role of the Vaccine Safety Datalink Project (VSD) to Advance Collaborative Research and Distributed Data Networks

PubMed Central

Fahey, Kevin R.

2015-01-01

Introduction: Large-scale distributed data networks consisting of diverse stakeholders including providers, patients, and payers are changing health research in terms of methods, speed and efficiency. The Vaccine Safety Datalink (VSD) set the stage for expanded involvement of health plans in collaborative research. Expanding Surveillance Capacity and Progress Toward a Learning Health System: From an initial collaboration of four integrated health systems with fewer than 10 million covered lives to 16 diverse health plans with nearly 100 million lives now in the FDA Sentinel, the expanded engagement of health plan researchers has been essential to increase the value and impact of these efforts. The collaborative structure of the VSD established a pathway toward research efforts that successfully engage all stakeholders in a cohesive rather than competitive manner. The scientific expertise and methodology developed through the VSD such as rapid cycle analysis (RCA) to conduct near real-time safety surveillance allowed for the development of the expanded surveillance systems that now exist. Building on Success and Lessons Learned: These networks have learned from and built on the knowledge base and infrastructure created by the VSD investigators. This shared technical knowledge and experience expedited the development of systems like the FDA’s Mini-Sentinel and the Patient Centered Outcomes Research Institute (PCORI)’s PCORnet Conclusion: This narrative reviews the evolution of the VSD, its contribution to other collaborative research networks, longer-term sustainability of this type of distributed research, and how knowledge gained from the earlier efforts can contribute to a continually learning health system. PMID:26793736

Stacking up against alternative conceptions: using Uno cards to introduce discourse and argumentation

NASA Astrophysics Data System (ADS)

Dunac, Patricia S.; Demir, Kadir

2013-11-01

We engaged secondary science students in a teacher and student constructed Uno card game (UCG) to change their conceptual understanding of the various energy transformations. The paper outlines how we incorporated Toulmin’s argumentation pattern (Toulmin 1958 The Uses of Argument (Cambridge: Cambridge University Press)) in the UCG, using discourse (Erduran et al 2004 Sci. Educ. 88 915-33) and through a 5E learning cycle (Bybee 1997 Achieving Scientific Literacy: From Purposes to Practices (Portsmouth, NH: Heinemann Educational Books)). The activity helped students develop a deeper understanding of the energy transformation among and between different sources. Students experienced a conceptual gain in their ways of thinking, in contrast to traditional teaching and learning practices. The collaboration and interaction between teacher-student(s) and between students fostered an environment where they became co-constructors of knowledge.

Evolving toward Laughter in Learning

ERIC Educational Resources Information Center

Strean, William B.

2008-01-01

Lowman (1995) described the relationship between teacher and student and student engagement as the two most important ingredients in learning in higher education. Humour builds teacher-student connection (Berk, 1998) and engages students in the learning process. The bond between student and teacher is essential for learning, satisfaction, and…

Facilitative Learning and Students' Engagement in Electrical Technology for Developing Critical Reasoning and Lifelong Learning Skills in the University of Uyo, Akwa Ibom State, Nigeria

ERIC Educational Resources Information Center

Emmanuel, Caleb; Ekpo, Aloysuis

2016-01-01

Research has found that active student engagement in classroom activities can enhance academic achievement, promote retention and application of knowledge. This study investigated the relationship between students' engagement and facilitation in a student-centred learning environment. The study was conducted at the University of Uyo, Akwa Ibom…

Exploring the Effectiveness of Engagement in a Broad Range of Disciplinary Practices on Learning of Turkish High-School Chemistry Students

ERIC Educational Resources Information Center

Seda Cetin, Pinar; Eymur, Guluzar; Southerland, Sherry A.; Walker, Joi; Whittington, Kirby

2018-01-01

This study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students' chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of…

The Effectiveness of Game-Based Learning as an Instructional Strategy to Engage Students in Higher Education in Singapore

ERIC Educational Resources Information Center

Tham, Raymond; Tham, Lesley

2014-01-01

The Internet Generation today is accustomed to multi-tasking, graphics, fun, and fantasy. Educators are finding it challenging to engage and motivate students with the traditional mode of teaching. They are increasingly seeking to tap the potential of game-based learning to engage and motivate learners. Game-based learning is also catching on in…

Linking Classroom Environment with At-Risk Engagement in Science: A Mixed Method Approach

NASA Astrophysics Data System (ADS)

Collins, Stephen Craig

This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was "What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?" Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of learning environment showed increased levels of all types of engagement over the teachers with a lower perception of learning environment. Qualitative data suggested that teachers who created a more positive learning environment had increased student engagement in their class. Follow-up questions also revealed that teachers who incorporated a wider variety of classroom instructional strategies increased behavioral engagement of students at-risk in science class.

Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

NASA Astrophysics Data System (ADS)

Nwachukwu, Bethel C.

There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

Creating Successful Scientist-Teacher-Student Collaborations: Examples From the GLOBE Program

NASA Astrophysics Data System (ADS)

Geary, E.; Wright, E.; Yule, S.; Randolph, G.; Larsen, J.; Smith, D.

2007-12-01

Actively engaging students in research on the environment at local, regional, and globe scales is a primary objective of the GLOBE (Global Learning and Observations to Benefit the Environment) Program. During the past 18 months, GLOBE, an international education and science program in 109 countries and tens of thousands of schools worldwide, has been working with four NSF-funded Earth System Science Projects to involve K-12 students, teachers, and scientists in collaborative research investigations of Seasons and Biomes, the Carbon Cycle, Local and Extreme Environments, and Watersheds. This talk will discuss progress to date in each of these investigation areas and highlight successes and challenges in creating effective partnerships between diverse scientific and educational stakeholders. More specifically we will discuss lessons learned in the following areas: (a) mutual goal and responsibility setting, (b) resource allocation, (c) development of adaptable learning activities, tools, and services, (d) creation of scientist and school networks, and (e) development of evaluation metrics, all in support of student research.

Educational software usability: Artifact or Design?

PubMed

Van Nuland, Sonya E; Eagleson, Roy; Rogers, Kem A

2017-03-01

Online educational technologies and e-learning tools are providing new opportunities for students to learn worldwide, and they continue to play an important role in anatomical sciences education. Yet, as we shift to teaching online, particularly within the anatomical sciences, it has become apparent that e-learning tool success is based on more than just user satisfaction and preliminary learning outcomes-rather it is a multidimensional construct that should be addressed from an integrated perspective. The efficiency, effectiveness and satisfaction with which a user can navigate an e-learning tool is known as usability, and represents a construct which we propose can be used to quantitatively evaluate e-learning tool success. To assess the usability of an e-learning tool, usability testing should be employed during the design and development phases (i.e., prior to its release to users) as well as during its delivery (i.e., following its release to users). However, both the commercial educational software industry and individual academic developers in the anatomical sciences have overlooked the added value of additional usability testing. Reducing learner frustration and anxiety during e-learning tool use is essential in ensuring e-learning tool success, and will require a commitment on the part of the developers to engage in usability testing during all stages of an e-learning tool's life cycle. Anat Sci Educ 10: 190-199. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Self-Determination, Engagement, and Identity in Learning German: Some Directions in the Psychology of Language Learning Motivation

ERIC Educational Resources Information Center

Noels, Kimberly A.; Chaffee, Kathryn; Lou, Nigel Mantou; Dincer, Ali

2016-01-01

Drawing from Self-Determination Theory and diverse theories of language learning motivation, we present a framework that (1) represents a range of orientations that students may take towards learning German, and (2) explains how these orientations are connected to language learning engagement and diverse linguistic and non-linguistic outcomes. We…

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

ERIC Educational Resources Information Center

Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.

2017-01-01

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is…

Developing the Systems Engineering Experience Accelerator (SEEA) Prototype and Roadmap

DTIC Science & Technology

2011-05-31

Learning Model developed by Kolb , 1984. Figure 3: Learning Process: All Phases of Experiential Learning to be Engaged Profile building engages learners...simulation that will put the learner in an experiential , emotional state and effectively compress time and greatly accelerate the learning of a systems...Taxonomy ................................................................................. 9 2.3 Learning Theory Model and Learner Profile

Motivating Students through Positive Learning Experiences: A Comparison of Three Learning Designs for Computer Programming Courses

ERIC Educational Resources Information Center

Lykke, Marianne; Coto, Mayela; Jantzen, Christian; Mora, Sonia; Vandel, Niels

2015-01-01

Based on the assumption that wellbeing, positive emotions and engagement influence motivation for learning, the aim of this paper is to provide insight into students' emotional responses to and engagement in different learning designs. By comparing students' reports on the experiential qualities of three different learning designs, their…

Using a modified argument-driven inquiry to promote elementary school students' engagement in learning science and argumentation

NASA Astrophysics Data System (ADS)

Chen, Hsiang-Ting; Wang, Hsin-Hui; Lu, Ying-Yan; Lin, Huann-shyang; Hong, Zuway-R.

2016-01-01

This study explored the effects of a modified argument-driven inquiry approach on Grade 4 students' engagement in learning science and argumentation in Taiwan. The students were recruited as an experimental group (EG, n = 36) to join a 12-week study, while another 36 Grade 4 students from the same schools were randomly selected to be the comparison group (CG). All participants completed a questionnaire at the beginning and end of this study. In addition, four target students with the highest and the other four students with the lowest pretest engagement in learning science or argumentation to be observed weekly and interviewed following the posttest. Initial results revealed that the EG students' total engagement in learning science and argumentation and the claim and warrant components were significantly higher than the CG students. In addition, the EG students' anxiety in learning science significantly decreased during the study; and their posttest total engagement in learning science scores were positively associated with their argumentation scores. Interview and observation results were consistent with the quantitative findings. Instructional implications and research recommendations are discussed.

Children's Comprehension of Informational Text: Reading, Engaging, and Learning

ERIC Educational Resources Information Center

Baker, Linda; Dreher, Mariam Jean; Shiplet, Angela Katenkamp; Beall, Lisa Carter; Voelker, Anita N.; Garrett, Adia J.; Schugar, Heather R.; Finger-Elam, Maria

2011-01-01

The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned…

Measuring Student Engagement in a Flipped Athletic Training Classroom

ERIC Educational Resources Information Center

Thompson, Gayle A.; Ayers, Suzan F.

2015-01-01

Context: "Active learning" describes any instructional approach that fosters student engagement in the content and is believed to promote critical thinking more fully than do traditional lecture formats. Objective: Investigate student engagement, specifically professional relevance and peer interaction, with active learning techniques…

The Relationship between Teacher Value Orientations and Engagement in Professional Learning Communities

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Lee, Daphnee; Lee, Wing On

2016-01-01

The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers' value orientations.…

Tweeting the Night Away: Using Twitter to Enhance Social Presence

ERIC Educational Resources Information Center

Dunlap, Joanna C.; Lowenthal, Patrick R.

2009-01-01

To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of…

Interaction Pattern Analysis in cMOOCs Based on the Connectivist Interaction and Engagement Framework

ERIC Educational Resources Information Center

Wang, Zhijun; Anderson, Terry; Chen, Li; Barbera, Elena

2017-01-01

Connectivist learning is interaction-centered learning. A framework describing interaction and cognitive engagement in connectivist learning was constructed using logical reasoning techniques. The framework and analysis was designed to help researchers and learning designers understand and adapt the characteristics and principles of interaction in…

Integration of Technology in Teaching and Learning: Comprehensive Initiatives Enhance Student Engagement and Learning

ERIC Educational Resources Information Center

Nebbergall, Allison

2012-01-01

As technology increasingly transforms our daily lives, educators too are seeking strategies and resources that leverage technology to improve student learning. Research demonstrates that high-quality professional development, digital standards-based content, and personalized learning plans can increase student achievement, engagement, and…

The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

ERIC Educational Resources Information Center

Gray, Julie A.; DiLoreto, Melanie

2016-01-01

Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

Engagement and Kindness in Digitally Mediated Learning with Teachers

ERIC Educational Resources Information Center

Cramp, Andy; Lamond, Catherine

2016-01-01

This paper explores the significance of designing online learning led by the principle of direct and meaningful participant engagement. It considers the notion of kindness as a crucial value contributing to pedagogy and the development of meaningful learning relationships. The paper challenges the "delivery" approach to online learning,…

Appreciative Inquiry: Guided Reflection to Generate Change in Service-Learning Courses

ERIC Educational Resources Information Center

Lahman, Mary

2012-01-01

Service-learning scholars contend that engaging students in systematic reflection during community service promotes one, if not all, of the following student outcomes: (1) academic learning; (2) personal growth; and (3) civic engagement. For communication instructors in particular, Applegate and Morreale (1999) proposed that service-learning both…

Learning and Engagement through Natural History Museums

ERIC Educational Resources Information Center

Mujtaba, Tamjid; Lawrence, Martin; Oliver, Mary; Reiss, Michael J.

2018-01-01

This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the…

Stealth Learning: Unexpected Learning Opportunities through Games

ERIC Educational Resources Information Center

Sharp, Laura A.

2012-01-01

Educators across the country struggle to create engaging, motivating learning environments for their Net Gen students. These learners expect instant gratification that traditional lectures do not provide. This leaves educators searching for innovative ways to engage students in order to encourage learning. One solution is for educators to use…

Project-Based Learning and International Business Education

ERIC Educational Resources Information Center

Danford, Gerard L.

2006-01-01

Project-based Learning (PbL) mirrors that of real-world business situations. PbL engages students in real projects for real corporations. Furthermore, this is an effective learning methodology which can be easily incorporated into a dynamic and challenging learning context such as international business education. Engaging in student-corporate…

Adapting a Framework for Assessing Students' Approaches to Modeling

ERIC Educational Resources Information Center

Bennett, Steven Carl

2017-01-01

We used an "approach to learning" theoretical framework to explicate the ways students engage in scientific modeling. Approach to learning theory suggests that when students approach learning deeply, they link science concepts with prior knowledge and experiences. Conversely, when students engage in a surface approach to learning, they…

An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-Based Learning

ERIC Educational Resources Information Center

Huggins, Christopher M.; Stamatel, Janet P.

2015-01-01

Lecturing has been criticized for fostering a passive learning environment, emphasizing a one-way flow of information, and not adequately engaging students. In contrast, active-learning approaches, such as team-based learning (TBL), prioritize student interaction and engagement and create multidirectional flows of information. This paper presents…

A systems approach to implementation of eLearning in medical education: five MEPI schools' journeys.

PubMed

Vovides, Yianna; Chale, Selamawit Bedada; Gadhula, Rumbidzayi; Kebaetse, Masego B; Nigussie, Netsanet Animut; Suleman, Fatima; Tibyampansha, Dativa; Ibrahim, Glory Ramadhan; Ntabaye, Moshi; Frehywot, Seble; Nkomazana, Oathokwa

2014-08-01

How should eLearning be implemented in resource-constrained settings? The introduction of eLearning at four African medical schools and one school of pharmacy, all part of the Medical Education Partnership Initiative (MEPI) eLearning Technical Working Group, highlighted the need for five factors essential for successful and sustainable implementation: institutional support; faculty engagement; student engagement; technical expertise; and infrastructure and support systems. All five MEPI schools reported strengthening technical expertise, infrastructure, and support systems; four schools indicated that they were also successful in developing student engagement; and three reported making good progress in building institutional support. Faculty engagement was the one core component that all five schools needed to enhance.

Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement

ERIC Educational Resources Information Center

Krain, Matthew

2016-01-01

This study revisits case learning's effects on student engagement and assesses student learning as a result of the use of case studies and problem-based learning. The author replicates a previous study that used indirect assessment techniques to get at case learning's impact, and then extends the analysis using a pre- and post-test experimental…

High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules

ERIC Educational Resources Information Center

Santoso, Harry B.; Lawanto, Oenardi; Becker, Kurt; Fang, Ning; Reeve, Edward M.

2014-01-01

The purpose of this research was to investigate high school students' computer self-efficacy (CSE) and learning behavior in a self-regulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with…

The struggling student: a thematic analysis from the self-regulated learning perspective.

PubMed

Patel, Rakesh; Tarrant, Carolyn; Bonas, Sheila; Yates, Janet; Sandars, John

2015-04-01

Students who engage in self-regulated learning (SRL) are more likely to achieve academic success compared with students who have deficits in SRL and tend to struggle with academic performance. Understanding how poor SRL affects the response to failure at assessment will inform the development of better remediation. Semi-structured interviews were conducted with 55 students who had failed the final re-sit assessment at two medical schools in the UK to explore their use of SRL processes. A thematic analysis approach was used to identify the factors, from an SRL perspective, that prevented students from appropriately and adaptively overcoming failure, and confined them to a cycle of recurrent failure. Struggling students did not utilise key SRL processes, which caused them to make inappropriate choices of learning strategies for written and clinical formats of assessment, and to use maladaptive strategies for coping with failure. Their normalisation of the experience and external attribution of failure represented barriers to their taking up of formal support and seeking informal help from peers. This study identified that struggling students had problems with SRL, which caused them to enter a cycle of failure as a result of their limited attempts to access formal and informal support. Implications for how medical schools can create a culture that supports the seeking of help and the development of SRL, and improves remediation for struggling students, are discussed. © 2015 John Wiley & Sons Ltd.

Internet messenger based smart virtual class learning using ubiquitous computing

NASA Astrophysics Data System (ADS)

Umam, K.; Mardi, S. N. S.; Hariadi, M.

2017-06-01

Internet messenger (IM) has become an important educational technology component in college education, IM makes it possible for students to engage in learning and collaborating at smart virtual class learning (SVCL) using ubiquitous computing. However, the model of IM-based smart virtual class learning using ubiquitous computing and empirical evidence that would favor a broad application to improve engagement and behavior are still limited. In addition, the expectation that IM based SVCL using ubiquitous computing could improve engagement and behavior on smart class cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present the model of IM-based SVCL using ubiquitous computing and showing learners’ experiences in improved engagement and behavior for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous computing and realize the impressions of learners and lecturers about engagement and behavior aspect and its contribution to learning

Active Bodies/Active Brains: The Relationship between Physical Engagement and Children's Brain Development

ERIC Educational Resources Information Center

Stevens-Smith, Deborah A.

2016-01-01

Educators often struggle daily with the issue of how to engage students for learning. Many instructional strategies are devoted to the concept of engagement to keep students interested and on task to enhance learning, but defining the term is difficult. Engagement may involve a combination of terms that relates to the effort of students when they…

Out of Class--Out of Mind? The Use of a Virtual Learning Environment to Encourage Student Engagement in Out of Class Activities

ERIC Educational Resources Information Center

Leese, Maggie

2009-01-01

With increasing student numbers and a diverse student body, it is crucial to consider a range of methods to engage students in learning and teaching activities. This project was used to encourage 1st-year undergraduate students to engage in out of class activities between taught sessions. The project used a virtual learning environment (VLE) known…

The Particular Aspects of Science Museum Exhibits That Encourage Students' Engagement

NASA Astrophysics Data System (ADS)

Shaby, Neta; Assaraf, Orit Ben-Zvi; Tal, Tali

2017-06-01

This research explores learning in science museums through the most common activity in a science museum—interaction with exhibits. The goal of this study was to characterize the learning behaviors exhibited by students as they engage with interactive exhibits in order to draw insight regarding the design of the exhibits. In order to do so, we used a qualitative method of observation as well as the Visitor Engagement Framework (VEF) model, a visitor-based framework for assessing visitors' learning experiences with exhibits in a science center setting. The combined method produced a framework of nine learning behaviors exhibited during the visitors' interaction with the exhibits, grouped into three categories that reflect increasing levels of engagement and depth of the learning experience. Our research participants consisted of a total 1800 students aged 10-12 (4th, 5th, and 6th graders) who came to the museum with their class for a day visit. We observed nine exhibits, each visited by 200 students. Our observations revealed several design elements that contribute to engagement with exhibits in science museums. For example, exhibits that have familiar activation encourage visitors' interaction, exhibits that facilitate social interaction are more likely to increase engagement, and the highest levels of engagement can be found in exhibits that support large groups.

Student Buy-In to Active Learning in a College Science Course

PubMed Central

Cavanagh, Andrew J.; Aragón, Oriana R.; Chen, Xinnian; Couch, Brian; Durham, Mary; Bobrownicki, Aiyana; Hanauer, David I.; Graham, Mark J.

2016-01-01

The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion–identification–commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process. PMID:27909026

Communication Idol: Using Popular Culture to Catalyse Active Learning by Engaging Students in the Development of Entertaining Teaching and Learning Resources

ERIC Educational Resources Information Center

Dune, Tinashe; Bidewell, John; Firdaus, Rubab; Kirwan, Morwenna

2016-01-01

Bringing popular culture to tertiary education can potentially increase student engagement with learning tasks and content, especially when the learning task has students producing the content. Using a single-group intervention plus post-test design, this study implemented and evaluated a purposely developed learning and teaching innovation…

Examining youth and program predictors of engagement in out-of-school time programs.

PubMed

Greene, Kaylin M; Lee, Bora; Constance, Nicole; Hynes, Kathryn

2013-10-01

Prior research suggests that youths' engagement in out-of-school time programs may be a crucial factor linking program participation to positive outcomes during adolescence. Guided by the theoretical concept of flow and by stage-environment fit theory, the present study explored correlates of engagement in youth programs. Engagement was conceptualized as the extent to which youth found the program activities enjoyable, interesting, and challenging. The current study examined how program content, monetary incentives, and youth demographic characteristics were linked to youth engagement among a sample of primarily low-income middle and high school youth attending 30 out-of-school programs (n = 435, 51 % female). Results from multilevel models suggested that program content and staff quality were strongly associated with youth engagement. Youth who reported learning new skills, learning about college, and learning about jobs through activities in the program were more engaged, as were youth who found the staff caring and competent. Results demonstrated that the link between learning content for the future and engagement was stronger for older youth than younger youth. In addition, there was a trend suggesting that providing a monetary incentive was associated negatively with youth engagement. Taken as a whole, these findings have important implications for researchers, practitioners, and policymakers interested in understanding the characteristics of out-of-school time programs that engage older youth.

Research on Model of Student Engagement in Online Learning

ERIC Educational Resources Information Center

Peng, Wang

2017-01-01

In this study, online learning refers students under the guidance of teachers through the online learning platform for organized learning. Based on the analysis of related research results, considering the existing problems, the main contents of this paper include the following aspects: (1) Analyze and study the current student engagement model.…

Integrating Interview Methodology to Analyze Inter-Institutional Comparisons of Service-Learning within the Carnegie Community Engagement Classification Framework

ERIC Educational Resources Information Center

Plante, Jarrad D.; Cox, Thomas D.

2016-01-01

Service-learning has a longstanding history in higher education in and includes three main tenets: academic learning, meaningful community service, and civic learning. The Carnegie Foundation for the Advancement of Teaching created an elective classification system called the Carnegie Community Engagement Classification for higher education…

Improving Engagement in Science: A Biosocial System Perspective.

ERIC Educational Resources Information Center

Hanrahan, Mary U.

The goal of my multi-study research program has been to learn how to engage all students in learning science. Most learning theories applied to science pedagogy take either a psychological or a sociocultural perspective and hence ignore either sociocultural or motivational factors when considering classroom learning. Based on my own research…

Meaning Making with Motion Is Messy: Developing a STEM Learning Community

ERIC Educational Resources Information Center

LópezLeiva, Carlos; Roberts-Harris, Deborah; von Toll, Elizabeth

2016-01-01

Through a collaborative effort between a sixth-grade teacher and two university faculty, we designed an integrated unit to learn about motion and we learned that an integrated teaching and learning experience about motion is MESSY (i.e., it includes movement, engagement, social interactions, spontaneity, yikes, and yippees!). We engaged in a…

Blended Learning and Student Engagement in an Urban High School

ERIC Educational Resources Information Center

Johnson, Courtney

2017-01-01

A metropolitan school district wanted to understand blended learning as it existed in one of their high schools. Blended learning had been school-wide for four years, and district administrators wanted to know how students, teachers, and school administrators perceived blended learning and its impact on student engagement. This was a…

Young People's Personal Engagement with Global Learning in Further Education

ERIC Educational Resources Information Center

Bentall, Clare; McGough, Hannah

2013-01-01

This article focuses on the degree to which students in further education (FE) colleges in England personally engage with global learning during specific initiatives to incorporate global learning in the curriculum, drawing on findings from the 'Global Learning for Global Colleges' (2009-12) research and development project, funded by the UK…

Literacy Coaching: Engaging and Learning with Teachers

ERIC Educational Resources Information Center

Dozier, Cheryl L.

2008-01-01

Literacy coaching, a unique and generative opportunity to engage with and learn from teachers, is currently viewed as a powerful intervention to increase student literacy achievement. This article focuses on eight principles for responsive literacy coaching. To build trusting relationships, coaches engage with teachers in literacy events, confirm…

Measuring student engagement in science classrooms: An investigation of the contextual factors and longitudinal outcomes

NASA Astrophysics Data System (ADS)

Spicer, Justina Judy

This dissertation includes three separate but related studies that examine the different dimensions of student experiences in science using data from two different datasets: the High School Longitudinal Study of 2009 (HSLS:09), and a dataset constructed using the Experience Sampling Method (ESM). This mixed-dataset approach provides a unique perspective on student engagement and the contexts in which it exists. Engagement is operationalized across the three studies using aspects of flow theory to evaluate how the challenges in science classes are experienced at the student level. The data provides information on a student's skill-level and efficacy during the challenge, as well as their interest level and persistence. The data additionally track how situations contribute to optimal learning moments, along with longitudinal attitudes and behaviors towards science. In the first part of this study, the construct of optimal moments is explored using in the moment data from the ESM dataset. Several different measures of engagement are tested and validated to uncover relationships between various affective states and optimal learning experiences with a focus on science classrooms. Additional analyses include investigating the links between in the moment engagement (situational), and cross-situational (stable) measures of engagement in science. The second part of this dissertation analyzes the ESM data in greater depth by examining how engagement varies across students and their contextual environment. The contextual characteristics associated with higher engagement levels are evaluated to see if these conditions hold across different types of students. Chapter three more thoroughly analyzes what contributes to students persisting through challenging learning moments, and the variation in levels of effort put forth when facing difficulty while learning in science. In chapter four, this dissertation explores additional outcomes associated with student engagement in science using the results for chapters two and three to identify aspects of engagement and learning in science. These findings motivate a set of variables and analytic approach that is undertaken in chapter four. Specifically, the questions how engagement influences experiences in ninth grade science and students' interest in pursuing a career in STEM using the HSLS:09 data. This multifaceted study contributes to the conceptualization of student engagement, and will help bring clarity to the relationship among engagement, context, and long-term outcomes in science. Engagement is more than being on-task or paying attention, but is a condition influenced by many factors including student background, the learning context of the classroom, teacher characteristics, and the features of instruction. Understanding this relationship between engagement and contextual factors is helpful in uncovering teacher actions and instructional activities that may elicit higher engagement in science classes. These findings highlight the importance of science instruction using more cognitively-demanding activities, such as problem-based learning.

Exploring the Perceptions of Students as Co-Creators in Learning and Its Effect on Student Engagement

ERIC Educational Resources Information Center

Keevers, Douglas M.

2016-01-01

College students in the United States today are failing to be academically engaged, and there is a critical need to analyze why this is occurring. The research conducted in this study was used to examine student engagement as a means to promote learning in higher education. Student engagement can lead to knowledge development and foster academic…

Using a kinesthetic learning strategy to engage nursing student thinking, enhance retention, and improve critical thinking.

PubMed

Wagner, Elissa A

2014-06-01

This article reports the outcomes of a kinesthetic learning strategy used during a cardiac lecture to engage students and to improve the use of classroom-acquired knowledge in today's challenging clinical settings. Nurse educators are constantly faced with finding new ways to engage students, stimulate critical thinking, and improve clinical application in a rapidly changing and complex health care system. Educators who deviate from the traditional pedagogy of didactic, content-driven teaching to a concept-based, student-centered approach using active and kinesthetic learning activities can enhance engagement and improve clinical problem solving, communication skills, and critical thinking to provide graduates with the tools necessary to be successful. The goals of this learning activity were to decrease the well-known classroom-clinical gap by enhancing engagement, providing deeper understanding of cardiac function and disorders, enhancing critical thinking, and improving clinical application. Copyright 2014, SLACK Incorporated.

ENGAGE: A Game Based Learning and Problem Solving Framework

DTIC Science & Technology

2012-07-13

Gamification Summit 2012  Mensa Colloquium 2012.2: Social and Video Games  Seattle Science Festival  TED Salon Vancouver : http...From - To) 6/1/2012 – 6/30/2012 4. TITLE AND SUBTITLE ENGAGE: A Game Based Learning and Problem Solving Framework 5a. CONTRACT NUMBER N/A 5b...Popović ENGAGE: A Game Based Learning and Problem Solving Framework (Task 1 Month 4) Progress, Status and Management Report Monthly Progress

Work-Engaged Learning: Towards a Paradigm Shift in Assessment

ERIC Educational Resources Information Center

Yorke, Mantz

2011-01-01

Student engagement with the world of work or voluntary service has become increasingly prominent in higher education curricula as nations and states seek competitive advantage for their economies. Developments in assessment have lagged behind developments in curricula. It is argued that the incorporation of work-engaged learning into curricula…

A Role for Technology in Enhancing Students' Engagement with Feedback

ERIC Educational Resources Information Center

Parkin, Helen J.; Hepplestone, Stuart; Holden, Graham; Irwin, Brian; Thorpe, Louise

2012-01-01

This paper explores the potential of technology-enabled feedback to improve student learning. "Technology, Feedback, Action!: The impact of learning technology upon students' engagement with their feedback" aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to…

Student Engagement. Focus On

ERIC Educational Resources Information Center

Edwards, Rebecca

2011-01-01

Teachers, more than any other person in the school, have the greatest potential to get students engaged in school and in learning. Creating student-directed learning experiences that challenge, stimulate, and engage kids not only raises test scores, it also fosters life-long learners prepared for success in today's globally connected world. This…

Interactive Digital Textbooks and Engagement: A Learning Strategies Framework

ERIC Educational Resources Information Center

Bikowski, Dawn; Casal, J. Elliott

2018-01-01

This mixed-methods study explored non-native English speaking students' learning processes and engagement as they used a customized interactive digital textbook housed on a mobile device. Think aloud protocols, surveys of anticipated and actual engagement with the digital textbook, reflective journals, and member checking constituted data…

Enhancing Global Service-Learning with Partnerships as an Engagement Strategy for Christian Higher Education

ERIC Educational Resources Information Center

Bish, Gregory T.; Lommel, John

2016-01-01

Global engagement programming across higher education continues to expand as institutional leaders and practitioners strive to meet global citizenship and civic engagement outcomes. This article presents case study research on a global service-learning partnership, the "Christian University" (CU) Wheelchair Project, which has involved…

Use of the 5E learning cycle model combined with problem-based learning for a fundamentals of nursing course.

PubMed

Jun, Won Hee; Lee, Eun Ju; Park, Han Jong; Chang, Ae Kyung; Kim, Mi Ja

2013-12-01

The 5E learning cycle model has shown a positive effect on student learning in science education, particularly in courses with theory and practice components. Combining problem-based learning (PBL) with the 5E learning cycle was suggested as a better option for students' learning of theory and practice. The purpose of this study was to compare the effects of the traditional learning method with the 5E learning cycle model with PBL. The control group (n = 78) was subjected to a learning method that consisted of lecture and practice. The experimental group (n = 83) learned by using the 5E learning cycle model with PBL. The results showed that the experimental group had significantly improved self-efficacy, critical thinking, learning attitude, and learning satisfaction. Such an approach could be used in other countries to enhance students' learning of fundamental nursing. Copyright 2013, SLACK Incorporated.

Engaging students in learning science through promoting creative reasoning

NASA Astrophysics Data System (ADS)

Waldrip, Bruce; Prain, Vaughan

2017-10-01

Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we particularly focus on the initial claim-building aspect of this reasoning as a crucial phase in student engagement. In reviewing the literature on student reasoning and argumentation, we note that the well-established frameworks for claim-judging are not matched by accounts of creative reasoning in claim-building. We develop an exploratory framework to characterise and enact this reasoning to enhance engagement. We then apply this framework to interpret two lessons by two science teachers where they aimed to develop students' reasoning capabilities to support learning.

Student engagement in mathematics: Development of instrument and validation of construct

NASA Astrophysics Data System (ADS)

Kong, Qi-Ping; Wong, Ngai-Ying; Lam, Chi-Chung

2003-05-01

Universal education has aggravated the problems of students' disengagement in learning, highlighting in particular, a greater range of motivations to learn and wider diversification in students' interests. Students' engagement with curriculum has become a crucial element in classroom learning. How we cultivate their involvement in the curriculum may be seen as being far more important than the epistemological consideration in the design of the school curriculum. Though aspects of behavioural, affective and cognitive engagements have been revealed in literature, we are still in need of a validated instrument that measures student engagement for further research. In the present study, an instrument of student engagement in the subject area of mathematics was developed through grounded research. Its validity was established by statistical methods

'Not Hard to Sway': A Case Study of Student Engagement in Two Large Engineering Classes

ERIC Educational Resources Information Center

Shekhar, Prateek; Borrego, Maura

2018-01-01

Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This…

Challenge of Engaging All Students via Self-Paced Interactive Electronic Learning Tutorials for Introductory Physics

ERIC Educational Resources Information Center

DeVore, Seth; Marshman, Emily; Singh, Chandralekha

2017-01-01

As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar…

Incorporating Meaningful Gamification in a Blended Learning Research Methods Class: Examining Student Learning, Engagement, and Affective Outcomes

ERIC Educational Resources Information Center

Tan, Meng; Hew, Khe Foon

2016-01-01

In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same…

Using Email to Enable E[superscript 3] (Effective, Efficient, and Engaging) Learning

ERIC Educational Resources Information Center

Kim, ChanMin

2008-01-01

This article argues that technology that supports both noncognitive and cognitive aspects can make learning more effective, efficient, and engaging (e[superscript 3]-learning). The technology of interest in this article is email. The investigation focuses on characteristics of email that are likely to enable e[superscript 3]-learning. In addition,…

Creating Ripples: An Exploration of Sansei Women's Experiences of Expressive Practices in a Holistic Approach to Learning about Oppression and Privilege

ERIC Educational Resources Information Center

Kaya, Katherine

2013-01-01

Although much has been written recently about holistic orientations to transformative learning, including its theoretical foundations and frameworks for designing learning experiences that engage multiple epistemologies, little is known about learners' experiences and about how engaging multiple epistemologies can foster learning that is…

From Play to Thoughtful Learning: A Design Strategy to Engage Children with Mathematical Representations

ERIC Educational Resources Information Center

Sedig, Kamran

2008-01-01

Many children do not like learning mathematics. They do not find mathematics fun, motivating, and engaging, and they think it is difficult to learn. Computer-based games have the potential and possibility of addressing this problem. This paper proposes a strategy for designing game-based learning environments that takes advantage of the…

Measuring Engagement and Learning Outcomes During a Teacher Professional Development Workshop about Creative Climate Communication

NASA Astrophysics Data System (ADS)

Morrison, A.; Gold, A. U.; Soltis, N.; McNeal, K.; Kay, J. E.

2017-12-01

Climate science and global climate change are complex topics that require system-level thinking and the application of general science concepts. Identifying effective instructional approaches for improving climate literacy is an emerging research area with important broader impacts. Active learning techniques can ensure engagement throughout the learning process and increase retention of climate science content. Conceptual changes that can be measured as lasting learning gains occur when both the cognitive and affective domain are engaged. Galvanic skin sensors are a relatively new technique to directly measure engagement and cognitive load in science education. We studied the engagement and learning gains of 16 teachers throughout a one-day teacher professional development workshop focused on creative strategies to communicate about climate change. The workshop consisted of presentations about climate science, climate communication, storytelling and filmmaking, which were delivered using different pedagogical approaches. Presentations alternated with group exercises, clicker questions, videos and discussions. Using a pre-post test design we measured learning gains and attitude changes towards climate change among participating teachers. Each teacher wore a hand sensor to measure galvanic skin conductance as a proxy for emotional engagement. We surveyed teachers to obtain self-reflection data on engagement and on their skin conductance data during and after the workshop. Qualitative data provide critical information to aid the interpretation of skin conductance readings. Based on skin conductance data, teachers were most engaged during group work, discussions and videos as compared to lecture-style presentations. We discuss the benefits and limitations of using galvanic skin sensors to inform the design of teacher professional development opportunities. Results indicate that watching videos or doing interactive activities may be the most effective strategies for increasing teachers' knowledge of climate science.

Improving Student Engagement in Learning Activities.

ERIC Educational Resources Information Center

Adams, Nancy; And Others

Engaging students seriously in their own academic learning is a persistent difficulty for teachers. The goal of this action research project was to actively involve elementary school students in their learning. The program was implemented at three elementary schools in northern Illinois serving multicultural populations; special education…

Professional Learning Experiences and Administrator Practice: Is There a Connection?

ERIC Educational Resources Information Center

Bickmore, Dana L.

2012-01-01

This study identified the formal and informal professional learning experiences in which school administrators engaged and the relationship between these professional learning experiences and administrator practice. The researcher developed an instrument that solicited school administrators' engagement and perceived value of formal and informal…

Fast and slow spindles during the sleep slow oscillation: disparate coalescence and engagement in memory processing.

PubMed

Mölle, Matthias; Bergmann, Til O; Marshall, Lisa; Born, Jan

2011-10-01

Thalamo-cortical spindles driven by the up-state of neocortical slow (< 1 Hz) oscillations (SOs) represent a candidate mechanism of memory consolidation during sleep. We examined interactions between SOs and spindles in human slow wave sleep, focusing on the presumed existence of 2 kinds of spindles, i.e., slow frontocortical and fast centro-parietal spindles. Two experiments were performed in healthy humans (24.5 ± 0.9 y) investigating undisturbed sleep (Experiment I) and the effects of prior learning (word paired associates) vs. non-learning (Experiment II) on multichannel EEG recordings during sleep. Only fast spindles (12-15 Hz) were synchronized to the depolarizing SO up-state. Slow spindles (9-12 Hz) occurred preferentially at the transition into the SO down-state, i.e., during waning depolarization. Slow spindles also revealed a higher probability to follow rather than precede fast spindles. For sequences of individual SOs, fast spindle activity was largest for "initial" SOs, whereas SO amplitude and slow spindle activity were largest for succeeding SOs. Prior learning enhanced this pattern. The finding that fast and slow spindles occur at different times of the SO cycle points to disparate generating mechanisms for the 2 kinds of spindles. The reported temporal relationships during SO sequences suggest that fast spindles, driven by the SO up-state feed back to enhance the likelihood of succeeding SOs together with slow spindles. By enforcing such SO-spindle cycles, particularly after prior learning, fast spindles possibly play a key role in sleep-dependent memory processing.

Use of narratives to enhance learning of research ethics in residents and researchers.

PubMed

Sim, Kang; Sum, Min Yi; Navedo, Deborah

2015-03-10

Past didactic pedagogy on biomedical research ethics and informed consent in our program had resulted in passive memorization of information and disengaged learning within psychiatry residents and clinical researchers. The question is how do we better motivate and engage learners within the session. Thus, we incorporated narratives into the learning environment and hypothesised that the use of narratives in the teaching of biomedical research ethics and informed consent would be associated with greater engagement, motivation, understanding, reflective learning and effectiveness of the teaching session. The narratives were chosen from the history of research ethics and the humanities literature related to human subject research. Learners were asked to provide post-session feedback through an anonymised questionnaire on their learning session. An outcomes logic model was used for assessment with focus on immediate outcomes such as engagement, motivation, understanding and reflective learning. Overall, 70.5% (N = 273) of the learners responded to the questionnaire. Amongst the respondents, 92.6% (N = 253) of the participants ranked use of narratives as most helpful in appreciating the historical context of research ethics and informed consent in research. The majority felt engaged (89.8%, N = 245), more motivated to learn (77.5%, N = 212) and better equipped (86.4%, N = 236) about the subject matter. Better appreciation of the learning topic, engagement, motivation to learn, equipping were strongly correlated with the promotion of reflective learning, effectiveness of teaching, promotion of critical thinking and overall positive rating of the teaching session on research ethics (all p < 0.001). Multivariate analyses found that the use of narratives was associated with higher overall rating of the teaching session (p = 0.003) and promotion of critical thinking (p = 0.02). Results revealed that the use of narratives could enhance engagement, appreciation of biomedical research ethics and informed consent, and address underlying motivational factors behind learning and understanding of research ethics.

Building Interactivity in Higher Education to Support Student Engagement in Spatial Problem Solving and Programming

NASA Astrophysics Data System (ADS)

Gulland, E.-K.; Veenendaal, B.; Schut, A. G. T.

2012-07-01

Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and opportunities provided.

Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students.

PubMed

LaDage, Lara D; Tornello, Samantha L; Vallejera, Jennilyn M; Baker, Emily E; Yan, Yue; Chowdhury, Anik

2018-03-01

There are many pedagogical techniques used by educators in higher education; however, some techniques and activities have been shown to be more beneficial to student learning than others. Research has demonstrated that active learning and learning in which students cognitively engage with the material in a multitude of ways result in better understanding and retention. The aim of the present study was to determine which of three pedagogical techniques led to improvement in learning and retention in undergraduate college students. Subjects partook in one of three different types of pedagogical engagement: hands-on learning with a model, observing someone else manipulate the model, and traditional lecture-based presentation. Students were then asked to take an online quiz that tested their knowledge of the new material, both immediately after learning the material and 2 wk later. Students who engaged in direct manipulation of the model scored higher on the assessment immediately after learning the material compared with the other two groups. However, there were no differences among the three groups when assessed after a 2-wk retention interval. Thus active learning techniques that involve direct interaction with the material can lead to learning benefits; however, how these techniques benefit long-term retention of the information is equivocal.

We Are All Teachers: Modeling Democratic Engagement in Faculty Development

ERIC Educational Resources Information Center

Studer, Morgan; Rogers, Christian; Benton, Melissa; Quirke, Michelle

2017-01-01

As service-learning and community engagement (SLCE) have become increasingly legitimized in higher education as scholarly pedagogical practice, resources to support faculty in learning about and undertaking this engaged work have grown. As Zlotkowski (2015) points out in his framing essay for the SLCE Future Directions Project (FDP), the movement…

Teaching to Strengths: Engaging Young Boys in Learning

ERIC Educational Resources Information Center

Johnson, Cynthia; Gooliaff, Shauna

2013-01-01

Traditional teaching methods often fail to engage male students in learning. The purpose of this research was to increase student engagement in the story writing process and increase self-confidence in boys at risk. A qualitative approach included student surveys as well as teacher journaling and portfolios (including e-portfolios). The student…

Civic Learning and Engagement

ERIC Educational Resources Information Center

Kanter, Martha; Schneider, Carol Geary

2013-01-01

For decades, the US education system has failed to adequately combat a decline of civic engagement and awareness, resulting in what many are now calling a "civics recession." The good news is that there is growing awareness, at all levels, that we need new and concerted efforts to make civic learning and engagement a core component of…

Civic Engagement as Risk Management and Public Relations: What the Pharmaceutical Industry Can Teach Us about Service-Learning

ERIC Educational Resources Information Center

Scott, J. Blake

2009-01-01

The pharmaceutical industry's corporate responsibility reports illustrate how the liberal rhetoric of civic engagement can be reappropriated to serve the market-driven aims of risk management and public relations. Tracing the ideologic linkage of corporate responsibility and service-learning versions of civic engagement, and contextualizing…

Parental Belief and Parental Engagement in Children's Learning

ERIC Educational Resources Information Center

Goodall, J.; Ghent, K.

2014-01-01

This article reports on a small scale study, examining the influence of parental faith belief on parental engagement with children's learning. The literature surrounding parental engagement and the impact of familial belief on children's outcomes is examined. It is clear from work in the US that familial faith belief has an impact; however, the…

Teacher Openness and Prosocial Motivation: Creating an Environment Where Questions Lead to Engaged Students

ERIC Educational Resources Information Center

Crane, Bret D.

2017-01-01

Evidence suggests that student engagement in the classroom leads to improved learning outcomes. As a result, teachers of management have promoted ways to involve students through Socratic teaching methods, case-based pedagogy, and class discussion. These approaches to learning emphasize the use of questions to stimulate student engagement.…

Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures

ERIC Educational Resources Information Center

Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

2011-01-01

This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…

More than Just a Pretty (Inter) Face: The Role of the Graphical User Interface in Engaging Elearners.

ERIC Educational Resources Information Center

Metros, Susan E.; Hedberg, John G.

2002-01-01

Examines the relationship between the graphical user interface (GUI) and the cognitive demands placed on the learner in eLearning (electronic learning) environments. Describes ways educators can design appropriate interfaces to facilitate meaningful interactions with educational content; and examines learner engagement and engagement theory using…

Sustaining Engagement and Interest in the Classroom: Effects of the EngageALL Instructional Model

ERIC Educational Resources Information Center

Larson, Sue C.

2014-01-01

This chapter describes an empirical study that tests the motivational and learning effects of an intervention designed to initiate and sustain interest and engagement in high school biology classrooms. Positive effects were demonstrated for conceptual understanding, vocabulary acquisition, and perceptions of the learning experiences. [This article…

Understanding Student Engagement during Simulations in IB Global Politics

ERIC Educational Resources Information Center

Gleek, Charles

2015-01-01

There is ample discussion in academic and policy circles, as well as amongst the general public, about the ways in which classroom instructors can provide more engaging learning experiences for students. This research examines the ways in which students engage participating in classroom simulations as it pertains to the assigned learning outcomes…

Selected Engagement Factors and Academic Learning Outcomes of Undergraduate Engineering Students

ERIC Educational Resources Information Center

Justice, Patricia J.

2009-01-01

The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by…

Towards the Gamification of Learning: Investigating Student Perceptions of Game Elements

ERIC Educational Resources Information Center

Cheong, Christopher; Filippou, Justin; Cheong, France

2014-01-01

Games offer people engaging and motivating experiences. The process of recreating this type of experience in systems that are not typically considered games is called "gamification." Improving engagement and motivation in a learning environment is desired by many educators as traditional approaches do not seem to be as engaging as they…

Science Teaching and Learning Activities and Students' Engagement in Science

ERIC Educational Resources Information Center

Hampden-Thompson, Gillian; Bennett, Judith

2013-01-01

The purpose of this analysis is to describe the variation in students' reports of engagement in science across science teaching and learning activities. In addition, this study examines student and school characteristics that may be associated with students' levels of engagement in science. Data are drawn from the Programme for International…

I Am, I Am Becoming: How Community Engagement Changed Our Learning, Teaching, and Leadership

ERIC Educational Resources Information Center

Militello, Matthew; Ringler, Marjorie C.; Hodgkins, Lawrence; Hester, Dawn Marie

2017-01-01

We explore the development of community-engaged scholars and practitioners through two distinct lenses: faculty who facilitate engaged learning processes and student-practitioners who are enacting these processes in their work. We use an auto-ethnographic technique, our own stories, to describe the will (motivation) and capacity (knowledge) gained…

Business Unusual: Transforming Business School Curricula through Community Engagement

ERIC Educational Resources Information Center

Ehrich, Kristine; Ceranic, Tara; Liu, Judith

2014-01-01

As part of a Community Service-Learning Faculty Scholars Program, University of San Diego business faculty members created community engagement projects that connected students with the local community, exposed them to the realities of a global business world and showed the inherent value of community engagement. By utilizing service-learning and…

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

PubMed Central

Charland, Patrick; Léger, Pierre-Majorique; Sénécal, Sylvain; Courtemanche, François; Mercier, Julien; Skelling, Yannick; Labonté-Lemoyne, Elise

2015-01-01

In a recent theoretical synthesis on the concept of engagement, Fredricks, Blumenfeld and Paris1 defined engagement by its multiple dimensions: behavioral, emotional and cognitive. They observed that individual types of engagement had not been studied in conjunction, and little information was available about interactions or synergy between the dimensions; consequently, more studies would contribute to creating finely tuned teaching interventions. Benefiting from the recent technological advances in neurosciences, this paper presents a recently developed methodology to gather and synchronize data on multidimensional engagement during learning tasks. The technique involves the collection of (a) electroencephalography, (b) electrodermal, (c) eye-tracking, and (d) facial emotion recognition data on four different computers. This led to synchronization issues for data collected from multiple sources. Post synchronization in specialized integration software gives researchers a better understanding of the dynamics between the multiple dimensions of engagement. For curriculum developers, these data could provide informed guidelines for achieving better instruction/learning efficiency. This technique also opens up possibilities in the field of brain-computer interactions, where adaptive learning or assessment environments could be developed. PMID:26167712

Problem-Based Learning and Civic Engagement in Undergraduate Education

ERIC Educational Resources Information Center

Keegan, Louise C.; Losardo, Angela; McCullough, Kim C.

2017-01-01

Problem-based learning and civic engagement are complementary constructivist andragogical approaches that emphasize active learning by guiding students to develop their own understanding and knowledge of a topic through experience and reflection. By providing examples of clinical cases and community-based experiences, these approaches can enhance…

Meaningful Engagement in Facebook Learning Environments: Merging Social and Academic Lives

ERIC Educational Resources Information Center

Wang, Jenny; Lin, Chun-Fu C.; Yu, Wei-Chieh W.; Wu, Emily

2013-01-01

This study compared the effectiveness of different learning environments between interactive Facebook instructional method and non-Facebook instructional method for undergraduate students. Two outcome dimensions were measured: student grades and learning engagement. A pre-test-posttest control group experimental design was used. The experimental…

A Novel Group Engagement Score for Virtual Learning Environments

ERIC Educational Resources Information Center

Castellanos, Jorge; Haya, Pablo A.; Urquiza-Fuentes, Jaime

2017-01-01

STEM (Science, Technology, Engineering, and Math) education is currently receiving much attention from governments and educational institutions. Our work is based on active learning and video-based learning approaches to support STEM education. Here, we aimed to increase students' engagement through reflective processes that embrace video…

Student Engagement in the Scottish Quality Enhancement Framework

ERIC Educational Resources Information Center

Gvaramadze, Irakli

2011-01-01

The research addressed the interplay of student engagement and quality enhancement mechanisms in the Scottish higher education system. The paper demonstrates increasing focus on student learning, learning experience and high-quality learning in the current quality enhancement approaches. The student-university coproduction model is used to…

PLATE: Powerful Learning and Teaching Environments

ERIC Educational Resources Information Center

Housand, Angela

2009-01-01

The environment has a profound effect on the ability of students to regulate their behavior or disposition and effectively engage in the learning processes. Active engagement is important because it increases performance. Certain types of environmental structures actually increase students' ability to be agents of their own learning. These…

Virtual to Reality: Teaching Mathematics and Aerospace Concepts to Undergraduates Using Unmanned Aerial Systems and Flight Simulation Software

ERIC Educational Resources Information Center

Aji, Chadia Affane; Khan, M. Javed

2015-01-01

Student engagement is an essential element for learning. Active learning has been consistently shown to increase student engagement and hence learning. Hands-on activities are one of the many active learning approaches. These activities vary from structured laboratory experiments on one end of the spectrum to virtual gaming environments and to for…

Associations between the Classroom Learning Environment and Student Engagement in Learning 2: A Structural Equation Modelling Approach

ERIC Educational Resources Information Center

Harbaugh, Allen G.; Cavanagh, Robert F.

2012-01-01

This report is about the second of two phases in an investigation into associations between student engagement in classroom learning and the classroom-learning environment. Whereas the first phase utilized Rasch modelling (Cavanagh, 2012), this report uses latent variable modelling to explore the data. The investigations in both phases of this…

Effects of Personal Learning Devices and Their Usages on Student Learning and Engagement

ERIC Educational Resources Information Center

Labrensz, Jonathan; Ayebo, Abraham

2018-01-01

The objective of this study was to investigate the effects of using Personal Learning Devices as interactive white boards on students' learning and engagement. The study took place in an Algebra 2 classroom during the 2015-2016 school year. Baseline scores were gathered in the fall of 2015 and control and experimental scores were gathered in the…

Digital Game-Based Learning: It's Not Just the Digital Natives Who Are Restless

ERIC Educational Resources Information Center

Van Eck, Richard

2006-01-01

With the widespread public interest in games as learning tools, digital game-based learning (DGBL) proponents now need to explain why games are engaging and effective and how those principles can be leveraged to best integrate games into the learning process. In this article, Richard Van Eck outlines why DGBL is effective and engaging, how those…

Revoicing: A Tool to Engage All Learners in Academic Conversations

ERIC Educational Resources Information Center

Ferris, Sarah J.

2014-01-01

Talk provides a foundation for how we learn language and advance as literate individuals. Talking helps us form thoughts, engages us in deeper learning with others, and plays a key part in how we learn to read and write. In this article, Accountable Talk®, which comes from researchers through the Institute for Learning (University of Pittsburgh),…

Associations between the Classroom Learning Environment and Student Engagement in Learning 1: A Rasch Model Approach

ERIC Educational Resources Information Center

Cavanagh, Rob

2012-01-01

This report is about one of two phases in an investigation into associations between student engagement in classroom learning and the classroom learning environment. Both phases applied the same instrumentation to the same sample. The difference between the phases was in the measurement approach applied. This report is about application of the…

Use of Digital Game Based Learning and Gamification in Secondary School Science: The Effect on Student Engagement, Learning and Gender Difference

ERIC Educational Resources Information Center

Khan, Amna; Ahmad, Farzana Hayat; Malik, Muhammad Muddassir

2017-01-01

This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major…

Exploring the Impact of Engaged Teachers on Implementation Fidelity and Reading Skill Gains in a Blended Learning Reading Program

ERIC Educational Resources Information Center

Schechter, Rachel L.; Kazakoff, Elizabeth R.; Bundschuh, Kristine; Prescott, Jen Elise; Macaruso, Paul

2017-01-01

The number of K-12 classrooms adopting blended learning models is rapidly increasing and represents a cultural shift in teaching and learning; however, fidelity of implementation of these new blended learning programs varies widely. This study aimed to examine the role of teacher engagement in student motivation and achievement in a blended…

The Influence of Personal Well-Being on Learning Achievement in University Students Over Time: Mediating or Moderating Effects of Internal and External University Engagement

PubMed Central

Yu, Lu; Shek, Daniel T. L.; Zhu, Xiaoqin

2018-01-01

The current study examined the relationship between students' personal well-being and their learning achievement during university study, and whether such relationship would be mediated or moderated by university engagement. A total of 434 university students from one public university in Hong Kong participated in the study. The participants completed an online survey consisting of personal well-being (cognitive behavioral competence and general positive youth development), university engagement, and learning achievement measures (personal growth, and accumulated GPA as academic achievement) at four time points with a 1-year interval. Results showed that personal well-being measured at the beginning of university study positively predicted students' personal growth and academic achievement after 3 years' study. While the internal dimensions of university engagement (academic challenge and learning with peers) showed longitudinal significant mediational effect, the external dimensions (experience with faculty and campus environment) did not have significant longitudinal moderating effect. Nevertheless, external dimensions of student engagement also showed direct effect on personal growth and academic achievement. The long-standing positive effects of personal well-being on university engagement and subsequently, learning achievement during university years call for more attention to the promotion of holistic development among university students in Hong Kong. PMID:29375421

The Relationship Between Engagement and Neurophysiological Measures of Attention in Motion-Controlled Video Games: A Randomized Controlled Trial.

PubMed

Leiker, Amber M; Miller, Matthew; Brewer, Lauren; Nelson, Monica; Siow, Maria; Lohse, Keith

2016-04-21

Video games and virtual environments continue to be the subject of research in health sciences for their capacity to augment practice through user engagement. Creating game mechanics that increase user engagement may have indirect benefits on learning (ie, engaged learners are likely to practice more) and may also have direct benefits on learning (ie, for a fixed amount of practice, engaged learners show superior retention of information or skills). To manipulate engagement through the aesthetic features of a motion-controlled video game and measure engagement's influence on learning. A group of 40 right-handed participants played the game under two different conditions (game condition or sterile condition). The mechanics of the game and the amount of practice were constant. During practice, event-related potentials (ERPs) to task-irrelevant probe tones were recorded during practice as an index of participants' attentional reserve. Participants returned for retention and transfer testing one week later. Although both groups improved in the task, there was no difference in the amount of learning between the game and sterile groups, countering previous research. A new finding was a statistically significant relationship between self-reported engagement and the amplitude of the early-P3a (eP3a) component of the ERP waveform, such that participants who reported higher levels of engagement showed a smaller eP3a (beta=-.08, P=.02). This finding provides physiological data showing that engagement elicits increased information processing (reducing attentional reserve), which yields new insight into engagement and its underlying neurophysiological properties. Future studies may objectively index engagement by quantifying ERPs (specifically the eP3a) to task-irrelevant probes.

Community-Based Learning: Engaging Students for Success and Citizenship

ERIC Educational Resources Information Center

Melaville, Atelia; Berg, Amy C.; Blank, Martin J.

2006-01-01

Community schools foster a learning environment that extends far beyond the classroom walls. Students learn and problem solve in the context of their lives and communities. Community schools nurture this natural engagement. Because of the deep and purposeful connections between schools and communities, the curriculum is influenced and enhanced,…

Creating Experiential Learning in the Graduate Classroom through Community Engagement

ERIC Educational Resources Information Center

Johnson, Katryna

2013-01-01

Educators can provide opportunities for active learning for the students by engaging them in client-based projects with the community, which enhances application of theory and provides students with the relevance demanded from the business community. Experiential learning opportunities through client-based projects provide for such an experience.…

Critical Thinking Assessment across Four Sustainability-Related Experiential Learning Settings

ERIC Educational Resources Information Center

Heinrich, William F.; Habron, Geoffrey B.; Johnson, Heather L.; Goralnik, Lissy

2015-01-01

Today's complex societal problems require both critical thinking and an engaged citizenry. Current practices in higher education, such as service learning, suggest that experiential learning can serve as a vehicle to encourage students to become engaged citizens. However, critical thinking is not necessarily a part of every experiential learning…

Cultural Diversity Online: Student Engagement with Learning Technologies

ERIC Educational Resources Information Center

Hannon, John; D'Netto, Brian

2007-01-01

Purpose: The purpose of this research is to focus on how students from different cultural and linguistic backgrounds encounter online learning environments, and to assess the extent to which cultural factors impact on learners' engagement with online learning. Design/methodology/approach: The study explores how a culturally diverse cohort of…

Engaging Students in Learning: An Application with Quantitative Psychology

ERIC Educational Resources Information Center

Harlow, Lisa L.; Burkholder, Gary J.; Morrow, Jennifer A.

2006-01-01

In response to calls for more engaging and interactive pedagogy, we simultaneously implemented 4 rousing learning activities: peer-mentored learning, student reports of what was clear (or not) from a previous lecture, consult corners where student groups provided course-informed solutions to problem-based scenarios, and applied projects presented…

One University's Approach to Engaged Learning across the Curriculum

ERIC Educational Resources Information Center

Blackwell, Mark; McGivney-Burelle, Jean; Colarulli, Guy; Shattuck, James; Christensen, Caryn

2018-01-01

How can faculty, staff, and administrators design a high-quality academic experience for their institution's undergraduates by adopting an established set of nationally recognized, evidence-based teaching and learning practices that promote engaged learning? How can they ensure that all students, regardless of major, achieve the essential learning…

Service-Learning Enriches Advertising Knowledge, Builds Students' Portfolios, and Promotes Community Engagement after Graduation

ERIC Educational Resources Information Center

Tucciarone, Krista

2012-01-01

This study investigated the influence of a service-learning component in an advertising course, specifically examining its ability to enrich advertising knowledge, build students' portfolios, and influence students' community engagement after graduation. The research revealed that service-learning positively affects students' understanding of…

Adventure Learning and Learner-Engagement: Frameworks for Designers and Educators

ERIC Educational Resources Information Center

Henrickson, Jeni; Doering, Aaron

2013-01-01

There is a recognized need for theoretical frameworks that can guide designers and educators in the development of engagement-rich learning experiences that incorporate emerging technologies in pedagogically sound ways. This study investigated one such promising framework, adventure learning (AL). Data were gathered via surveys, interviews, direct…

Authentically Engaged Learning through Live Supervision: A Phenomenological Study

ERIC Educational Resources Information Center

Moody, Steven; Kostohryz, Katie; Vereen, Linwood

2014-01-01

This phenomenological study explored the experiential learning of 5 master's-level counseling students undergoing live supervision in a group techniques course. Multiple themes were identified to provide a textural-structural description of how students authentically engaged in the learning process. Implications for counselor education and…

Now for the Science Bit: Implementing Community-Based Learning in Chemistry

ERIC Educational Resources Information Center

McDonnell, Claire; Ennis, Patricia; Shoemaker, Leslie

2011-01-01

Purpose: The purpose of this paper is to contribute to the understanding of student learning from community engagement by critically assessing the implementation of this pedagogical approach in the context of teaching and learning chemistry and also evaluating the role of personal development in student-community engagement.…

RISE to the IUPUI Challenge: High Impact Practices Focused on Students' Success

ERIC Educational Resources Information Center

Baker, Sarah S.; Fisher, Mary L.; Johnson, Kathy E.

2012-01-01

Civic engagement and student success have become a hallmark of Indiana University--Purdue University Indianapolis (IUPUI). In 2008 a new program supporting increased student engagement and deeper learning was implemented, the RISE (Research, International Study, Service Learning, and Experiential Learning) to the IUPUI Challenge initiative…

Something to Say: Children Learning through Story

ERIC Educational Resources Information Center

Quintero, Elizabeth P.

2010-01-01

Research Findings: All children from all backgrounds and histories learn through their stories while engaging in play and other daily activities. They experience development in multiple domains and engage in multidimensional learning when given the opportunity and encouragement. Practice or Policy: This article documents a segment of a larger…

Student Engagement with a Content-Based Learning Design

ERIC Educational Resources Information Center

Padilla Rodriguez, Brenda Cecilia; Armellini, Alejandro

2013-01-01

While learning is commonly conceptualised as a social, collaborative process in organisations, online courses often provide limited opportunities for communication between people. How do students engage with content-based courses? How do they find answers to their questions? How do they achieve the learning outcomes? This paper aims to answer…

Engagement in Classroom Learning: Creating Temporal Participation Incentives for Extrinsically Motivated Students through Bonus Credits

ERIC Educational Resources Information Center

Rassuli, Ali

2012-01-01

Extrinsic inducements to adjust students' learning motivations have evolved within 2 opposing paradigms. Cognitive evaluation theories claim that controlling factors embedded in extrinsic rewards dissipate intrinsic aspirations. Behavioral theorists contend that if engagement is voluntary, extrinsic reinforcements enhance learning without ill…

Increasing Student Engagement Using Asynchronous Learning

ERIC Educational Resources Information Center

Northey, Gavin; Bucic, Tania; Chylinski, Mathew; Govind, Rahul

2015-01-01

Student engagement is an ongoing concern for educators because of its positive association with deep learning and educational outcomes. This article tests the use of a social networking site (Facebook) as a tool to facilitate asynchronous learning opportunities that complement face-to-face interactions and thereby enable a stronger learning…

Drawing Connections Between Local and Global Observations: An Essential Element of Geoscience Education

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Mogk, D. W.

2002-12-01

One of the hallmarks of geoscience research is the process of moving between observations and interpretations on local and global scales to develop an integrated understanding of Earth processes. Understanding this interplay is an important aspect of student geoscience learning which leads to an understanding of the fundamental principles of science and geoscience and of the connections between local natural phenomena or human activity and global processes. Several techniques that engage students in inquiry and discovery (as recommended in the National Science Education Standards, NRC 1996, Shaping the Future of Undergraduate Earth Science Education, AGU, 1997) hold promise for helping students make these connections. These include the development of global data sets from local observations (e.g. GLOBE); studying small scale or local phenomenon in the context of global models (e.g. carbon storage in local vegetation and its role in the carbon cycle); or an analysis of local environmental issues in a global context (e.g. a comparison of local flooding to flooding in other countries and analysis in the context of weather, geology and development patterns). Research on learning suggests that data-rich activities linking the local and global have excellent potential for enhancing student learning because 1) students have already developed observations and interpretations of their local environment which can serve as a starting point for constructing new knowledge and 2) this context may motivate learning and develop understanding that can be transferred to other situations. (How People Learn, NRC, 2001). Faculty and teachers at two recent workshops confirm that projects that involve local or global data can engage students in learning by providing real world context, creating student ownership of the learning process, and developing scientific skills applicable to the complex problems that characterize modern science and society. Workshop participants called for increased dissemination of examples of effective practice, evaluation of the impact of data-rich activities on learning, and further development of data access infrastructure and services. (for additional workshop results and discussion see http://serc.carleton.edu/research_education/usingdata)

Integrating Concept Mapping and the Learning Cycle To Teach Diffusion and Osmosis Concepts to High School Biology Students.

ERIC Educational Resources Information Center

Odom, Arthur L.; Kelly, Paul V.

2001-01-01

Explores the effectiveness of concept mapping, the learning cycle, expository instruction, and a combination of concept mapping/learning cycle in promoting conceptual understanding of diffusion and osmosis. Concludes that the concept mapping/learning cycle and concept mapping treatment groups significantly outperformed the expository treatment…

SILVAH-OAK: ensuring adoption by engaging users in the full cycle of forest research

Treesearch

Susan L. Stout; Pat Brose; Kurt Gottschalk; Gary Miller; Pete Knopp; Gary Rutherford; Mark Deibler; Gary Frank; Gary Gilmore

2007-01-01

Recent Forest Service Research and Development (FS R&D) logic modeling efforts focused on program delivery stated that an important precondition for effective science delivery was the engagement of users and partners throughout the full research and development cycle. The ongoing partnership among the Pennsylvania Department of Conservation and Natural Resources...

Motives and activities for continuing professional development: An exploration of their relationships by integrating literature and interview data.

PubMed

Pool, Inge A; Poell, Rob F; Berings, Marjolein G M C; Ten Cate, Olle

2016-03-01

To effectively enhance professional development, it is important to understand the motivational factors behind nurses' engagement in particular types of learning activities. Nurses have various motives for professional development and utilise different learning activities. Not much is known about how these relate. The aim of this study was to explore the relationship between nurses' motives and activities for continuing professional development, by examining in which types of learning activities nurses engage, with which motives, and whether certain motives are associated with certain learning activities. A qualitative study using semi-structured interviews. Twenty-one nurses in academic and general Dutch hospitals participated. Interview data on nurses' learning biographies were analysed using a literature-based framework on motives and learning activities for continuing professional development. As recent classifications of nurses' motives for professional development were absent, the literature was reviewed for motives, using three databases. The interview transcripts were analysed for motives, learning activities and their relationships. Nine motives and four categories of learning activities for continuing professional development were delineated. Increasing competence was the primary motive that stimulated nurses to engage in self-directed learning during work, and in formal learning activities. To comply with requirements, they engaged in mandatory courses. To deepen knowledge, they registered for conferences. To develop their careers, they enrolled in postgraduate education. Five other motives were not mentioned as frequently. Specific motives were found to be related to engagement in particular learning activities. Nurses could use these findings to increase their awareness of why and how they develop professionally, and managers and human resource development professionals could develop approaches that would better suit nurses' needs. Copyright © 2016 Elsevier Ltd. All rights reserved.

Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

NASA Astrophysics Data System (ADS)

DeVore, Seth; Marshman, Emily; Singh, Chandralekha

2017-06-01

As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar introductory physics courses and then propose a framework for helping students engage effectively with the learning tools. The tutorials were developed via research in physics education and were found to be effective for a diverse group of introductory physics students in one-on-one implementation. Instructors encouraged the use of these tools in a self-paced learning environment by telling students that they would be helpful for solving the assigned homework problems and that the underlying physics principles in the tutorial problems would be similar to those in the in-class quizzes (which we call paired problems). We find that many students in the courses in which these interactive electronic learning tutorials were assigned as a self-study tool performed poorly on the paired problems. In contrast, a majority of student volunteers in one-on-one implementation greatly benefited from the tutorials and performed well on the paired problems. The significantly lower overall performance on paired problems administered as an in-class quiz compared to the performance of student volunteers who used the research-based tutorials in one-on-one implementation suggests that many students enrolled in introductory physics courses did not effectively engage with the tutorials outside of class and may have only used them superficially. The findings suggest that many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time-management skills to engage effectively with tools specially designed to help them learn at their own pace. We conclude by proposing a theoretical framework to help students with diverse prior preparations engage effectively with self-paced learning tools.

Positive Aging in Demanding Workplaces: The Gain Cycle between Job Satisfaction and Work Engagement.

PubMed

Guglielmi, Dina; Avanzi, Lorenzo; Chiesa, Rita; Mariani, Marco G; Bruni, Ilaria; Depolo, Marco

2016-01-01

Nowadays organizations have to cope with two related challenges: maintaining an engaged and highly performing workforce and, at the same time, protecting and increasing employees' well-being and job satisfaction under conditions of a generalized increase of job demand, in an increasingly growing older population. According to the motivational process of the JD-R model, a work environment with many organizational resources will foster work engagement, which in turn will increase the likelihood of positive personal and organizational outcomes, such as job satisfaction, performance, and intention to stay. However, it is not clear how this motivational process could work in different age cohorts, as older workers may have different priorities to those of younger colleagues. Postulating the existence of a gain-cycle in the relationship between work engagement and outcomes, in this study we tested a longitudinal moderated mediation model in which job satisfaction increases over time through an increment in work engagement. We hypothesized that this process is moderated by job demand and aging. We collected data in public administrations in Northern Italy in order to measure work engagement and job satisfaction. 556 workers aged between 50 and 64 replied to the survey twice (the first time and 8 months later). The findings confirmed a moderated mediation model, in which job satisfaction at time 1 increased work engagement, which in turn fostered job satisfaction 8 months later, confirming the hypothesized gain-cycle. This relationship was shown to be moderated by the joint influence of job demand intensity and age: higher job demands and younger age are related to the maximum level of level gain cycle, while the same high level of job demands, when associated with older age, appears unable to stimulate a similar effect. The results confirm that, on one hand, older workers cannot be seen as a homogeneous group and, on the other hand, the importance of considering the role played by the gain cycle of resources. Our findings show that age matters, and that greater consideration should be devoted to age differences in order to design appropriate human resources practices that foster work engagement and satisfaction.

Positive Aging in Demanding Workplaces: The Gain Cycle between Job Satisfaction and Work Engagement

PubMed Central

Guglielmi, Dina; Avanzi, Lorenzo; Chiesa, Rita; Mariani, Marco G.; Bruni, Ilaria; Depolo, Marco

2016-01-01

Nowadays organizations have to cope with two related challenges: maintaining an engaged and highly performing workforce and, at the same time, protecting and increasing employees’ well-being and job satisfaction under conditions of a generalized increase of job demand, in an increasingly growing older population. According to the motivational process of the JD-R model, a work environment with many organizational resources will foster work engagement, which in turn will increase the likelihood of positive personal and organizational outcomes, such as job satisfaction, performance, and intention to stay. However, it is not clear how this motivational process could work in different age cohorts, as older workers may have different priorities to those of younger colleagues. Postulating the existence of a gain-cycle in the relationship between work engagement and outcomes, in this study we tested a longitudinal moderated mediation model in which job satisfaction increases over time through an increment in work engagement. We hypothesized that this process is moderated by job demand and aging. We collected data in public administrations in Northern Italy in order to measure work engagement and job satisfaction. 556 workers aged between 50 and 64 replied to the survey twice (the first time and 8 months later). The findings confirmed a moderated mediation model, in which job satisfaction at time 1 increased work engagement, which in turn fostered job satisfaction 8 months later, confirming the hypothesized gain-cycle. This relationship was shown to be moderated by the joint influence of job demand intensity and age: higher job demands and younger age are related to the maximum level of level gain cycle, while the same high level of job demands, when associated with older age, appears unable to stimulate a similar effect. The results confirm that, on one hand, older workers cannot be seen as a homogeneous group and, on the other hand, the importance of considering the role played by the gain cycle of resources. Our findings show that age matters, and that greater consideration should be devoted to age differences in order to design appropriate human resources practices that foster work engagement and satisfaction. PMID:27574514

Learning words during shared book reading: The role of extratextual talk designed to increase child engagement.

PubMed

Blewitt, Pamela; Langan, Ryan

2016-10-01

Shared book reading (SBR) is a valuable context for word learning during early childhood, and adults' extratextual talk boosts the vocabulary building potential of SBR. We propose that the benefits of such talk depend largely on a reader's success in promoting children's active engagement (attention and interest) during SBR. When readers ask children questions about new words, especially if they respond to children in a prompt, contingent, and appropriate (positive) manner, this verbal responsiveness functions as an effective engagement strategy. We randomly assigned 3- and 4-year-olds to three reading conditions (low, moderate, and high) distinguished by the degree to which the reader used extratextual engagement strategies, including verbal responsiveness. Despite equal exposure to unfamiliar target words, children's performance improved on two measures of word learning across the three conditions, demonstrating the value of engagement strategies in extratextual talk. This study provides a strong experimental demonstration that adult verbal responsiveness directly benefits preschoolers' word learning. Copyright © 2016 Elsevier Inc. All rights reserved.

The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation

NASA Astrophysics Data System (ADS)

Bathgate, Meghan; Crowell, Amanda; Schunn, Christian; Cannady, Mac; Dorph, Rena

2015-07-01

Engaging in science as an argumentative practice can promote students' critical thinking, reflection, and evaluation of evidence. However, many do not approach science in this way. Furthermore, the presumed confrontational nature of argumentation may run against cultural norms particularly during the sensitive time of early adolescence. This paper explores whether middle-school students' ability to engage in critical components of argumentation in science impacts science classroom learning. It also examines whether students' willingness to do so attenuates or moderates that benefit. In other words, does one need to be both willing and able to engage critically with the discursive nature of science to receive benefits to learning? This study of middle-school students participating in four months of inquiry science shows a positive impact of argumentative sensemaking ability on learning, as well as instances of a moderating effect of one's willingness to engage in argumentative discourse. Possible mechanisms and the potential impacts to educational practices are discussed.

Staying Engaged: Knowledge and Research Needs in Student Engagement

PubMed Central

Wang, Ming-Te; Degol, Jessica

2016-01-01

In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it, and articulate person-centered approaches for analyzing engagement. We conclude by addressing limitations to the research and providing recommendations for study. Specifically, we point to the importance of incorporating more work on how learning-related emotions, personality characteristics, prior learning experiences, shared values across contexts, and engagement in nonacademic activities influence individual differences in student engagement. We also stress the need to improve our understanding of the nuances involved in developing engagement over time by incorporating more extensive longitudinal analyses, intervention trials, research on affective neuroscience, and interactions among levels and dimensions of engagement. PMID:27087833

Vocational exploration in an extracurricular technology program for youth with autism.

PubMed

Dunn, Louise; Diener, Marissa; Wright, Cheryl; Wright, Scott; Narumanchi, Amruta

2015-01-01

Within a life span approach, introducing opportunities to explore careers through activities of interest provide ways for children to learn to explore, problem solve, and envision a future for themselves. However, little information exists about programs to promote social engagement and to explore potential career interests for youth with autism. Explore engagement and learning in a technology-based extracurricular program (called iSTAR) for youth with autism. The researchers used a qualitative approach with grounded-theory analysis to explore the processes that contributed to engagement and learning for youth with autism in an technology-based extracurricular program. Youth Centered Learning and Opportunities to Demonstrate Skills emerged as themes that illuminated the processes by which engagement and learning occurred for the youth in the iSTAR program. Interest in the graphics program stimulated interactions amongst the youth with each other and with the adults. Modeling, demonstration, and scaffolded questioning supported engagement and learning for all the youth. Providing structure, encouraging choices, and following the youths' lead provided bridges for sharing and learning about the technology program. Career exploration through use of interests in technology can provide opportunities for youth with autism to develop social and technical skills needed later for employment. Providing an environment that recognizes and builds on the youths' strengths and supports their autonomy and choices are critical components to promote their positive development and career potential.

Working on the Work Framework for Engagement: Impacting Students' Perceived Learning, Attitudes toward School, and Achievement

ERIC Educational Resources Information Center

Forehand, Michael Joshua

2014-01-01

A quasi-experimental, pre-test post-test nonequivalent control group study was utilized to determine the difference in students' perceived learning, attitudes toward school, and achievement when participating in classes utilizing engagement design qualities as compared to students in classes not utilizing engagement design qualities. To inform the…

Exhilarated Learning and the Scholarship of Engagement: From Here (the University) to the Horizon (the Community)

ERIC Educational Resources Information Center

Strean, William Ben

2012-01-01

In this paper, I explain the components of "exhilarated learning," a model for effective classroom environments, and show how this model can be applied to the broader context of community-university engagement. I describe the following three dimensions: human connection, whole body engagement, and linking content to context; and I…

Below the Surface: The Relationship among Different Types of Motivation, Engagement, and Performance of Undergraduate Students in Taiwan

ERIC Educational Resources Information Center

Hsieh, Tzu-Ling

2013-01-01

The purpose of this study is to investigate the relationship among learning motivation, engagement behaviors, and performance of undergraduate students. 178 junior students are surveyed from five colleges at a four-year research university in Taiwan. The scales of motivation, engagement, and perceived learning outcomes are adapted from the…

What Discourages Students from Engaging with Innovative Instructional Methods: Creating a Barrier Framework

ERIC Educational Resources Information Center

Ellis, Donna E.

2015-01-01

When faculty members choose to implement instructional methods that are learning-centred, this may represent a change for students; and some resist engaging. In this exploratory case study research, 172 students shared what discourages them from being willing to engage with these innovative methods that aim to facilitate their learning.…

Successful Engagement: Guidance for Colleges and Providers on Effective Employer Engagement in Post-16 Learning.

ERIC Educational Resources Information Center

Hughes, Maria

Successful employer engagement requires that colleges in the United Kingdom secure employers' involvement in the design, development, management, and delivery of post-16 learning so that the skill needs of employers and the workforce will be met and the increased productivity, competitiveness, and efficiency of individual organizations and the…

Power and Reciprocity in Partnerships: Deliberative Civic Engagement and Transformative Learning in Community-Engaged Scholarship

ERIC Educational Resources Information Center

Davis, Katherine L.; Kliewer, Brandon W.; Nicolaides, Aliki

2017-01-01

The purpose of this work is to assist partners in identifying, naming, and facilitating dynamic relational forces and learning processes that shape the effectiveness of community engagement practice and partnerships. We offer a hypothetical case to assist in framing and discussing concepts of reciprocity and power in partnerships and how these…

Pitching Environmental Science to Business Majors: Engaging Students in Renewable Energy Choices

ERIC Educational Resources Information Center

Rodgers, Vikki L.

2014-01-01

This article describes an active learning strategy for engaging undergraduate business students, a group often ignored in scientific pedagogy, in learning about renewable energy technology and associated trade-offs. I designed a small-group activity to appeal to and engage business students, but the exercise could easily be used for a variety of…

Deliberate Practice in Medicine: The Motivation to Engage in Work-Related Learning and Its Contribution to Expertise

ERIC Educational Resources Information Center

van de Wiel, Margje W. J.; Van den Bossche, Piet

2013-01-01

This study examined physicians' motivation to engage in work-related learning and its contribution to expertise development beyond work experience. Based on deliberate practice theory, semi-structured interviews were conducted with 17 residents and 28 experienced physicians in internal medicine, focusing on the activities they engaged in during…

The Contributions of Living-Learning Programs on Developing Sense of Civic Engagement in Undergraduate Students

ERIC Educational Resources Information Center

Rowan-Kenyon, Heather; Soldner, Matt E.; Kurotsuchi Inkelas, Karen

2008-01-01

This study examines the influence of elements of the college experience, specifically participation in a living-learning (L/L) program, on students' self-reported sense of civic engagement. The researchers examined a nationally representative sample of students (n = 1,474) including those who participated in civic engagement themed L/L programs,…

Teachers' Conceptions of Student Engagement in Learning: The Case of Three Urban Schools

ERIC Educational Resources Information Center

Barkaoui, Khaled; Barrett, Sarah Elizabeth; Samaroo, Julia; Dahya, Negin; Alidina, Shahnaaz; James, Carl

2015-01-01

Although student engagement plays a central role in the education process, defining it is challenging. This study examines teachers' conceptions of the social and cultural dimensions of student engagement in learning at three low-achieving schools located in a low socioeconomic status (SES) urban area. Sixteen teachers and administrators from the…

Work Engagement: Antecedents, the Mediating Role of Learning Goal Orientation and Job Performance

ERIC Educational Resources Information Center

Chughtai, Aamir Ali; Buckley, Finian

2011-01-01

Purpose: The present paper aims to explore the effects of state (trust in supervisor) and trait (trust propensity) trust on employees' work engagement. Furthermore, it seeks to investigate the mediating role of learning goal orientation in the relationship between work engagement and two forms of performance: in-role job performance and innovative…

The Impact of the Learning Environment on Student Engagement in High School Classrooms

ERIC Educational Resources Information Center

Shernoff, David J.; Tonks, Stephen M.; Anderson, Brett

2014-01-01

This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students in seven high school classrooms in five different subject areas were observed and videoed in order to predict their engagement as measured by the experience sampling method (ESM).…

A Low-Technology Strategy for Increasing Engagement of Students with Autism and Significant Learning Needs

ERIC Educational Resources Information Center

Carnahan, Christi; Basham, James; Musti-Rao, Shobana

2009-01-01

Active engagement is critical to promote learning for students with autism. Although evidence-based strategies exist for promoting engagement for individual students with autism, there are few strategies designed for use with small groups. This study used an ABCAC design to assess the effects of a low-technology use strategy, namely interactive…

Assessing Student Engagement and Self-Regulated Learning in a Medical Gross Anatomy Course

ERIC Educational Resources Information Center

Pizzimenti, Marc A.; Axelson, Rick D.

2015-01-01

In courses with large enrollment, faculty members sometimes struggle with an understanding of how individual students are engaging in their courses. Information about the level of student engagement that instructors would likely find most useful can be linked to: (1) the learning strategies that students are using; (2) the barriers to learning…

Transforming a School Learning Exercise into a Public Engagement Event: "The Good, the Bad and the Algae"

ERIC Educational Resources Information Center

Redfern, James; Burdass, Dariel; Verran, Joanna

2013-01-01

School science laboratory classes and hands-on public engagement activities share many common aims and objectives in terms of science learning and literacy. This article describes the development and evaluation of a microbiology public engagement activity, "The Good, the Bad and the Algae", from a school laboratory activity. The school…

Building a Market Simulation to Teach Business Process Analysis: Effects of Realism on Engaged Learning

ERIC Educational Resources Information Center

Peng, Jacob; Abdullah, Ira

2018-01-01

The emphases of student involvement and meaningful engagement in the learner-centered education model have created a new paradigm in an effort to generate a more engaging learning environment. This study examines the success of using different simulation platforms in creating a market simulation to teach business processes in the accounting…

What We Learn about Babies from Engaging with Their Emotions

ERIC Educational Resources Information Center

Reddy, Vasudevi; Trevarthen, Colwyn

2004-01-01

Reddy and Trevarthen explore what we can learn from emotionally engaging with babies. Theirs is a different approach from 20th-century psychology, in which doubt and detachment play a role in discerning other people's feelings and thoughts. Instead, the authors suggest that emotions are the key to psychological engagement. When interacting with an…

Teaching and Learning through Civic Engagement: Prospects for Sustainability in Teacher Education

ERIC Educational Resources Information Center

Boland, Josephine

2010-01-01

This paper considers the prospects for sustainable service/community based learning as an element of a civic engagement strategy within the context of teacher education. It draws on findings of a study of the policy, process and practice of embedding civic engagement in the higher education curriculum in Ireland and the author's experience…

Collaborative Design of Assessment Criteria to Improve Undergraduate Student Engagement and Performance

ERIC Educational Resources Information Center

Leslie, Laura J.; Gorman, Paul C.

2017-01-01

Student engagement is vital in enhancing the student experience and encouraging deeper learning. Involving students in the design of assessment criteria is one way in which to increase student engagement. In 2011, a marking matrix was used at Aston University (UK) for logbook assessment (Group One) in a project-based learning module. The next…

Learning Relational Ways of Being: What Globally Engaged Scholars Have Learned about Global Engagement and Sustainable Community Development

ERIC Educational Resources Information Center

Ulrich, Mary Eileen

2016-01-01

How does higher education contribute to finding workable and lasting solutions to complex social issues that face communities globally today? How does higher education contribute to global sustainable development goals? The scholarship of engagement encourages faculty, scholars, and students to work together with communities on solutions to…

Teaching science to science teachers: Lessons taught and lessons learned

NASA Astrophysics Data System (ADS)

Douglas, E. M.; Hashimoto-Martell, E. A.; Balicki, S.; Oglavie, D. R.

2009-12-01

The Boston Science Partnership has created a comprehensive set of graduate courses that immerse teachers in the science topics most relevant to their teaching practices. In these courses, teachers become students of science, developing their conceptual understandings through scientific inquiry. All courses are co-taught by a university faculty and teacher leaders from the Boston Public Schools. Each course provides contextual linkages between the science content and the standards-based curriculum of the Boston Public School district. One of the most relevant science topics to teachers and students of all disciplines is climate change. This served as the overarching theme for our course delivered during summer 2008 and 2009. This course focused on weather and the pivotal role that water and solar radiation play in the exchange of energy at the Earth's surface. Basic concepts such as the behavior of gases, energy flow, density changes, phase changes, heat capacities, and thermal convection were applied to examine short-term weather and water dynamics and longer-term impacts on global warming and climate change. The course was designed to embrace the 7E learning cycle and instructional model, as proposed by Eisenkraft in his landmark 2003 Science Teacher article. This inquiry-based instructional model builds upon prior conceptions and engages the learner in activities in which they begin to construct meaning of a concept prior to being given an explanation. Each day focused on an essential topic related to weather and climate change, and experiential learning was our main objective. There were many successes and challenges with our course. Twenty-five participants were enrolled, and all had different background knowledge and skill sets. Additionally, their level of teaching varied greatly, from K-12, so the level of depth with which to learn the content in order to bring it back to their classrooms varied a great deal as well. Therefore differentiating instruction for our diverse participants was a constant challenge for us as instructors. In summer 2008, the course was organized so that fundamentals (chemistry, heat transfer, convection, physics) were taught in the first week and then applied in broader topics (water cycle, carbon cycle, weather and precipitation) in the second week. Learning these fundamentals was challenging for many teachers. Furthermore, the organization of topics caused frustration because there was not enough connection to the broader concepts of the course. In summer 2009, we rearranged the topics and interwove fundamentals with contextual topics within each week. We found this approach to be more successful in engaging and educating the teachers. The most successful activities were often the simplest to organize. Valuable instructional strategies included daily assessments in the form of morning quizzes, keeping a class website with all course materials, and centering the major project of the course around a lesson that teachers would design for their particular context. We saw a dramatic improvement in pre- and post-assessment test scores, with the class average increasing from 58% (pre-test) to 95% (post-test).

Exploring governance learning: How policymakers draw on evidence, experience and intuition in designing participatory flood risk planning.

PubMed

Newig, Jens; Kochskämper, Elisa; Challies, Edward; Jager, Nicolas W

2016-01-01

The importance of designing suitable participatory governance processes is generally acknowledged. However, less emphasis has been put on how decision-makers design such processes, and how they learn about doing so. While the policy learning literature has tended to focus on the substance of policy, little research is available on learning about the design of governance. Here, we explore different approaches to learning among German policymakers engaged in implementing the European Floods Directive. We draw on official planning documents and expert interviews with state-level policymakers to focus on learning about the procedural aspects of designing and conducting participatory flood risk management planning. Drawing on the policy learning and evidence-based governance literatures, we conceptualise six types of instrumental 'governance learning' according to sources of learning (endogenous and exogenous) and modes of learning (serial and parallel). We empirically apply this typology in the context of diverse participatory flood risk management planning processes currently unfolding across the German federal states. We find that during the first Floods Directive planning cycle, policymakers have tended to rely on prior experience in their own federal states with planning under the Water Framework Directive to inform the design and carrying out of participatory processes. In contrast, policymakers only sporadically look to experiences from other jurisdictions as a deliberate learning strategy. We argue that there is scope for more coordinated and systematic learning on designing effective governance, and that the latter might benefit from more openness to experimentation and learning on the part of policymakers.

Evaluation of postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning: a descriptive study.

PubMed

Currey, Judy; Oldland, Elizabeth; Considine, Julie; Glanville, David; Story, Ian

2015-02-01

The aim of this study was to evaluate postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning (TBL). A descriptive pre and post interventional design was used. Study data were collected by surveys and observation. University postgraduate critical care nursing programme. Students' attitudes to learning within teams (Team Experience Questionnaire) and student engagement (observed and self-reports). Twenty-eight of 32 students agreed to participate (87% response rate). There were significant changes in students' attitudes to learning within teams including increases in overall satisfaction with team experience, team impact on quality of learning, team impact on clinical reasoning ability and professional development. There was no significant increase in satisfaction with peer evaluation. Observation and survey results showed higher student engagement in TBL classes compared with standard lecturing. Postgraduate critical care nursing students responded positively to the introduction of TBL and showed increased engagement with learning. In turn, these factors enhanced nurses' professional skills in teamwork, communication, problem solving and higher order critical thinking. Developing professional skills and advancing knowledge should be core to all critical care nursing education programmes to improve the quality and safety of patient care. Copyright © 2014 Elsevier Ltd. All rights reserved.

Bringing Bike Share to a Low-Income Community: Lessons Learned Through Community Engagement, Minneapolis, Minnesota, 2011

PubMed Central

Johnson, David C.; Smith, William P.

2013-01-01

Background High prevalence of physical inactivity contributes to adverse health outcomes. Active transportation (cycling or walking) is associated with better health outcomes, and bike-sharing programs can help communities increase use of active transportation. Community Context The Minneapolis Health Department funded the Nice Ride Minnesota bike share system to expand to the Near North community in Minneapolis, Minnesota. Near North is a diverse, low-income area of the city where residents experience health disparities, including disparities in physical activity levels. Methods The installation of new bike share kiosks in Near North resulted in an environmental change to support physical activity. Community engagement was conducted pre-intervention only and consisted of focus groups, community meetings, and interviews. Postintervention data on bike share trips and subscribers were collected to assess intervention effectiveness. Outcome Focus group participants offered insights on facilitators and barriers to bike share and suggested system improvements. Community engagement efforts showed that Near North residents were positive about Nice Ride and wanted to use the system; however, the numbers of trips and subscriptions in Near North were low. Interpretation Results show that the first season of the expansion was moderately successful in improving outreach efforts and adapting bike share to meet the needs of low-income populations. However, environmental change without adequate, ongoing community engagement may not be sufficient to result in behavior change. PMID:23948339

Bringing bike share to a low-income community: lessons learned through community engagement, Minneapolis, Minnesota, 2011.

PubMed

Kretman Stewart, Sarah; Johnson, David C; Smith, William P

2013-08-15

High prevalence of physical inactivity contributes to adverse health outcomes. Active transportation (cycling or walking) is associated with better health outcomes, and bike-sharing programs can help communities increase use of active transportation. The Minneapolis Health Department funded the Nice Ride Minnesota bike share system to expand to the Near North community in Minneapolis, Minnesota. Near North is a diverse, low-income area of the city where residents experience health disparities, including disparities in physical activity levels. The installation of new bike share kiosks in Near North resulted in an environmental change to support physical activity. Community engagement was conducted pre-intervention only and consisted of focus groups, community meetings, and interviews. Postintervention data on bike share trips and subscribers were collected to assess intervention effectiveness. Focus group participants offered insights on facilitators and barriers to bike share and suggested system improvements. Community engagement efforts showed that Near North residents were positive about Nice Ride and wanted to use the system; however, the numbers of trips and subscriptions in Near North were low. Results show that the first season of the expansion was moderately successful in improving outreach efforts and adapting bike share to meet the needs of low-income populations. However, environmental change without adequate, ongoing community engagement may not be sufficient to result in behavior change.

Alienation and engagement in postgraduate training at a South African medical school.

PubMed

Bezuidenhout, Juanita; Cilliers, Francois; Van Heusden, Martie; Wasserman, Elizabeth; Burch, Vanessa

2011-01-01

The importance of contextual factors, such as the learning environment and sociocultural characteristics of the student, are becoming increasingly evident. Mann [2001. Alternative perspectives on the student experience: Alienation and engagement. Stud High Educ 26(1):7-19.] proposed that all learning experiences can be viewed as either alienating or engaging and Case expanded on this work. The purpose of this study was to explore perceptions of alienation or engagement as experienced by residents in anatomical pathology at one South African university. A cross-sectional case study, with 16 semi-structured interviews was conducted. Residents were categorised as either alienated or engaged, based mainly on workplace experiences. Four relevant dimensions were identified; individual, home, workplace and institution. The personal attributes, strategies for coping and reasons for choosing pathology of alienated residents differed from those with engaged experiences. Poor socioeconomic background and schooling did not lead to predominantly alienating experiences, but this group still lacked some generic skills. In the workplace, two main factors resulting in alienated experiences were the interaction between residents and consultants and residents' comprehension of workplace-based learning. We present a simple model which may be used to identify factors that engage and alienate students in the learning experience in the workplace-based setting. Addressing these factors can contribute towards a more engaging experience for all residents.

Professional Development as a Catalyst for Change in the Community College Science Classroom: How Active Learning Pedagogy Impacts Teaching Practices as Well as Faculty and Student Perceptions of Learning

ERIC Educational Resources Information Center

Harmon, Melissa Cameron

2017-01-01

Active learning, an engaging, student-centered, evidence-based pedagogy, has been shown to improve student satisfaction, engagement, and achievement in college classrooms. There have been numerous calls to reform teaching practices, especially in science, technology, engineering, and math (STEM); however, the utilization of active learning is…

The Assurance of Learning Process Components and the Effects of Engaging Students in the Learning

ERIC Educational Resources Information Center

Mosca, Joseph B.; Agacer, Gilder; Flaming, Linda; Buzza, John

2011-01-01

Assurance of learning process plays a major role in higher education and has increased the accountability on the part of instructors at all levels. This paper will discuss the role of assurance processes in teaching and the ways to measure these processes of student learning. The research focus will be to determine if student engagement in problem…

Integrating Research on Misconceptions, Reasoning Patterns and Three Types of Learning Cycles.

ERIC Educational Resources Information Center

Lawson, Anton E.

This paper describes how the learning cycle leads students to become more skilled reasoners. The three phases of the learning cycle are described and examples and goals of each are provided. Information is also offered on the three types of learning cycles: the descriptive; the empirical-inductive; and the hypothetical-deductive. Each is described…

The Learning Cycle: A Reintroduction

NASA Astrophysics Data System (ADS)

Maier, Steven J.; Marek, Edmund A.

2006-02-01

The learning cycle is an inquiry approach to instruction that continues to demonstrate significant effectiveness in the classroom.1-3 Rooted in Piaget's theory of intellectual development, learning cycles provide a structured means for students to construct concepts from direct experiences with science phenomena. Learning cycles have been the subject of numerous articles in science practitioner periodicals as well as the focus of much research in science education journals.4 This paper reintroduces the learning cycle by giving a brief description, followed by an example suitable for a range of physics classrooms.

What do decision makers learn from public forums on climate-related hazards and resilience?

NASA Astrophysics Data System (ADS)

Weller, N.; Farooque, M.; Sittenfeld, D.

2017-12-01

Public engagement around climate resilience efforts can foster learning for both public audiences and decision makers. On the one hand, public audiences learn about environmental hazards and strategies to increase community resilience through effective public engagement. On the other, decision makers and scientists learn about community members' values and priorities and their relation to environmental hazards and resilience strategies. Evidence from other public engagement efforts involving decision makers suggests that decision maker involvement results in reflection by officials on their own values, capacities, and roles. However, few public engagement exercises evaluate impacts on decision makers. As part of the Science Center Public Forums project, which aims to conduct public forums in eight cities across the country on resiliency to drought, heat, extreme precipitation, and sea level rise, we sought to 1) build partnerships with local decision makers and scientists around public forums and 2) explore how decision makers and scientists interacted with the planning and undertaking of those public forums. We held workshops with decision makers and scientists to inform forum content and identify local resilience issues. We will conduct interviews with local decision makers regarding their involvement in forum planning, their reflections and takeaways from the forum itself, and their perspectives on the value of public engagement for policy making. We will present our model of engagement with decision makers, initial findings from interviews, and lessons learned from connecting decision makers and scientists to public engagement efforts.

Using a Learning Cycle to Deepen Chinese Primary Students' Concept Learning of the "Phases of the Moon"

ERIC Educational Resources Information Center

Lin, Jing

2016-01-01

This study focuses on the internal conditions of students' concept learning and builds a learning cycle' based on the "phases of the Moon" (MP) to, deepen students' understanding. The learning cycle of MP developed in this study includes three basic learning links, which are: cognitive conflict, abstraction and generalization, and…

Patient and Stakeholder Engagement in the PCORI Pilot Projects: Description and Lessons Learned.

PubMed

Forsythe, Laura P; Ellis, Lauren E; Edmundson, Lauren; Sabharwal, Raj; Rein, Alison; Konopka, Kristen; Frank, Lori

2016-01-01

Patients and healthcare stakeholders are increasingly becoming engaged in the planning and conduct of biomedical research. However, limited research characterizes this process or its impact. We aimed to characterize patient and stakeholder engagement in the 50 Pilot Projects funded by the Patient-Centered Outcomes Research Institute (PCORI), and identify early contributions and lessons learned. A self-report instrument was completed by researchers between 6 and 12 months following project initiation. Forty-seven principal investigators or their designees (94 % response rate) participated in the study. MAIN MEASURES Self-report of types of stakeholders engaged, stages and levels of engagement, facilitators and barriers to engagement, lessons learned, and contributions from engagement were measured. Most (83 %) reported engaging more than one stakeholder in their project. Among those, the most commonly reported groups were patients (90 %), clinicians (87 %), health system representatives (44 %), caregivers (41 %), and advocacy organizations (41 %). Stakeholders were commonly involved in topic solicitation, question development, study design, and data collection. Many projects engaged stakeholders in data analysis, results interpretation, and dissemination. Commonly reported contributions included changes to project methods, outcomes or goals; improvement of measurement tools; and interpretation of qualitative data. Investigators often identified communication and shared leadership strategies as "critically important" facilitators (53 and 44 % respectively); lack of stakeholder time was the most commonly reported challenge (46 %). Most challenges were only partially resolved. Early lessons learned included the importance of continuous and genuine partnerships, strategic selection of stakeholders, and accommodation of stakeholders' practical needs. PCORI Pilot Projects investigators report engaging a variety of stakeholders across many stages of research, with specific changes to their research attributed to engagement. This study identifies early lessons and barriers that should be addressed to facilitate engagement. While this research suggests potential impact of stakeholder engagement, systematic characterization and evaluation of engagement at multiple stages of research is needed to build the evidence base.

Your teaching strategy matters: how engagement impacts application in health information literacy instruction.

PubMed

Johnson, Heather A; Barrett, Laura

2017-01-01

The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups' learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). We found that the active learning group scored more favorably in four assessment categories. Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method.

Leadership development through action learning sets: an evaluation study.

PubMed

Walia, Surinder; Marks-Maran, Di

2014-11-01

This article examines the use of action learning sets in a leadership module delivered by a university in south east England. An evaluation research study was undertaking using survey method to evaluate student engagement with action learning sets, and their value, impact and sustainability. Data were collected through a questionnaire with a mix of Likert-style and open-ended questions and qualitative and quantitative data analysis was undertaken. Findings show that engagement in the action learning sets was very high. Action learning sets also had a positive impact on the development of leadership knowledge and skills and are highly valued by participants. It is likely that they would be sustainable as the majority would recommend action learning to colleagues and would consider taking another module that used action learning sets. When compared to existing literature on action learning, this study offers new insights as there is little empirical literature on student engagement with action learning sets and even less on value and sustainability. Copyright © 2014 Elsevier Ltd. All rights reserved.

Your teaching strategy matters: how engagement impacts application in health information literacy instruction *

PubMed Central

Johnson, Heather A.; Barrett, Laura

2017-01-01

Objective The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Methods Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups’ learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). Results We found that the active learning group scored more favorably in four assessment categories. Conclusions Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method. PMID:28096745

The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

NASA Astrophysics Data System (ADS)

Larson, Susan C.

Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to measure cognitive and emotional states, revealing patterns of engagement, quality of experience, and flow over the course of the instructional unit. Conceptual understanding was measured using the state persuasive writing rubric to analyze science essays in which students supported a claim with scientific evidence. The study contributes an Engagement Model of Academic Literacy for Learning (EngageALL), a Rubric for Academic Persuasive Writing (RAPW), a unique classification system for analyzing academic vocabulary, and suggestions for situated professional development around a research-based planning framework. A discussion addresses a new direction for future research that explores academic identity development.

Engaging Citizens In Discussions of Coastal Climate ChangeTwo examples of place-based research that engaged community members will be presented. Lessons learned in how to engage community members and working with high school students and hands-on learning across generations can provide insights into social and ecosystem change will be shared.

NASA Astrophysics Data System (ADS)

Kruger, L. E.; Johnson, A. C.

2017-12-01

By engaging community members as research partners, people become not just the subject of the story, they become storytellers as well. Participatory community-based research that engages community residents in gathering and sharing their lived experiences is instrumental in connecting people to each other and their forests and forest science and helpful when confronted by change. Two examples of place-based research that engaged community members as researchers will be presented. What factors led to collaborative outcomes that integrated citizen-informed knowledge with scientific knowledge? What lessons were learned in how best to engage community members? How did working with high school students draw even hesitant members of the community to participate? By strengthening bonds between students and their communities, both natural and social environments, we can provide young people with opportunities to better understand how they fit into the greater community and their natural environment. Hands-on learning that explores experiences in nature across generations can benefit communities, especially youth, and can provide insights into social and ecosystem change.

Practice-based learning for improvement: the pursuit of clinical excellence.

PubMed

Staker, L V

2000-10-01

Physicians often seem to be paralyzed waiting for a health plan, a health maintenance organization, or an integrated health care system to bring about change or improvement in health care. But small changes in individual practices (microsystems) can have a profound impact on outcomes in an organization (microsystem). With simple graphical measurement tools, physicians can teach patients to measure and empower themselves to learn to improve both their health and their health care. At the same time, physicians can learn a great deal from their patient population data. When these measurement tools and a well-known and widely accepted method for clinical practice improvement called rapid cycle testing were used in a population of patients with diabetes, the average fasting blood sugar changed from 187 to 110 and the average hemoglobin A1c from 10.5 to 7.2. This article shows that measurement using specification charts and control charts in patient care can have a profound impact on patients, physicians, and organizations. Understanding these principles and using time-sequence measurement with graphical data feedback, physicians can engage in practice-based learning and can participate in improvement in the microsystems over which they have control.

The Engagement Tree: Arts-Based Pedagogies for Environmental Learning

ERIC Educational Resources Information Center

Davis, Susan

2018-01-01

This case study reports on an arts-based project called "Tree-Mappa," one that sought to engage primary-school children in learning about their local environment through significant trees. Pedagogical approaches featured the use of arts-based strategies as the means for activating cognitive and affective responses and learning. The frame…

Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

ERIC Educational Resources Information Center

Froiland, John Mark; Worrell, Frank C.

2016-01-01

Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high…

A Mixed Method Case Study on Learner Engagement in e-Learning Professional Training

ERIC Educational Resources Information Center

Zhao, Jane Yanfeng

2014-01-01

Previous research showed that learners' reluctance in participating in e-Learning training is a major obstacle in achieving training objectives. This study focused on learners' e-Learning engagement in professional training in the chapter of the American Society for Training and Development (ASTD). The participants were 21 chapter members.…

Political Consciousness but Not Political Engagement: Results from a Service-Learning Study

ERIC Educational Resources Information Center

Harker, Dave

2016-01-01

How does participation in a service-learning program impact the way students think about politics and political engagement? There are reasons to expect that service-learning can contribute to the development of a political consciousness and the skills necessary for political participation. The author uses participant observation, in-depth…

Engaged Pedagogy and Transformative Learning in Graduate Education: A Service-Learning Case Study

ERIC Educational Resources Information Center

Levkoe, Charles Z.; Brail, Shauna; Daniere, Amrita

2014-01-01

Operating at the interface between ideas and action, graduate education in geography and planning has a responsibility to provide students with theoretical and practical training. This paper describes service-learning as a form of engaged pedagogy, exploring its ability to interrogate notions related to the "professional turn" and its…

Teaching for Engagement: Part 2: Technology in the Service of Active Learning

ERIC Educational Resources Information Center

Hunter, William J.

2015-01-01

In the first piece in this series ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning"), William Hunter sought to make the case that a wide range of teaching methods (e.g., case-based teaching, problem-based learning, anchored instruction) that share an intellectual grounding in…

Motivation and Learning Engagement through Playing Math Video Games

ERIC Educational Resources Information Center

Barreto, Daisyane; Vasconcelos, Lucas; Orey, Michael

2017-01-01

Purpose: With video games being a source of leisure and learning, educators and researchers alike are interested in understanding children's motivation for playing video games as a way to learn. This study explores student motivation and engagement levels in playing two math video games in the game "Club Penguin." Method: This is a…

The Adolescent Community of Engagement: A Framework for Research on Adolescent Online Learning

ERIC Educational Resources Information Center

Borup, Jered; West, Richard E.; Graham, Charles R.; Davies, Randall S.

2014-01-01

This paper describes the Adolescent Community of Engagement (ACE) framework as a lens to guide research and design in adolescent online learning environments. Several online learning frameworks have emerged from higher education contexts, but these frameworks do not explicitly address the unique student and environmental characteristics of the…

Engaging Karen Refugee Students in Science Learning through a Cross-Cultural Learning Community

ERIC Educational Resources Information Center

Harper, Susan G.

2017-01-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as…

Student Motivations as Predictors of High-Level Cognitions in Project-Based Classrooms

ERIC Educational Resources Information Center

Stolk, Jonathan; Harari, Janie

2014-01-01

It is well established that active learning helps students engage in high-level thinking strategies and develop improved cognitive skills. Motivation and self-regulated learning research, however, illustrates that cognitive engagement is an effortful process that is related to students' valuing of the learning tasks, adoption of internalized goal…

Gaming Personality and Game Dynamics in Online Discussion Instructions

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Yen, Cherng-Jyh; Sujo-Montes, Laura; Roberts, Gayle A.

2015-01-01

Gamification is the use of game mechanics to drive game-like engagements and actions. It applies game mechanics, dynamics and frameworks to promote desired learning behaviours. Positive and effective gamification could enhance learning and engage learners in more social and context-rich decision-making for problem-solving in learning tasks.…

Understanding Motivational System in Open Learning: Learners' Engagement with a Traditional Chinese-Based Open Educational Resource System

ERIC Educational Resources Information Center

Huang, Wenhao David; Wu, Chorng-Guang

2017-01-01

Learning has embraced the "open" process in recent years, as many educational resources are made available for free online. Existing research, however, has not provided sufficient evidence to systematically improve open learning interactions and engagement in open educational resource (OER) systems. This deficiency presents two…

The Characteristic Mobile Learning Engagement Strategies of International School Middle-Years Students

ERIC Educational Resources Information Center

Arnold, Bradley A.

2018-01-01

The purpose of this qualitative case study was to develop descriptions of how teenage students remain engaged in learning while using mobile technology. Developments in technology have expanded learning contexts and provided learners with improved capacities to connect with others to exchange, gain, and construct knowledge. Developments in…

Experiential Learning for Engaging Nutrition Undergraduates with Sustainability

ERIC Educational Resources Information Center

Maher, Judith; Burkhart, Sarah

2017-01-01

Purpose: The purpose of this paper is to describe students' self-reported learning from engaging in an experiential learning task designed to develop their understanding of sustainable food systems and dietary practices. Design/methodology/approach: In all, 143 first-year students enrolled in an entry level food and nutrition subject undertook a…

Engaging Students in Peer Review: Feedback as Learning

ERIC Educational Resources Information Center

Moore, Catherine; Teather, Susan

2013-01-01

There is a growing interest in tertiary education in Australia about developing the capacity of learners to evaluate and improve both their own work and that of others (Boud & Falchikov, 2006; Oliver, 2011). In order to successfully direct their own learning beyond university (and engage in lifelong learning), students need to be able to…

The Development of Gamified Learning Activities to Increase Student Engagement in Learning

ERIC Educational Resources Information Center

Poondej, Chanut; Lerdpornkulrat, Thanita

2016-01-01

In the literature, the potential efficacy of the gamification of education has been demonstrated. The aim of this study was to explore the influence of applying gamification techniques to increase student engagement in learning. The quasi-experimental nonequivalent-control group design was used with 577 undergraduate students from six classes. The…

Implementing a Project-Based Learning Model in a Pre-Service Leadership Program

ERIC Educational Resources Information Center

Albritton, Shelly; Stacks, Jamie

2016-01-01

This paper describes two instructors' efforts to more authentically engage students in a preservice leadership program's course called Program Planning and Evaluation by using a project-based learning approach. Markham, Larmer, and Ravitz (2003) describe project-based learning (PjBL) as "a systematic teaching method that engages students in…

Creating Electronic Learning Environments: Games, Flow, and the User Interface.

ERIC Educational Resources Information Center

Jones, Marshall G.

A difficult task in creating rich, exploratory interactive learning environments is building an environment that is truly engaging. Engagement can be defined as the nexus of intrinsic knowledge and/or interest and external stimuli that promote the initial interest in, and continued use of a computer-based learning environment. Complete and total…

The Who, What, and Where of Learning Strategies

ERIC Educational Resources Information Center

Dumford, Amber D.; Cogswell, Cindy A.; Miller, Angie L.

2016-01-01

Learning strategies have been shown to be an important part of success in the classroom, but little research exists that examines differences across major fields concerning the use and faculty emphasis of learning strategies. This study uses data from the National Survey of Student Engagement and the Faculty Survey of Student Engagement to explore…

Expeditionary Learning Schools: Theory of Action and Literature Review of Motivation, Character, and Engagement

ERIC Educational Resources Information Center

Beesley, Andrea; Clark, Tedra; Barker, Jane; Germeroth, Carrie; Apthorp, Helen

2010-01-01

Background: Expeditionary Learning Schools opens and transforms K-12 schools. Through engaging, long-term interdisciplinary projects designed to achieve academic standards and an emphasis on a healthy school culture, Expeditionary Learning aims to develop students who are not only high-achieving but also highly motivated to do challenging…

Effects of Learning Design Patterns in Service Learning Courses

ERIC Educational Resources Information Center

Gerholz, Karl-Heinz; Liszt, Verena; Klingsieck, Katrin B.

2018-01-01

Students participate during service learning courses in a service project, which fits to a community need and has a link to curricular content. Students have a chance while engaged in the service project to apply curricular content in community practice, where they gain insights into civic engagement activities. Empirical studies revealed the…

Knowledge Ecologies in Fragile Online Learning Environments. Research: Information and Communication Technologies

ERIC Educational Resources Information Center

Henning, Elizabeth; Van der Westhuizen, Duan; Diseko, Rabaitse

2005-01-01

This article gives an account of an inquiry into two different postgraduate student groups' ways of engaging with a virtual learning environment. Using a variety of data sources, including learning artefacts, interview data, open-ended qualitative questionnaires and online discussion postings, the inquiry captured processes of engagement of the…

Improving Student Engagement in a Lower-Division Botany Course

ERIC Educational Resources Information Center

Goldberg, Nisse A.; Ingram, Kathleen W.

2011-01-01

Active-learning techniques have been advocated as a means to promote student engagement in lower-division biology courses. In this case study, mini-lectures in combination with active-learning activities were evaluated as strategies to promote a culture of learning and participation in a required botany course. These activities were designed to…

Inquiry-Based Learning Approach in Physical Education: Stimulating and Engaging Students in Physical and Cognitive Learning

ERIC Educational Resources Information Center

Østergaard, Lars Domino

2016-01-01

Inquiry is an approach that promotes engagement, motivation and learning, and which involves use of cognitive knowledge, bodily experience and communicative skills. Usually the inquiry method with skills like observations, planning, investigations, experimenting and drawing conclusions is related to natural sciences, but this paper describes an…

The Relationship Between Engagement and Neurophysiological Measures of Attention in Motion-Controlled Video Games: A Randomized Controlled Trial

PubMed Central

Brewer, Lauren; Nelson, Monica; Siow, Maria

2016-01-01

Background Video games and virtual environments continue to be the subject of research in health sciences for their capacity to augment practice through user engagement. Creating game mechanics that increase user engagement may have indirect benefits on learning (ie, engaged learners are likely to practice more) and may also have direct benefits on learning (ie, for a fixed amount of practice, engaged learners show superior retention of information or skills). Objective To manipulate engagement through the aesthetic features of a motion-controlled video game and measure engagement’s influence on learning. Methods A group of 40 right-handed participants played the game under two different conditions (game condition or sterile condition). The mechanics of the game and the amount of practice were constant. During practice, event-related potentials (ERPs) to task-irrelevant probe tones were recorded during practice as an index of participants’ attentional reserve. Participants returned for retention and transfer testing one week later. Results Although both groups improved in the task, there was no difference in the amount of learning between the game and sterile groups, countering previous research. A new finding was a statistically significant relationship between self-reported engagement and the amplitude of the early-P3a (eP3a) component of the ERP waveform, such that participants who reported higher levels of engagement showed a smaller eP3a (beta=−.08, P=.02). Conclusions This finding provides physiological data showing that engagement elicits increased information processing (reducing attentional reserve), which yields new insight into engagement and its underlying neurophysiological properties. Future studies may objectively index engagement by quantifying ERPs (specifically the eP3a) to task-irrelevant probes. PMID:27103052

Diverse assessment and active student engagement sustain deep learning: A comparative study of outcomes in two parallel introductory biochemistry courses.

PubMed

Bevan, Samantha J; Chan, Cecilia W L; Tanner, Julian A

2014-01-01

Although there is increasing evidence for a relationship between courses that emphasize student engagement and achievement of student deep learning, there is a paucity of quantitative comparative studies in a biochemistry and molecular biology context. Here, we present a pedagogical study in two contrasting parallel biochemistry introductory courses to compare student surface and deep learning. Surface and deep learning were measured quantitatively by a study process questionnaire at the start and end of the semester, and qualitatively by questionnaires and interviews with students. In the traditional lecture/examination based course, there was a dramatic shift to surface learning approaches through the semester. In the course that emphasized student engagement and adopted multiple forms of assessment, a preference for deep learning was sustained with only a small reduction through the semester. Such evidence for the benefits of implementing student engagement and more diverse non-examination based assessment has important implications for the design, delivery, and renewal of introductory courses in biochemistry and molecular biology. © 2014 The International Union of Biochemistry and Molecular Biology.

High engagement, high quality: A guiding framework for developing empirically informed asynchronous e-learning programs for health professional educators.

PubMed

Sinclair, Peter M; Levett-Jones, Tracey; Morris, Amanda; Carter, Ben; Bennett, Paul N; Kable, Ashley

2017-03-01

E-learning involves the transfer of skills and knowledge via technology so that learners can access meaningful and authentic educational materials. While learner engagement is important, in the context of healthcare education, pedagogy must not be sacrificed for edu-tainment style instructional design. Consequently, health professional educators need to be competent in the use of current web-based educational technologies so that learners are able to access relevant and engaging e-learning materials without restriction. The increasing popularity of asynchronous e-learning programs developed for use outside of formal education institutions has made this need more relevant. In these contexts, educators must balance design and functionality to deliver relevant, cost-effective, sustainable, and accessible programs that overcome scheduling and geographic barriers for learners. This paper presents 10 guiding design principles and their application in the development of an e-learning program for general practice nurses focused on behavior change. Consideration of these principles will assist educators to develop high quality, pedagogically sound, engaging, and interactive e-learning resources. © 2017 John Wiley & Sons Australia, Ltd.

Learning from instructional explanations: effects of prompts based on the active-constructive-interactive framework.

PubMed

Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

2015-01-01

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active < constructive learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active < constructive learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive < interactive learning hypothesis, the learners who received adapted remedial explanations and revision prompts as add-ons to reduced explanations and inference prompts acquired more conceptual knowledge.

Learning from Instructional Explanations: Effects of Prompts Based on the Active-Constructive-Interactive Framework

PubMed Central

Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

2015-01-01

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active < constructive learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active < constructive learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive < interactive learning hypothesis, the learners who received adapted remedial explanations and revision prompts as add-ons to reduced explanations and inference prompts acquired more conceptual knowledge. PMID:25853629

Climate Change Education: Student Media Production to Educate and Engage

NASA Astrophysics Data System (ADS)

Rooney-Varga, J. N.; Brisk, A. A.; Ledley, T. S.; Shuldman, M.

2011-12-01

Climate change education offers many challenges, including the complexity of the natural and human systems involved, a need for a multi-disciplinary perspective, and the psychological barriers to learning that result from a problem that frequently elicits a sense of being overwhelmed and powerless. The implications of climate change impacts and/or solutions can be especially overwhelming for today's students, who are likely to be confronted with many projected changes within their lifetimes. We are developing approaches to incorporate video production by students at both the high school and university levels in order to overcome many of the challenges unique to climate change education. Through media production, students are asked to convey complex topics using clear, simple language and metaphor, so their content knowledge must be deep enough to educate others. Video production is a team effort (director, camera person, editor, etc.) and inherently creates an opportunity for learning in a social context, which has been shown to lead to better learning outcomes in climate change education. Video production also promotes the basic tenets of engagement theory, in which a small group of students is in constant contact with the content and, ideally, creates a product that can be disseminated broadly. Lastly, putting students behind the camera can give them a voice and a sense of empowerment, fostering active participation in the learning process. While video is a medium that is readily disseminated to a broad audience, our focus is on the process (i.e., learning outcomes of students directly involved in media production), not the product. However, we have found that providing students with a means to add their voices to the broader public's discussion of climate change has a positive impact on student engagement with climate change science and on public awareness this problem beyond the classroom. While student-produced media pieces are not intended to provide in-depth scientific information to the broader public, we have found that they can be successful in conveying some of the key, basic concepts needed to understand anthropogenic climate change. Some of these concepts include the causal relationships between fossil fuel-based energy systems, atmospheric carbon dioxide concentrations, and climate change; the distinction between natural and anthropogenic processes in the carbon cycle; impacts of climate change on ecosystem services; and transitioning to renewable energy systems that do not emit carbon dioxide is necessary to avert 'dangerous' climate change.

Differences in students' mathematics engagement between gender and between rural and urban schools

NASA Astrophysics Data System (ADS)

Ayub, Ahmad Fauzi Mohd; Yunus, Aida Suraya Md.; Mahmud, Rosnaini; Salim, Nur Raidah; Sulaiman, Tajularipin

2017-01-01

The purpose of this study was to explore secondary school students' mathematics engagement focusing on the cognitive, affective and behavioural engagement domains. A total of 387 students (186 male and 201 female) from the urban and rural secondary schools in Pahang, Malaysia, were randomly selected. There were 158 students from the urban schools and 229 students from the rural schools. Descriptive analyses for mathematics engagement domains revealed behavioural engagement had the highest mean (M = 3.74, SD = .63), followed by cognitive engagement (M = 3.56, SD = .43) and affective engagement (M = 3.48, SD = .47). The mean for students' overall mathematics engagement was 3.56 (SD = .46). Further analyses showed there were significant differences in each of the engagement domains in mathematics learning (affective, cognitive and behavioural), where students in the urban schools showed significantly better in the mean scores for affective, cognitive, behavioural domains and the overall mathematics engagement as compared to the students in the rural schools. Similar findings also showed there were significant differences in the overall mathematics engagement mean between the genders. The findings indicated girls were significantly better than boys in all (affective, cognitive and behavioural) of the engagement domains in mathematics learning. It was also shown girls had higher overall mathematics engagement mean as compared to boys. However, the study also indicated the overall students' mathematics engagement was at a moderate level. Besides, the rural school students did not show high mathematics engagement as compared to the urban school students. Further analyses showed girls significantly had better mathematics engagement as compared to boys. Hence, it is recommended that in order to optimize students' mathematics engagement, they should be actively engaged in more participative learning activities in mathematics classrooms. Focus should be given to rural schools and also among the boys.

Using the Learning Cycle To Teach Physical Science: A Hands-on Approach for the Middle Grades.

ERIC Educational Resources Information Center

Beisenherz, Paul; Dantonio, Marylou

The Learning Cycle Strategy enables students themselves to construct discrete science concepts and includes an exploration phase, introduction phase, and application phase. This book focuses on the use of the Learning Cycle to teach physical sciences and is divided into three sections. Section I develops a rationale for the Learning Cycle as an…

Using the "Indicators of Engaged Learning Online" Framework to Evaluate Online Course Quality

ERIC Educational Resources Information Center

Bigatel, Paula M.; Edel-Malizia, Stephanie

2018-01-01

This article is a case study of the use of the "Indicators of Engaged Learning Online" (IELO) framework (See Appendix 1) as a guide to evaluate the quality of online courses. The framework lends itself well to measures of engagement, particularly, in terms of online course design because of its comprehensiveness. Six online courses were…

The Mediating Effects of Student Engagement on the Relationships between Academic Disciplines and Learning Outcomes: An Extension of Holland's Theory

ERIC Educational Resources Information Center

Pike, Gary R.; Smart, John C.; Ethington, Corinna A.

2012-01-01

This research examined the relationships among students' academic majors, levels of engagement, and learning outcomes within the context of Holland's person-environment theory of vocational and educational behavior. The study focused on the role of student engagement as a mediating agent in the relationships between academic majors and student…

A Person-in-Context Approach to Student Engagement in Science: Examining Learning Activities and Choice

ERIC Educational Resources Information Center

Schmidt, Jennifer A.; Rosenberg, Joshua M.; Beymer, Patrick N.

2018-01-01

Science education reform efforts in the Unites States call for a dramatic shift in the way students are expected to engage with scientific concepts, core ideas, and practices in the classroom. This new vision of science learning demands a more complex conceptual understanding of student engagement and research models that capture both the…

Running to Achieve: Engaging Students in Literacy and Physical Activity through an After-School Learning Community

ERIC Educational Resources Information Center

Vanzandt, Christina

2011-01-01

The purpose of this participant-observation study is to describe rural, southern, 3rd-5th grade children's engagement in running and writing in an after-school learning community called "Running to Achieve." This study provides insights into links between physical activity and writing by using one to engage students in the other. Three…

The Validity of Student Engagement Survey Questions: Can We Accurately Measure Academic Challenge?

ERIC Educational Resources Information Center

Porter, Stephen R.; Rumann, Corey; Pontius, Jason

2011-01-01

Survey data are widely used in higher education for purposes such as assessment and strategic planning. One of the most common ways of using surveys has been to assess student learning outcomes by means of proxy questions on a survey, assuming that students who engage in specific behaviors (called engagement) have learned more during college than…

The Challenge of a Community Park: Engaging Young Children in Powerful Lessons In Democracy

ERIC Educational Resources Information Center

Cole, Bronwyn; McGuire, Margit

2011-01-01

For young children to engage and learn in school, they need to feel safe in the classroom and on the playground right from the first day. They also need learning experiences that are active and meaningful--that engage them cognitively, affectively, and operatively. Feeling safe requires knowledge about places, rules, codes of behavior, and the…

Flipping the Classroom: A Pedagogical Approach to Applying Clinical Judgment by Engaging, Interacting, and Collaborating with Nursing Students

ERIC Educational Resources Information Center

Peisachovich, Eva Hava; Murtha, Susan; Phillips, Andria; Messinger, Gal

2016-01-01

The flipped-classroom format offers students opportunities for engagement and ownership of learning by enabling them to make sense of their views and perspectives and connect their personal and professional experiences. Student engagement and the infusion of active learning are core concepts of the educational process; given the present generation…

Community Resilience Informed by Science and Experience (C-RISE)

NASA Astrophysics Data System (ADS)

Young Morse, R.; Peake, L.; Bowness, G.

2017-12-01

The Gulf of Maine Research Institute is developing an interactive learning experience that engages participants in the interdependence of humans and the environment, the cycles of observation and experiment that advance science knowledge, and the changes we see now and that are predicted for sea level and storm frequency. These scientific concepts and principles will be brought to human scale through the connection to the challenge of city planning in our harbor communities. We are leveraging the ESRI Story Maps platform to build rich visualization-based narratives that feature NOAA maps, data and tools. Our program participants work in teams to navigate the content and participate in facilitated group discussions led by our educators. Based on the adult learning experience and in concert with new content being developed for the LabVenture program around the theme of Climate Change, we will develop a learning experience for 5th and 6th graders.Our goal is to immerse 1000+ adults from target communities in Greater Portland region as well as 8000+ middle school students from throughout the state in the experience.

Exploring the Potential of Art-Based Education for Adolescents with Learning Disabilities: A Case Study of Engagement in Learning through the Arts

ERIC Educational Resources Information Center

Abedin, Golnar

2010-01-01

The purpose of this study was to explore the benefits of arts-based education for adolescents with learning disabilities (LD) placed in an inclusion program. The goal was to examine the potential of arts education as an inclusive curricular component that enhances students' engagement in learning. The study is framed within the education policy…

Meaningful Engagement in Scientific Practices: How Classroom Communities Develop Authentic Epistemologies for Science

NASA Astrophysics Data System (ADS)

Krist, Christina Rae

Recent reforms in science education, based on decades of learning research, emphasize engaging students in science and engineering practices as the means to develop and refine disciplinary ideas. These reforms advocate an epistemic shift in how school science is done: from students learning about science ideas to students figuring out core science ideas. This shift is challenging to implement: how do we bring the goals and practices of a discipline into classroom communities in meaningful ways that go beyond simply following rote scientific procedures? In this dissertation, I investigate how classroom communities learn to engage meaningfully in scientific practices, characterizing their engagement as a process of epistemic learning. I take a situated perspective that defines learning as shifts in how members engage in communities of practice. I examine students' epistemic learning as a function of their participation in a classroom community of scientific practice along two dimensions: what they do, or the practical epistemic heuristics they use to guide how they build knowledge; and who they are, or how ownership and authorship of ideas is negotiated and affectively marked through interaction. I focus on a cohort of students as they move from 6th to 8 th grade. I analyze three science units, one from each grade level, to look at the epistemic heuristics implicit in student and teacher talk and how the use of those heuristics shifts over time. In addition, I examine one anomalous 8th grade class to look at how students and the teacher position themselves and each other with respect to the ideas in their classroom and how that positioning supports epistemic learning. Taken together, these analyses demonstrate how students' engagement in scientific practices evolves in terms of what they do and who they are in relation to the knowledge and ideas in their classroom over time. I propose a model for epistemic learning that articulates how classroom communities develop practical epistemologies that guide their knowledge building work and how the development of these epistemologies is identity-laden. I find that for engagement in science practices to be meaningful, classroom communities' engagement is motivated by the unknowns in students' knowledge, or what they still need to figure out and explain. In contexts where knowledge is uncertain, practical epistemic heuristics become authentically useful for students' knowledge building work. However, using unknowns to motivate learning can be distressing for students. The anomalous case study suggests that students' meaningful engagement in science knowledge building requires particular affective supports from the teacher that allow students to take on and embrace new identities with respect to ideas in their classroom. Taken together, the model of epistemic learning that I propose suggests that both conceptual and affective supports are necessary to shift science classrooms in ways that engage students in meaningful science knowledge building.

The psychological characteristics of experiences that influence science motivation and content knowledge

NASA Astrophysics Data System (ADS)

Bathgate, Meghan; Schunn, Christian

2017-11-01

While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.

Parsing learning in networks using brain-machine interfaces.

PubMed

Orsborn, Amy L; Pesaran, Bijan

2017-10-01

Brain-machine interfaces (BMIs) define new ways to interact with our environment and hold great promise for clinical therapies. Motor BMIs, for instance, re-route neural activity to control movements of a new effector and could restore movement to people with paralysis. Increasing experience shows that interfacing with the brain inevitably changes the brain. BMIs engage and depend on a wide array of innate learning mechanisms to produce meaningful behavior. BMIs precisely define the information streams into and out of the brain, but engage wide-spread learning. We take a network perspective and review existing observations of learning in motor BMIs to show that BMIs engage multiple learning mechanisms distributed across neural networks. Recent studies demonstrate the advantages of BMI for parsing this learning and its underlying neural mechanisms. BMIs therefore provide a powerful tool for studying the neural mechanisms of learning that highlights the critical role of learning in engineered neural therapies. Copyright © 2017 Elsevier Ltd. All rights reserved.

Alienation and Engagement: Development of an Alternative Theoretical Framework for Understanding Student Learning

ERIC Educational Resources Information Center

Case, Jennifer M.

2008-01-01

In this paper it is suggested that the themes of alienation and engagement offer a productive alternative perspective for characterising the student experience of learning in higher education, compared to current dominant perspectives such as that offered by approaches to learning and related concepts. A conceptual and historical background of the…

Creating a Learning Space in Problem-Based Learning

ERIC Educational Resources Information Center

Hmelo-Silver, Cindy E.

2013-01-01

An important aspect of PBL problems is the affordances that they hold for engaging students in discussion of important content knowledge. In this paper, I argue that one can analyze a problem in terms of a deep problem space and a broader learning space to identify the conceptual ideas for potential engagement. The problem space refers to the…

Student Engagement for Effective Teaching and Deep Learning

ERIC Educational Resources Information Center

Dunleavy, Jodene; Milton, Penny

2008-01-01

Today, all young people need to learn to "use their minds well" through deep engagement in learning that reflects skills, knowledge, and dispositions fit for their present lives as well as the ones they aspire to in the future. More than ever, their health and well being, success in the workplace, ability to construct identities and…

Transformation Rubric for Engaged Learning: A Tool and Method for Measuring Life-Changing Experiences

ERIC Educational Resources Information Center

Springfield, Emily; Gwozdek, Anne; Smiler, Andrew P.

2015-01-01

ePortfolios and other engaged learning experiences can have extensive impact on students in many facets of their lives, such as subject-area learning, skill and competence development, perspectives on "how the world works," and even students' own identities, confidence, and needs. Assessing these various impacts can be a challenge for…

Does (Non-)Meaningful Sensori-Motor Engagement Promote Learning with Animated Physical Systems?

ERIC Educational Resources Information Center

Pouw, Wim T. J. L.; Eielts, Charly; Gog, Tamara; Zwaan, Rolf A.; Paas, Fred

2016-01-01

Previous research indicates that sensori-motor experience with physical systems can have a positive effect on learning. However, it is not clear whether this effect is caused by mere bodily engagement or the intrinsically meaningful information that such interaction affords in performing the learning task. We investigated (N = 74), through the use…

Engaging Learners through Interactive Media: Findings and Implications from a Technology Enhanced Problem-Based Learning Environment

ERIC Educational Resources Information Center

Horton, Lucas; Liu, Min; Olmanson, Justin; Toprac, Paul

2011-01-01

In this paper we explore students' engagement in a new media enhanced problem-based learning (PBL) environment and investigate the characteristics of these environments that facilitate learning. We investigated both student experiences using a new media enhanced PBL environment and the specific elements students found most supportive of their…

Faculty Ownership of the Assurance of Learning Process: Determinants of Faculty Engagement and Continuing Challenges

ERIC Educational Resources Information Center

Garrison, Michael J.; Rexeisen, Richard J.

2014-01-01

Although this article provides further evidence of serious impediments to faculty ownership of assurance of learning, including inadequate and misaligned resources, the results indicate that faculty can be energized to become actively engaged in the assurance of learning (AOL) process, particularly when they believe that AOL results are useful and…

Square Pegs, Round Holes: An Exploration of Teaching Methods and Learning Styles of Millennial College Students

ERIC Educational Resources Information Center

Bailey, Regina M.

2012-01-01

In an information-saturated world, today's college students desire to be engaged both in and out of their college classrooms. This mixed-methods study sought to explore how replacing traditional teaching methods with engaged learning activities affects millennial college student attitudes and perceptions about learning. The sub-questions…

Learning-Oriented Assessment Increases Performance and Written Skills in a Second Year Metabolic Biochemistry Course

ERIC Educational Resources Information Center

Vanderlelie, Jessica J.; Alexander, Heather. G.

2016-01-01

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on…

Beyond Engagement Analytics: Which Online Mixed-Data Factors Predict Student Learning Outcomes?

ERIC Educational Resources Information Center

Strang, Kenneth David

2017-01-01

This mixed-method study focuses on online learning analytics, a research area of importance. Several important student attributes and their online activities are examined to identify what seems to work best to predict higher grades. The purpose is to explore the relationships between student grade and key learning engagement factors using a large…

Beneficial Web 2.0 Tools to Engage Learners and Maximize Learning

ERIC Educational Resources Information Center

DiBella, Karen S.; Williams, Kimberly G.

2015-01-01

Technology has certainly altered the landscape in which students learn today. The use of technology in today's classrooms is continually increasing as educators seek ways to engage learners and maximize learning potential. Incorporating Web 2.0 tools into the classroom can not only encourage collaboration among learners, but also provide a way for…

Visualizing Boundaries and Embodying Conflicts: Lessons Learned from a Theatrical Professional Development Program

ERIC Educational Resources Information Center

Mundy, Amrit; Chan, Judy

2013-01-01

In the 2011-2012 academic year, the Organizational Development and Learning unit and the Centre for Teaching, Learning and Technology at the University of British Columbia co-developed an interactive theatre project, Conflict Theatre, to engage in discussion around conflict with our audience and to allow us to explore, engage with, and build…

Educational Statistics Authentic Learning CAPSULES: Community Action Projects for Students Utilizing Leadership and E-Based Statistics

ERIC Educational Resources Information Center

Thompson, Carla J.

2009-01-01

Since educational statistics is a core or general requirement of all students enrolled in graduate education programs, the need for high quality student engagement and appropriate authentic learning experiences is critical for promoting student interest and student success in the course. Based in authentic learning theory and engagement theory…

Advanced Level Biology Teachers' Attitudes towards Assessment and Their Engagement in Assessment for Learning

ERIC Educational Resources Information Center

Bramwell-Lalor, Sharon; Rainford, Marcia

2015-01-01

This paper reports on a Mixed Methods study involving an investigation into the attitudes of advanced level biology teachers towards assessment and describes the teachers' experiences while being engaged in Assessment for Learning (AfL) practices such as sharing of learning objectives and peer- and self-assessment. Quantitative data were collected…

Addressing Barriers to Learning. Volume 13, Number 2. Spring 2008

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2008

2008-01-01

Concern about responding to behavior problems and promoting social and emotional learning are related and are embedded into the arenas we frame to encompass the content of student/learning supports. How these concerns are addressed is critical to the type of school and classroom climate that emerges and to student engagement and re-engagement in…

Turn Off the Radio and Sing for Your Lives! Women, Singing, and Experiential Education.

ERIC Educational Resources Information Center

Joyce, Moon

Experiential educators are encouraged to include singing in their curriculum. Singing offers a dynamic form of creative engagement and can assist learners in taking risks in their learning and in active experimentation. As a holistic learning tool, singing engages the six capabilities that humans have for learning: physical, emotional, cognitive,…

Professional Learning in Action: An Inquiry Approach for Teachers of Literacy. Common Core State Standards in Literacy Series

ERIC Educational Resources Information Center

Riski, Victoria J.; Vogt, Mary Ellen

2016-01-01

Risko and Vogt provide a unique and progressive approach for engaging the professional learning of teachers of literacy, reading specialists, literacy coaches and instructional leaders, content specialists, and administrators. Their deliberate use of Professional Learning signals the importance of educators engaging in authentic and inquiry-based…

Engaging Micro-Businesses: A Guide for Learning Providers Delivering Skills Provision for Unemployed Adults

ERIC Educational Resources Information Center

National Institute of Adult Continuing Education, 2012

2012-01-01

This guide is primarily aimed at skills providers for unemployed adults, but will also be of interest to learning providers that wish to engage micro-businesses for the purpose of delivering other forms of provision such as apprenticeships and work-based learning through full cost recovery. The National Institute of Adult Continuing Education…

An Authentic Online Community of Learning Framework for Higher Education: Development Process

ERIC Educational Resources Information Center

Parker, Jenni

2017-01-01

A key challenge for higher education practitioners is to identify how to construct more engaging online environments that promote key learning skills and encourage self-directed learning. This paper discusses a study that investigated how online university courses could be designed to be more engaging. The study employed a design-based research…

Creating Engaging Online Learning Material with the JSAV JavaScript Algorithm Visualization Library

ERIC Educational Resources Information Center

Karavirta, Ville; Shaffer, Clifford A.

2016-01-01

Data Structures and Algorithms are a central part of Computer Science. Due to their abstract and dynamic nature, they are a difficult topic to learn for many students. To alleviate these learning difficulties, instructors have turned to algorithm visualizations (AV) and AV systems. Research has shown that especially engaging AVs can have an impact…

Knowledge Sharing: Exploring Institutional Policy and Educator Practice through ePortfolios in Music and Writing

ERIC Educational Resources Information Center

Blom, Diana; Rowley, Jennifer; Bennett, Dawn; Hitchcock, Matthew; Dunbar-Hall, Peter

2014-01-01

Many higher education institutions have embraced e-Learning and urge, or make compulsory, engagement by academics. Despite this, it is often the educators themselves who take the initiative to engage with innovative e-learning approaches. These approaches, in turn, can influence both peer-and institution-wide thinking about e-Learning. This paper…

The New NGSS Classroom: A Curriculum Framework for Project-Based Science Learning

ERIC Educational Resources Information Center

Holthuis, Nicole; Deutscher, Rebecca; Schultz, Susan E.; Jamshidi, Arash

2018-01-01

As schools work to implement the Next Generation Science Standards (NGSS), a team at Stanford University found that project-based learning is an effective framework for engaging students. The team used project-based learning, group activities, and performance-based assessments to design an effective, engaging curriculum. Over a three-year period,…

Mimicking Infants' Early Language Experience Does Not Improve Adult Learning Outcomes

ERIC Educational Resources Information Center

Hudson Kam, Carla L.

2018-01-01

Adult learners know that language is for communicating and that there are patterns in the language that need to be learned. This affects the way they engage with language input; they search for form-meaning linkages, and this effortful engagement could interfere with their learning, especially for things like grammatical gender that often have at…

Engaging students as partners in developing online learning and feedback activities for first-year fluid mechanics

NASA Astrophysics Data System (ADS)

Brown, Alan

2018-01-01

Much learning takes place outside of formal class settings, yet students starting in higher education are not always well equipped with independent learning skills, appropriate self-knowledge or the required levels of intrinsic motivation This project used students as partners to develop resources that could be used by first-year undergraduates in fluid mechanics, using activities and receiving feedback through the virtual learning environment (VLE), in order to build these three attributes of independent learners. While there were significant benefits to the students who developed the resources, the target students saw much lower benefits as a result of poorer than expected engagement. The challenge this research presents is to develop activities that maximise engagement in large classes, as well as develop appropriate independent learning skills.

Effective classroom teaching methods: a critical incident technique from millennial nursing students' perspective.

PubMed

Robb, Meigan

2014-01-11

Engaging nursing students in the classroom environment positively influences their ability to learn and apply course content to clinical practice. Students are motivated to engage in learning if their learning preferences are being met. The methods nurse educators have used with previous students in the classroom may not address the educational needs of Millennials. This manuscript presents the findings of a pilot study that used the Critical Incident Technique. The purpose of this study was to gain insight into the teaching methods that help the Millennial generation of nursing students feel engaged in the learning process. Students' perceptions of effective instructional approaches are presented in three themes. Implications for nurse educators are discussed.

An adult learning perspective on disability and microfinance: The case of Katureebe.

PubMed

Nuwagaba, Ephraim L; Rule, Peter N

2016-01-01

Despite Uganda's progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging with microfinance.

Teaching EBP Using Game-Based Learning: Improving the Student Experience.

PubMed

Davidson, Sandra J; Candy, Laurie

2016-08-01

Evidence-based practice (EBP) is considered a key entry to practice competency for nurses. However, many baccalaureate nursing programs continue to teach "traditional" nursing research courses that fail to address many of the critical knowledge, skills, and attitudes that foster EBP. Traditional classroom teaching strategies do little to promote the development of competencies critical for engaging in EBP in clinical contexts. The purpose of this work was to develop, implement, and evaluate an innovative teaching strategy aimed at improving student learning, engagement and satisfaction in an online EBP course. The goals of this paper are to: (1) describe the process of course development, (2) describe the innovative teaching strategy, and (3) discuss the outcomes of the pilot course offered using game-based learning. A midterm course-specific survey and standard institutional end of course evaluations were used to evaluate student satisfaction. Game platform analytics and thematic analysis of narrative comments in the midterm and end of course surveys were used to evaluate students' level of engagement. Student learning was evaluated using the end of course letter grade. Students indicated a high satisfaction with the course. Student engagement was also maintained throughout the course. The majority of students (87%, 26/30) continued to complete learning quests in the game after achieving the minimum amount of points to earn an A. Seven students completed every learning quest available in the game platform. Of the 30 students enrolled in the course, 17 students earned a final course grade of A+ and 13 earned an A. Provide students with timely, individualized feedback to enable mastery learning. Create student choice and customization of learning. Integrate the use of badges (game mechanics) to increase engagement and motivation. Level learning activities to build on each other and create flow. © 2016 Sigma Theta Tau International.

An adult learning perspective on disability and microfinance: The case of Katureebe

PubMed Central

Nuwagaba, Ephraim L.

2016-01-01

Background Despite Uganda’s progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. Objectives The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. Methods This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Results Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. Conclusion The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging with microfinance. PMID:28730047

The Influence of Inquiry-Based Teaching on Male and Female Students' Motivation and Engagement

NASA Astrophysics Data System (ADS)

Kuo, Yen-Ruey; Tuan, Hsiao-Lin; Chin, Chi-Chin

2018-03-01

This study aims to examine the influence of inquiry-based instruction on eighth-grade male and female students' motivation and engagement in science learning in two public junior high schools in central Taiwan. Mixed-methods methodology was adopted with 60 students (32 males and 28 females) in the experimental group and 56 students (28 males and 28 females) in the control group. The study lasted for one semester and six units using inquiry-based teaching (90-180 min each) were implemented in the experimental group. Questionnaires used for measuring students' motivation and engagement in science learning were administered as pre- and post-tests. In addition, eight to ten male and female students from both experimental and control groups, as well as two instructors were interviewed four times throughout the semester. Quantitative data were analyzed with t test and the interview data were fully transcribed and coded. Results show that male and female students under intervention expected to do more experiments because it improved their understanding. Male and female students under intervention also used more learning strategies. However, males benefited more than females from the intervention in regard to their motivation and engagement in learning science. Males improved more in motivational constructs, recognized the value of learning science, and increased their cognitive, behavioral, and emotional engagement because what they learned applied to real life. In contrast, females had higher exam anxiety and lower cognitive engagement due to mathematics fear, stronger sense of pride in class, and caring too much about the right answers.

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

NASA Astrophysics Data System (ADS)

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-12-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were surveyed over a two-semester period on their engagement level during lecture and perceived learning of course content. Data show that students are able to reflect on their prior knowledge and construct new knowledge with weekly graded JiTT exercises. Despite increasing and competing pressures outside of the classroom, students reported increased learning and engagement in a course with required weekly assignments.

Learning English Speaking through Mobile-Based Role-Plays: The Exploration of a Mobile English Language Learning App Called Engage

ERIC Educational Resources Information Center

Yang, Bowen; Zhou, Shijun; Ju, Weijie

2013-01-01

Engage is a new form of mobile application that connects students studying English with teachers in real-time via their smartphones. Students receive target language through preparation dialogues, and then apply it to a role-play with a teacher. The conceptualization and development of Engage follows the user-centred design approach; and the…

Teacher Behaviors Contributing to Student Content Engagement: A Socially Constructed Consensus of Undergraduate Students in a College of Agriculture

ERIC Educational Resources Information Center

Estepp, Christopher M.; Roberts, T. Grady

2013-01-01

Students in colleges of agriculture will face a dynamically changing workplace. In order to learn the skills needed to succeed in such an environment, students must be cognitively engaged in the college classroom. Engagement with instructional content is a precursor to learning, and teachers in colleges of agriculture must shift towards using more…

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem- Based Learning Experience in a Large First Year Undergraduate Class

ERIC Educational Resources Information Center

Fukuzawa, Sherry; Boyd, Cleo

2016-01-01

Large first year undergraduate courses have unique challenges in the promotion of student engagement and self-directed learning due to resource constraints that prohibit small group discussions with instructors. The Monthly Virtual Mystery was developed to increase student engagement in a large (N = 725) first year undergraduate class in…

Understanding the Direct Involvement of Parents in Policy Development and School Activities in a Primary School

ERIC Educational Resources Information Center

Tobin, Bernie

2017-01-01

It is acknowledged that parental engagement with children's learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents' involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest…

Examining Behavioral, Relational, and Cognitive Engagement in Smaller Learning Communities: A Case Study of Reform in One Suburban District

ERIC Educational Resources Information Center

Davis, Heather A.; Chang, Mei-Lin; Andrzejewski, Carey E.; Poirier, Ryan R.

2010-01-01

The purpose of this project was to examine the impact of Smaller Learning Community reform on students' behavioral, relational, and cognitive engagement in a suburban school district experiencing urbanization. We describe a project in which we evaluated the engagement of a cohort of 8th grade students as they transitioned to high school (n = 605).…

Engaging Black Males on Their Own Terms: What Schools Can Learn from Black Males Who Produce Hip-Hop

ERIC Educational Resources Information Center

Irby, Decoteau J.; Petchauer, Emery; Kirkland, David

2013-01-01

Education scholars and practitioners have much to learn about engagement and motivation of Black males by directing their inquiries to more organic sites of hip-hop cultural production outside of schools. One such site is the hip-hop's informal labor economy where Black males engage in earning money through hip-hop cultural production. Labor…

Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

PubMed

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie; Schwartz, Frederic N

2015-05-22

Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum. A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding. Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture. Students clearly valued the engagement and learning aspects of gamified TP interactions. The overwhelming majority of students surveyed in this study were engaged by the variety of TP games, and gained an interest in microbiology. The methods described in this study may be useful for other educators wishing to expand the utility of ARS in their classrooms.

Increasing medical students' engagement in public health: case studies illustrating the potential role of online learning.

PubMed

Sheringham, J; Lyon, A; Jones, A; Strobl, J; Barratt, H

2016-09-01

The value of e-learning in medical education is widely recognized but there is little evidence of its value in teaching medical students about public health. Such evidence is needed because medical students' engagement with public health has been low. We present three recent case studies from UK medical schools to illustrate diverse ways in which online approaches can increase medical students' engagement with learning public health. A comparative case study approach was used applying quantitative and qualitative data to examine engagement in terms of uptake/use amongst eligible students, acceptability and perceived effectiveness using an analytic framework based on Seven Principles of Effective Teaching. Across the three case studies, most (67-85%) eligible students accessed online materials, and rated them more favourably than live lectures. Students particularly valued opportunities to use e-learning flexibly in terms of time and place. Online technologies offered new ways to consolidate learning of key public health concepts. Although students found contributing to online discussions challenging, it provided opportunities for students to explore concepts in depth and enabled students that were uncomfortable speaking in face-to-face discussions to participate. E-learning can be applied in diverse ways that increase medical student engagement with public health teaching. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The relationship between student engagement with online content and achievement in a blended learning anatomy course.

PubMed

Green, Rodney A; Whitburn, Laura Y; Zacharias, Anita; Byrne, Graeme; Hughes, Diane L

2017-12-13

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Job Resources, Physician Work Engagement, and Patient Care Experience in an Academic Medical Setting.

PubMed

Scheepers, Renée A; Lases, Lenny S S; Arah, Onyebuchi A; Heineman, Maas Jan; Lombarts, Kiki M J M H

2017-10-01

Physician work engagement is associated with better work performance and fewer medical errors; however, whether work-engaged physicians perform better from the patient perspective is unknown. Although availability of job resources (autonomy, colleague support, participation in decision making, opportunities for learning) bolster work engagement, this relationship is understudied among physicians. This study investigated associations of physician work engagement with patient care experience and job resources in an academic setting. The authors collected patient care experience evaluations, using nine validated items from the Dutch Consumer Quality index in two academic hospitals (April 2014 to April 2015). Physicians reported job resources and work engagement using, respectively, the validated Questionnaire on Experience and Evaluation of Work and the Utrecht Work Engagement Scale. The authors conducted multivariate adjusted mixed linear model and linear regression analyses. Of the 9,802 eligible patients and 238 eligible physicians, respectively, 4,573 (47%) and 185 (78%) participated. Physician work engagement was not associated with patient care experience (B = 0.01; 95% confidence interval [CI] = -0.02 to 0.03; P = .669). However, learning opportunities (B = 0.28; 95% CI = 0.05 to 0.52; P = .019) and autonomy (B = 0.31; 95% CI = 0.10 to 0.51; P = .004) were positively associated with work engagement. Higher physician work engagement did not translate into better patient care experience. Patient experience may benefit from physicians who deliver stable quality under varying levels of work engagement. From the physicians' perspective, autonomy and learning opportunities could safeguard their work engagement.

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

PubMed Central

Shernof, David J.; Ruzek, Erik A.; Sannella, Alexander J.; Schorr, Roberta Y.; Sanchez-Wall, Lina; Bressler, Denise M.

2017-01-01

The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a significant effect on perceived learning and course grades. A significant indirect relationship of seating and active learning strategies on learning and course grade as mediated by student engagement was found. Support for the general aspect of student classroom experience was interpreted with flow theory and suggested the need for additional research. Findings also suggested that active learning strategies are associated with positive learning outcomes even in educational environments where possibilities for action are relatively constrained. PMID:28663733

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course.

PubMed

Shernof, David J; Ruzek, Erik A; Sannella, Alexander J; Schorr, Roberta Y; Sanchez-Wall, Lina; Bressler, Denise M

2017-01-01

The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students ( N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a significant effect on perceived learning and course grades. A significant indirect relationship of seating and active learning strategies on learning and course grade as mediated by student engagement was found. Support for the general aspect of student classroom experience was interpreted with flow theory and suggested the need for additional research. Findings also suggested that active learning strategies are associated with positive learning outcomes even in educational environments where possibilities for action are relatively constrained.

Emergence: Complexity Pedagogy in Action

PubMed Central

Jonas-Simpson, Christine

2015-01-01

Many educators are looking for new ways to engage students and each other in order to enrich curriculum and the teaching-learning process. We describe an example of how we enacted teaching-learning approaches through the insights of complexity thinking, an approach that supports the emergence of new possibilities for teaching-learning in the classroom and online. Our story begins with an occasion to meet with 10 nursing colleagues in a three-hour workshop using four activities that engaged learning about complexity thinking and pedagogy. Guiding concepts for the collaborative workshop were nonlinearity, distributed decision-making, divergent thinking, self-organization, emergence, and creative exploration. The workshop approach considered critical questions to spark our collective inquiry. We asked, “What is emergent learning?” and “How do we, as educators and learners, engage a community so that new learning surfaces?” We integrated the arts, creative play, and perturbations within a complexity approach. PMID:25838945

Assessing Understanding of the Learning Cycle: The ULC

NASA Astrophysics Data System (ADS)

Marek, Edmund A.; Maier, Steven J.; McCann, Florence

2008-08-01

An 18-item, multiple choice, 2-tiered instrument designed to measure understanding of the learning cycle (ULC) was developed and field-tested from the learning cycle test (LCT) of Odom and Settlage ( Journal of Science Teacher Education, 7, 123 142, 1996). All question sets of the LCT were modified to some degree and 5 new sets were added, resulting in the ULC. The ULC measures (a) understandings and misunderstandings of the learning cycle, (b) the learning cycle’s association with Piaget’s ( Biology and knowledge theory: An essay on the relations between organic regulations and cognitive processes, 1975) theory of mental functioning, and (c) applications of the learning cycle. The resulting ULC instrument was evaluated for internal consistency with Cronbach’s alpha, yielding a coefficient of .791.

Engagement states and learning from educational games.

PubMed

Deater-Deckard, Kirby; Chang, Mido; Evans, Michael E

2013-01-01

Children's and adolescents' cognitive, affective, and behavioral states of engagement enhance or impede enjoyment of, and performance with, educational games. We propose a comprehensive model of engagement states and apply it to research on educational game development and research on the role of various aspects of engagement on game play and learning. Emphasis is placed on individual differences in attention, memory, motor speed and control, persistence, and positive and negative affect (approach/avoidance), and how these pertain to social cognitions regarding mathematics achievement. Our challenge is to develop educational games that are effective for a wide variety of student engagement states. Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company.

A Mixed Methods Bounded Case Study: Data-Driven Decision Making within Professional Learning Communities for Response to Intervention

ERIC Educational Resources Information Center

Rodriguez, Gabriel R.

2017-01-01

A growing number of schools are implementing PLCs to address school improvement, staff engage with data to identify student needs and determine instructional interventions. This is a starting point for engaging in the iterative process of learning for the teach in order to increase student learning (Hord & Sommers, 2008). The iterative process…

Learning Lives of North Korean Young Defectors: A Preliminary Study of Reconstructing Identity in Career Development

ERIC Educational Resources Information Center

Park, Hyewon; Kim, Junghwan; Schied, Fred M.

2015-01-01

This study of eleven young North Korean Defectors (NKDs) examines how they engage in daily learning focusing on the process of identity reconstruction through their attempt to engage in career development activities. For the purposes of this paper one case was selected to illustrate how a reconstructed identity is learned. The main research…

The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model

ERIC Educational Resources Information Center

Mosser, Brent Steven

2010-01-01

A quasi-experiment was carried out in a college success strategies course to evaluate the impact of structured interpersonal interaction on undergraduate students' Academic Engagement and Academic Achievement. The course, EPL 259: Individual Learning and Motivation, employs a blended learning instructional model that requires students to spend the…

Developing Civic Engagement in University Education: Predicting Current and Future Engagement in Community Services

ERIC Educational Resources Information Center

Li, Manyu; Frieze, Irene Hanson

2016-01-01

One of the important goals of education is for students to learn to be responsible civic participants. Thus, the time students spend in college is invaluable. It is important that students learn to participate and be responsible citizens of their community during their time in college (Giles and Eyler in "Mich J Community Serv Learn"…

Confronting Dilemmas Posed by Three-Dimensional Classroom Assessment: Introduction to a Virtual Issue of "Science Education"

ERIC Educational Resources Information Center

Furtak, Erin Marie

2017-01-01

Wide-scale adoption of the "Next Generation Science Standards" has raised new challenges for classroom teachers as they learn not only how to engage students in this new vision of science learning, but also how to assess students' engagement in that learning. This paper introduces a virtual special issue of "Science Education"…

A Study of the Influence of Organizational Learning on Employees' Innovative Behavior and Work Engagement by a Cross-Level Examination

ERIC Educational Resources Information Center

Lin, Hsiu-Chuan; Lee, Yuan-Duen

2017-01-01

The purpose of this study is to examine the influence of organizational learning on employee's innovative behavior, and further proposed the mediation effect of work engagement between the relationship of organizational learning and employee's innovative behavior. The study targets on executives and their subordinates by paired samples within the…

Teaching Beyond and In Between: Reframing a Flourishing Future for Arts Learning in Schools Through Isotonic Instruction

ERIC Educational Resources Information Center

Booth, Eric

2013-01-01

In this reflective essay, Eric Booth utilizes his Habits of Mind for Creative Engagement to offer two suggestions for intensifying the impact of arts learning in schools. Booth's first suggestion redefines what artistic engagement really means and where it can contribute to creative learning. His second suggestion advocates for the use of…

VET Students' Integration of Knowledge Engaged with in School-Based and Workplace-Based Learning Environments in the Netherlands

ERIC Educational Resources Information Center

Baartman, L. K. J.; Kilbrink, N.; de Bruijn, E.

2018-01-01

In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on…

Cooperative Learning and Second Language Acquisition in First-Year Composition: Opportunities for Authentic Communication among English Language Learners

ERIC Educational Resources Information Center

Mason, Katherine

2006-01-01

In an environment, in which English is a second or other language for every student, fear and anxiety affect students' learning and engagement. Yet, in spite of these concerns, students welcomed the chance to practice their spoken English in cooperative structures while learning about and engaging in their composing processes. English language…

Learning and engagement through natural history museums*

PubMed Central

Lawrence, Martin; Oliver, Mary; Reiss, Michael J.

2018-01-01

Abstract This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement.

Learning and engagement through natural history museums.

PubMed

Mujtaba, Tamjid; Lawrence, Martin; Oliver, Mary; Reiss, Michael J

2018-01-01

This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students' learning and engagement.

76 FR 39589 - Promise Neighborhoods Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-06

... promote student engagement, learning, and digital literacy, as well as neighborhood communication and... that focuses on family-school partnerships and family engagement in learning. Discussion: Family and... whether students who attend a target school in the Promise Neighborhood, but live outside the neighborhood...

Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding

PubMed Central

Sabel, Jaime L.; Dauer, Joseph T.; Forbes, Cory T.

2017-01-01

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts. PMID:28645893

Gaze-contingent reinforcement learning reveals incentive value of social signals in young children and adults

PubMed Central

Smith, Tim J.; Senju, Atsushi

2017-01-01

While numerous studies have demonstrated that infants and adults preferentially orient to social stimuli, it remains unclear as to what drives such preferential orienting. It has been suggested that the learned association between social cues and subsequent reward delivery might shape such social orienting. Using a novel, spontaneous indication of reinforcement learning (with the use of a gaze contingent reward-learning task), we investigated whether children and adults' orienting towards social and non-social visual cues can be elicited by the association between participants' visual attention and a rewarding outcome. Critically, we assessed whether the engaging nature of the social cues influences the process of reinforcement learning. Both children and adults learned to orient more often to the visual cues associated with reward delivery, demonstrating that cue–reward association reinforced visual orienting. More importantly, when the reward-predictive cue was social and engaging, both children and adults learned the cue–reward association faster and more efficiently than when the reward-predictive cue was social but non-engaging. These new findings indicate that social engaging cues have a positive incentive value. This could possibly be because they usually coincide with positive outcomes in real life, which could partly drive the development of social orienting. PMID:28250186

Gaze-contingent reinforcement learning reveals incentive value of social signals in young children and adults.

PubMed

Vernetti, Angélina; Smith, Tim J; Senju, Atsushi

2017-03-15

While numerous studies have demonstrated that infants and adults preferentially orient to social stimuli, it remains unclear as to what drives such preferential orienting. It has been suggested that the learned association between social cues and subsequent reward delivery might shape such social orienting. Using a novel, spontaneous indication of reinforcement learning (with the use of a gaze contingent reward-learning task), we investigated whether children and adults' orienting towards social and non-social visual cues can be elicited by the association between participants' visual attention and a rewarding outcome. Critically, we assessed whether the engaging nature of the social cues influences the process of reinforcement learning. Both children and adults learned to orient more often to the visual cues associated with reward delivery, demonstrating that cue-reward association reinforced visual orienting. More importantly, when the reward-predictive cue was social and engaging, both children and adults learned the cue-reward association faster and more efficiently than when the reward-predictive cue was social but non-engaging. These new findings indicate that social engaging cues have a positive incentive value. This could possibly be because they usually coincide with positive outcomes in real life, which could partly drive the development of social orienting. © 2017 The Authors.

Does online learning click with rural nurses? A qualitative study.

PubMed

Riley, Kim; Schmidt, David

2016-08-01

To explore the factors that influence rural nurses engagement with online learning within a rural health district in New Sound Wales (NSW), Australia. This qualitative study based on appreciative inquiry methodology used semi-structured interviews with managers and nurses. Purposive sampling methods were used to recruit facility managers, whereas convenience sampling was used to recruit nurses in 2012-2013. Three public health facilities in rural NSW. Fourteen nurses were involved in the study, including Health Service Managers (n = 3), Nurse Unit Manager (n = 1), Clinical Nurse Specialists (n = 3), Registered Nurses (n = 2), Enrolled Nurses (n = 2) and Assistant in Nursing (n = 3). The research found that online learning works well when there is accountability for education being undertaken by linking to organisational goals and protected time. Nurses in this study valued the ability to access and revisit online learning at any time. However, systems that are hard to access or navigate and module design that did not provide a mechanism for users to seek feedback negatively affected their use and engagement. This study demonstrates that rural nurses' engagement with online learning would be enhanced by a whole of system redesign in order to deliver a learning environment that will increase satisfaction, engagement and learning outcomes. © 2015 National Rural Health Alliance Inc.

Impact of engaging middle management in practice interventions on staff support and learning culture: a quasi-experimental design.

PubMed

Henderson, Amanda; Burmeister, Liz; Schoonbeek, Sue; Ossenberg, Christine; Gneilding, Julieanne

2014-11-01

This study evaluated the impact of different levels of engaging middle management in ward based strategies implemented by a project educator. The challenge for learning in practice is to develop effective teams where experienced staff engage and foster learning with students and other novice staff. A quasi-experimental pre- and post- intervention four group design was conducted from November 2009 to May 2010 across four general surgical and four general medical inpatient matched units in two settings in South East Queensland, Australia. Staff survey data was used to compare control and intervention groups (one actively engaging nurse managers) before and after 'practice learning' interventions. The survey comprised demographic data and data from two validated scales (support instrument for nurses facilitating learning and clinical learning organisational culture). Number of surveys returned pre- and post-intervention was 336 from 713 (47%). There were significant differences across many subscales pertaining to staff perception of support in the intervention groups, with only one change in the control group. The number of significant different subscales in the learning culture was also greater when middle management supported the intervention. Middle management should work closely with facilitators to assist embedding practice interventions. © 2013 John Wiley & Sons Ltd.

New Tools and Metrics for Evaluating Army Distributed Learning

DTIC Science & Technology

2011-01-01

courseware. Designing DL to provide for more opportunities for interaction with instructors and peers is likely to increase student engagement in IMI...toward blended learning may achieve these goals. Student engagement may also be fostered to the extent that the course pro- vides sufficient numbers of... student engagement . • Design and implement DL in ways that provide greater opportunities to interact with instructors and peers. • Enforce policy of

Avatars, Media Usage, and the Linkages to E-learning Effectiveness

DTIC Science & Technology

2011-03-01

modalities. American Journal of Business Education, 3(12), 65-76. Carini, R.M., Klein, S.P., & Kuh, G.D. (2006). Student engagement and student learning...1989). Student Engagement and High School Reform. Educational Leadership, 46(5), 34. Patel, L. (2010). Continued dedication to workplace...game. Training and Simulation Journal (11)6, 38-40. 37 Ruhe, V. (2006). A Toolkit for Writing Surveys to Measure Student Engagement , Reflective

Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept.

PubMed

Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

2017-01-01

There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning.

Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept

PubMed Central

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning. PMID:28861130

Assessing Student Behaviors and Motivation for Actively Learning Biology

NASA Astrophysics Data System (ADS)

Moore, Michael Edward

Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is why active learning is such an effective instructional tool and the limits of this instructional method’s ability to influence performance. This dissertation builds a case in three steps for why active learning is an effective instructional tool. In step one, I assessed the influence of different types of active learning (clickers, group activities, and whole class discussions) on student engagement behavior in one semester of two different introductory biology courses and found that active learning positively influenced student engagement behavior significantly more than lecture. For step two, I examined over four semesters whether student engagement behavior was a predictor of performance and found participation (engagement behavior) in the online (video watching) and in-class course activities (clicker participation) that I measure were significant predictors of performance. In the third, I assessed whether certain active learning satisfied the psychological needs that lead to students’ intrinsic motivation to participate in those activities when compared over two semesters and across two different institutions of higher learning. Findings from this last step show us that student’s perceptions of autonomy, competency, and relatedness in doing various types of active learning are significantly higher than lecture and consistent across two institutions of higher learning. Lastly, I tie everything together, discuss implications of the research, and address future directions for research on biology student motivation and behavior.

Guided Inquiry Learning With Sea Water Battery Project

NASA Astrophysics Data System (ADS)

Mashudi, A.

2017-02-01

Science learning process is expected to produce valuable product, innovative and real learning environment, and provide memorable learning experience. That orientation can be contained in Inquiry Based Learning. SMP N 4 Juwana is located close to the beach. That’s why, Sea Water Battery Project is very suitable to be applied in learning activity as an effort to fulfill the renewable energy based on local wisdom. This study aims to increase interest, activity and achievement of students. Learning implementation stage, namely : Constructing Sea Water Battery project, observation, group presentations, and feedback. Sea Water Battery is renewable energy battery from materials easily found around the learner. The materials used are copper plate as the anode, zinc plate as the cathode and sea water as the electrolyte. Average score of students Interest on the first cycle 76, while on the second cycle 85. Average score of students Activity on the first cycle 76 and on the second cycle 86. Average score of students achievement on the first cycle 75, while on the second cycle 84. This learning process gave nurturant effect for students to keep innovating and construct engineering technology for the future.

Convection Connections.

ERIC Educational Resources Information Center

Cavallo, Ann M. L.

2001-01-01

Introduces three science activities for elementary and middle school students on the concepts of heat transfer and temperature. Includes two learning cycles. The first learning cycle examines the effects of temperature on air movement, and the second learning cycle investigates heat movement in water. (YDS)

High school student's motivation to engage in conceptual change-learning in science

NASA Astrophysics Data System (ADS)

Barlia, Lily

1999-11-01

This study investigated motivational factors that are related to engaging in conceptual change learning. While previous studies have recognized the resistance of students' scientific conception to change, few have investigated the role that non-cognitive factors might play when students are exposed to conceptual change instruction. Three research questions were examined: (a) What instructional strategies did the teacher use to both promote students' learning for conceptual change and increase their motivation in learning science? (b) What are the patterns of students' motivation to engage in conceptual change learning? And (c) what individual profiles can be constructed from the four motivational factors (i.e., goals, values, self-efficacy, and control beliefs) and how are these profiles linked to engagement (i.e., behavioral and cognitive engagement) in conceptual change learning of science? Eleven twelfth grade students (senior students) and the teacher in which conceptual change approach to teaching was used in daily activities were selected. Data collection for this study included student's self-reported responses to the Motivated Strategies for Learning Questionnaire (MSLQ), classroom observation of students and the teacher, and structured interviews. Analysis of these data resulted in a motivational factor profile for each student and cross case analysis for entire group. Results from this study indicate that each student has different motivation factors that are mostly influenced individual student to learn science. Among these motivation factors, task value and control beliefs were most important for students. The implication of these findings are that teachers need to encourage students to find learning for conceptual change a valuable task, and that students need to find applications for their new conceptions within their everyday lives. In addition, teachers need to encourage students to develop learning strategies for conceptual understanding. Furthermore, students' motivation to learn was also influenced by other factors that are not directly related to the four motivational factors assessed by the MSLQ such as the teacher's unique personality had a positive influenced on student learning. The overall conclusions drawn from this study are that conceptual change instruction requires the teacher to be aware of the importance of affective aspects and motivational factors of students learning.

Engagement and learning: an exploratory study of situated practice in multi-disciplinary stroke rehabilitation.

PubMed

Horton, Simon; Howell, Alison; Humby, Kate; Ross, Alexandra

2011-01-01

Active participation is considered to be a key factor in stroke rehabilitation. Patient engagement in learning is an important part of this process. This study sets out to explore how active participation and engagement are 'produced' in the course of day-to-day multi-disciplinary stroke rehabilitation. Ethnographic observation, analytic concepts drawn from discourse analysis (DA) and the perspective and methods of conversation analysis (CA) were applied to videotaped data from three sessions of rehabilitation therapy each for two patients with communication impairments (dysarthria, aphasia). Engagement was facilitated (and hindered) through the interactional work of patients and healthcare professionals. An institutional ethos of 'right practice' was evidenced in the working practices of therapists and aligned with or resisted by patients; therapeutic activity type (impairment, activity or functional focus) impacted on the ways in which patient engagement was developed and sustained. This exploration of multi-disciplinary rehabilitation practice adds a new dimension to our understanding of the barriers and facilitators to patient engagement in the learning process and provides scope for further research. Harmonising the rehabilitation process across disciplines through more focused attention to ways in which patient participation is enhanced may help improve the consistency and quality of patient engagement.

Improving Student Engagement in Veterinary Business Studies.

PubMed

Armitage-Chan, Elizabeth; Jackson, Elizabeth

2018-01-01

Improving Student Engagement in Veterinary Business StudiesIn a densely packed veterinary curriculum, students may find it particularly challenging to engage in the less overtly clinical subjects, yet pressure from industry and an increasingly competitive employment market necessitate improved veterinary student education in business and management skills. We describe a curriculum intervention (formative reflective assignment) that optimizes workplace learning opportunities and aims to provide better student scaffolding for their in-context business learning. Students were asked to analyze a business practice they experienced during a period of extra-mural studies (external work placement). Following return to the college, they were then instructed to discuss their findings in their study group, and produce a group reflection on their learning. To better understand student engagement in this area, we analyzed individual and group components of the assignment. Thematic analysis revealed evidence of various depths of student engagement, and provided indications of the behaviors they used when engaging at different levels. Interactive and social practices (discussing business strategies with veterinary employees and student peers) appeared to facilitate student engagement, assist the perception of relevance of these skills, and encourage integration with other curriculum elements such as communication skills and clinical problem solving.

Using Service Learning in a Course Entitled "Biology of Women" to Promote Student Engagement and Awareness of Community Needs and Resources

ERIC Educational Resources Information Center

Bauer-Dantoin, Angela C.

2008-01-01

Service learning projects were incorporated into the curriculum of an undergraduate course entitled "Biology of Women". The goals of the service learning projects were: 1) to provide students with the opportunity to consider issues pertaining to human biology in real-world settings; 2) to foster student engagement with the community; and…

Family Science: An Ethnographic Case Study of the Ordinary Science and Literacy Experiences of One Family

ERIC Educational Resources Information Center

McCarty, Glenda M.

2012-01-01

Despite the copious research available on science learning, little is known about ways in which the public engages in free-choice science learning and even fewer studies have focused on how families engage in science to learn about the world around them. The same was true about studies of literacy development in the home until the 1980s when…

Using Kahoot! In the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices

ERIC Educational Resources Information Center

Plump, Carolyn M.; LaRosa, Julia

2017-01-01

Instructional games are gaining acceptance in the classroom as the eLearning merits of student engagement and immediate feedback are recognized. Within higher education, the use of these tools is often limited due to lack of time, insufficient experience, or doubts regarding the scholarly merits of such activities. Kahoot! is a popular eLearning…

Students' Engagement Profiles in Mathematics According to Learning Environment Dimensions: Developing an Evidence Base for Best Practice in Mathematics Education

ERIC Educational Resources Information Center

Watt, Helen M. G.; Carmichael, Colin; Callingham, Rosemary

2017-01-01

The Best Practice in Mathematics Education project was funded by the Australian Office of the Chief Scientist, to examine promotion of students' learning, engagement and aspirations in this core learning domain. We draw upon cross-sectional survey data from 551 students in grades three to nine to examine how students' mathematics engagement…

Higher Education Institutions and Work-Based Learning in the UK: Employer Engagement within a Tripartite Relationship

ERIC Educational Resources Information Center

Basit, Tehmina N.; Eardley, Alan; Borup, Rosemary; Shah, Hanifa; Slack, Kim; Hughes, Amanda

2015-01-01

Higher education institutions (HEIs) in the UK are increasingly engaging in work-based learning. The tripartite relationship between the HEI, the employer and the employee is viewed to be of great significance in work-based learning, not only in the initial stages of procurement of a contract, but also in designing and delivering the programme to…

Learning, Engagement, and Technology: Middle School Students' Three-Year Experience in Pervasive Technology Environments in South Korea

ERIC Educational Resources Information Center

Hur, Jung Won; Oh, Jaekyeon

2012-01-01

This study explored an initiative that created a pervasive learning environment in a middle school in South Korea and examined its impact on student academic achievement and learning engagement. Forty students received a laptop to use for class projects, online collaboration, and lesson reviews over a 3-year period. To measure the effect of laptop…

Developing Civic Engagement in Distance Higher Education: A Case Study of Virtual Service-Learning (vSL) Programme in Spain

ERIC Educational Resources Information Center

García-Gutierrez, Juan; Ruiz-Corbella, Marta; Armentia, Araceli del Pozo

2017-01-01

Higher Education is demanding the need of a greater connection between its academic offer and the necessary civic engagement of the graduates. This has given Spain the opportunity, for just over a decade, to develop the methodology of service-learning, which combines both the theoretical and practical aspect of university learning with the…

A review of assertions about the processes and outcomes of social learning in natural resource management.

PubMed

Cundill, G; Rodela, R

2012-12-30

Social learning has become a central theme in natural resource management. This growing interest is underpinned by a number of assertions about the outcomes of social learning, and about the processes that support these outcomes. Yet researchers and practitioners who seek to engage with social learning through the natural resource management literature often become disorientated by the myriad processes and outcomes that are identified. We trace the roots of current assertions about the processes and outcomes of social learning in natural resource management, and assess the extent to which there is an emerging consensus on these assertions. Results suggest that, on the one hand, social learning is described as taking place through deliberative interactions amongst multiple stakeholders. During these interactions, it is argued that participants learn to work together and build relationships that allow for collective action. On the other hand, social learning is described as occurring through deliberate experimentation and reflective practice. During these iterative cycles of action, monitoring and reflection, participants learn how to cope with uncertainty when managing complex systems. Both of these processes, and their associated outcomes, are referred to as social learning. Where, therefore, should researchers and practitioners focus their attention? Results suggest that there is an emerging consensus that processes that support social learning involve sustained interaction between stakeholders, on-going deliberation and the sharing of knowledge in a trusting environment. There is also an emerging consensus that the key outcome of such learning is improved decision making underpinned by a growing awareness of human-environment interactions, better relationships and improved problem-solving capacities for participants. Copyright © 2012 Elsevier Ltd. All rights reserved.

Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation.

PubMed

Brooks, Hannah L; Pontefract, Sarah K; Vallance, Hannah K; Hirsch, Christine A; Hughes, Elizabeth; Ferner, Robin E; Marriott, John F; Coleman, Jamie J

2016-01-01

Junior doctors in the UK must complete various educational components during their two year Foundation training programme. It is important that mandatory learning is informative and engaging. The aim of this study was to evaluate trainee doctors' perceptions of a Technology Enhanced Learning (TEL) programme developed to improve prescribing competency. Focus groups and interviews were conducted at three hospital sites in the West Midlands. Codes, sub-themes and themes were determined using deductive and inductive thematic analysis. Data were collected from 38 Foundation trainee doctors. Results revealed major themes relating to prescribing education, the user experience and user engagement. Key findings included the positive impact of preparedness following undergraduate education on the user experience of the TEL programme at the postgraduate level; the impact of content, structure, and individual learning needs and styles on the user experience; and the impact of motivation and time on engagement. Most trainees engaged with the programme owing to its mandatory nature; however, some trainees also used the programme voluntarily, for example, to acquire knowledge prior to starting a new placement. It is important to ensure that learners are willing to engage with mandatory TEL, and that they have the time and motivation to do so. It is also important to ensure that learners have a positive user experience and that in designing TEL individual differences in learning styles and needs are taken into account. These findings have implications for educators and system developers in the construction and design of mandatory eLearning programmes.

The development of learning material using learning cycle 5E model based stem to improve students’ learning outcomes in Thermochemistry

NASA Astrophysics Data System (ADS)

sugiarti, A. C.; suyatno, S.; Sanjaya, I. G. M.

2018-04-01

The objective of this study is describing the feasibility of Learning Cycle 5E STEM (Science, Technology, Engineering, and Mathematics) based learning material which is appropriate to improve students’ learning achievement in Thermochemistry. The study design used 4-D models and one group pretest-posttest design to obtain the information about the improvement of sudents’ learning outcomes. The subject was learning cycle 5E based STEM learning materials which the data were collected from 30 students of Science class at 11th Grade. The techniques used in this study were validation, observation, test, and questionnaire. Some result attain: (1) all the learning materials contents were valid, (2) the practicality and the effectiveness of all the learning materials contents were classified as good. The conclution of this study based on those three condition, the Learnig Cycle 5E based STEM learning materials is appropriate to improve students’ learning outcomes in studying Thermochemistry.