The generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience

Twitter is a microblog that allows users to interact about a topic in online discussion. This makes it an interesting interactive tool with possibilities to increase student engagement and learning performance through active collaboration in an informal learning environment. However, few articles take a quantitative approach to investigate the creation of student engagement using this social networking site. To address this gap, we propose a series of activities conducted through Twitter to analyse the engagement generation process in a sample of 110 students in the first year of a business and administration degree at a large Spanish university. The results show that the engagement process is created through active collaborative learning and enjoyment, and that engaged students are more satisfied with the activity and perceive greater learning performance. This leads us to recommend teachers to encourage active and collaborative activities to make students more engaged and satisfied, and improve their performance.es consisting of applying the concepts studied in class to practical environments, and activities where students browse for online information and take part in a debate, are more enjoyable

Improving Student Engagement in Nursing Education through Game-Based Learning

Educators have identified that engaging nursing students in their education increase retention rates in nursing education programs. As a pedagogical tool, using game-based learning activities allowed educators to create student-centered active learning opportunities to increase the engagement of the nursing student. The problem was that the effect of adding game-based learning to traditional lectures on student engagement behaviors in undergraduate nursing classes was unknown. The purpose of this mixed-methods study was to examine how adding game-based learning to traditional lectures affected student engagement behaviors in undergraduate nursing classes. The theoretical framework was based on the theory of Constructivism, which is the concept that students are lifelong learners who prefer to take an active role in their education. The research questions for this study explored the relationship and effect of adding game-based learning activities to traditional teaching methods and an improved student engagement level in nursing students. A Pearson Correlation Coefficient test was performed to monitor the correlation between the addition of game-based learning and improved student engagement for the quantitative section of this study. For the qualitative portion, in-person interviews were conducted with the participants, and a codebook was created to identify themes for final analysis. A convenience sample was used to recruit participants in a Bachelor of Nursing undergraduate entry level nursing course, resulting in 47 out of 72 students agreeing to participate. Quantitative findings from the study revealed that there was a minimal correlation between adding game-based learning activities to traditional teaching methods and improved engagement in nursing students. The qualitative analysis discovered that students preferred game-based activities. The participants found that the combination of both game-based activities and traditional teaching methods increased their enjoyment of the course and improved their engagement. The quantitative analysis did not find a strong relationship between adding game-based learning activities and increased student engagement. The findings suggested that student engagement in nursing education improved when game-based learning was combined with traditional teaching methods. This finding can potentially improve nursing education by providing educators with another pedagogical method to create a more active learning environment for nursing students to improve their engagement. Keywords:Nurse education, game-based learning, student engagement, engagement. DOI: 10.7176/RHSS/13-12-04 Publication date:June 30th 202

The Student-Created Poster: A WebQuest Active Learning Strategy in Online Environments

Posters are one of the school project artifacts that students could create to engage themselves in their knowledge building at school. Combine with WebQuest as the active learning instruction platform in an online learning, creating posters increase students’ engagement, build interest in topic learned, inspire higher-level independent thinking, and motivate student on their personal learning experiences. The aim of this study was to investigate student-created poster as an active learning approach in an online environment using WebQuest to inform instructional practices of student-created poster. This study used a case study method to explore the phenomenon occurred during the elective English course in the first grade of senior high school at Indonesia. Data analyzed in this study included 21 high school students, students’ posters and the classroom observation done in 5 weeks.  The finding of this qualitative study revealed that student-created poster utilizing WebQuest as the instructional learning method was an active learning activity that improve students perception of self-efficacy in comprehend the reading text and write the information in poster and evidence of student engagement of behavioral, affective and cognitive domains. Themes derived from the perception of the participants included: perceived self-efficacy, the novelty or usefulness of creating a poster, and the technical and content knowledge. Student-created poster as an active approach using WebQuest can be included in the context of High School English learning to enhance the English skills of students and foster integrative skills of the 21st century. Practical implications for teachers when designing poster assignments created by students using WebQuest include (a) following a model for the development of posters; (b) providing extra time for content acquisition and revisions; and (c) incorporating group evaluation

Examining Game-like Design Elements and Student Engagement in an Online Asychronous Course for Undergraduate University Students

Due to growing number of online university courses (Allen & Seaman, 2016; Picciano, 2015; Wladis, Wladis, & Hachey, 2014), this study examined whether game-like design strategies can be used to increase the quality of an asynchronous online course experience for undergraduate students. Student engagement is related to learning activities such as student-student, student-instructor, and student-course material interaction, as well as positive factors such as satisfaction, accomplishment, and active and collaborative learning (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006; Shea et al., 2010). While there is a growing body of literature that deals with using game mechanics in instructional design generally, less is known about how game mechanics can increase student engagement in an online, asynchronous, university-level course. The quasi-treatment design of this study allowed for the comparison of student experiences in two versions of the same asynchronous undergraduate course. Data were collected via an online survey of perceived engagement, LMS-supported analytics, and grades. This study shows the current technology use of the students. The majority of students who participated in this study have been using the internet and computers for seven years or more. Based on this study, designers and instructors of online courses may consider using game-like hidden badges as a way to improve engagement in the asynchronous learning environment. Reward schedules, clues, reminders, and profiles could be essential for efficient implementation of game mechanics

Transitions in university learning environments: moving towards a kinesthetic model

Based on active learning theory, students learn best when they are involved in the teaching-learning exchange. Kinesthetic and active classrooms have been found to increase student learning and engagement within K-12 learning environments. Yet few kinesthetic learning environments exist for students in college and university settings. The purpose of this study was to understand the process needed to create a kinesthetic classroom for a university, including the perceptions held by faculty and students in this context. This was done by examining current best practices involved in using an active or kinesthetic classroom, and through an exploratory case study developing a framework for the implementation process. Analysis of faculty and student responses, triangulated with statements from experts (those who have already implemented the novel learning space), revealed 14 subthemes. Those subthemes were prioritized into major themes to develop a framework for implementing the new learning environment in the context of higher education. The framework involves the 6-P’s: Probe, Plot, Plan, Prepare, Practice, and Prove. Each theme within the framework addresses issues in order of need to implement an active or kinesthetic classroom. Further research is needed to provide support for the framework structure. This project was significant in that it addressed the use of active and kinesthetic learning changes novel to higher education

Staying Connected – Interactive Student Learning during the COVID Transition to Remote Learning

Background. How can we transition courses in one week, while maintaining a similar experience for students? This was probably the initial response by faculty across universities as they transitioned to remote learning, mid-semester, in response to the SARS-CoV-2 pandemic. Our approach is supported by the ICAP framework which posits that “as activities move from passive to active to constructive to interactive, students undergo different knowledge-change processes and, as a result, learning will increase.” (Chi and Wylie, 2014) Purpose/Hypothesis. How we could foster students’ interactions with course material, instructors, and their peers using collaborative technology and course activities? It was hypothesized that a collaborative environment, coupled with appropriately designed activities, would promote the interactive learning described by the ICAP framework. Design/Method. Faculty members used Microsoft Teams (Teams) and Marquette University’s Learning Management System Desire2Learn (D2L) for their courses. Each instructor developed student groups to promote peer and instructor engagement via the Teams channel function. Results. Initial results from Likert 5-point scale responses support three positive findings to this approach: Finding 1 (Instructor Engagement and Student Confidence): Students had a positive reaction to the instructor engagement (4.67 ± 0.6) and student confidence (4.07 ± 1.1). Finding 2 (Consistent Coursework): Students reported the amount of work in courses with the interactive tools was consistent (3.90 ± 1.2) with the in-class experience. Finding 3 (Collaborative Technology): Using collaborative technology (3.84 ± 1.2) enabled the students to successfully interact with their peers. The survey also provided data on opportunities for improvement for future on-line courses: Opportunity 1 (Communication): Student communication (2.57 ± 1.5) is still a barrier with collaborative technology. Opportunity 2 (On-line Format): Students also reported an overall dislike (2.44 ± 1.4) of the on-line learning format. Conclusions. The use of Teams shows that instructor engagement contributes the most to the positive experiences for confidence, consistency, and use of collaborative technology. We believe there are opportunities to develop more advantages than traditional approaches and will provide students an easier transition to industry, which already use these remote communication tools

Self-reported eating behaviour, physical activity, and learning engagement of Grade 3 and 6 students during the school day.

Background: The school environment is an important contributor to children’s health. This thesis assessed student perceptions of physical activity, eating behaviors, and learning engagement throughout the school day. Methods: Surveys were distributed in grades 3 and 6: three schools using the Balanced School Day (BSD) schedule, and three using the Traditional School Day (TSD) schedule. Students selfreported physical activity, eating behavior, and learning engagement, at key times in the school day. Student perceptions by grade, gender, and schedule were examined. Data were expressed as frequencies and percentages and the variables were cross-tabulated and analyzed using Chi- Square analyses. Results: In total, 173 students participated in this study (response rate of 54%). Girls self reported being less physically active than boys at recess. Grade 3 students experienced hunger more frequently than grade 6 students. There were no significant hunger or physical activity differences between schedule types. All students reported high hunger and lower learning engagement at the end of the school day. Conclusion: We recommended age/gender specific schedule modifications to reduce hunger, and increase physical activity and learning engagement at school.Master of Human Kinetics (MHK

The Relationship Between the National Survey of Student Engagement Scores and Persistence Data from the Freshman Year to the Sophomore Year among Georgia Southern University Students

The National Survey of Student Engagement (NSSE) is an assessment tool administered to university undergraduate students and used to determine the degree to which they are engaged with their academic environment. The NSSE asks students to assess themselves in five categories: level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences and supportive campus environment. This correlational study, also consisting of Chi-squared tests and t tests, examined the relationship between data from the NSSE by Georgia Southern University (GSU) students (independent variables) and whether first year undergraduate students persisted (re-enrolled) to their second year (dependent variable). Specifically, NSSE data from the fall of 2004 to fall of 2005 and from fall of 2007 to fall of 2008 (freshman to sophomore year) were analyzed. Additional independent variables such as race, high school GPA and freshman GPA were also correlated to scores on the five benchmarks. Re-enrollment is an indicator of a student’s continued pursuit of learning. This study was conducted using Chi-squared tests, t tests and probit regressions. The results indicate that the only significant variables at the .05 level contributing to persistence are Supportive Campus Environment (B = 0.020, p \u3c .001) and Cumulative GPA score (p \u3c .001). The results of this study imply that student persistence can potentially be enhanced by attending to the campus environment. The study’s findings may provide valuable insights that are needed in order to understand student engagement and may be useful in planning for initiatives to increase persistence

Shouting Won\u27t Grow Dendrites: Managing a Brain-Compatible Classroom for Maximum Student Achievement

Have you ever noticed that the louder some teachers get when reprimanding students, the louder those students also become? Learn 20 hands-on techniques for managing an active, braincompatible classroom without ever raising your voice. Learn to alleviate 100% of your behavior problems to maximize student achievement. Eliminate at least 50% by the way you set up the physical environment in your classroom and deliver engaging lessons. After all, your best defense against classroom management problems is an engaging lesson for student achievement. Get rid of another 40% by developing and implementing a proactive management plan that includes rituals, celebrations, and consequences to further increase student engagement and achievement. Then tackle the most challenging 10% by using techniques that work with chronic behavior disorders such as attention-deficit, conduct, or oppositional disorder. You will also experience the bonus of learning to create a home environment that minimizes stress and maximizes calmness

Remediation of Chlorinated Alkanes by Zero Valent Iron with Vitamin B12 and Utilization of a Modified Gradual Release of Responsibility Model in a Large Enrollment Chemistry Course

The following dissertation looks at addressing environmental contaminants in the environment and the integration of an active learning style in an introductory chemistry course. It begins with addressing the concern for chlorinated propanes and ethane in the environment and the importance of looking into environmental remediation applications. This research looks at incorporating vitamin B12 as an environmentally friendly catalyst in the presence of zero valent iron for the reduction of chlorinated propanes and ethane. Chapter 2 presents the analytical methods and conditions in which samples were run. The results from these experiments are discussed in length in Chapter 3. Our results confirmed the hypothesis that vitamin B12 could act as an electron mediator to facilitate the reduction of the chlorinated propanes and ethane. Degradation was examined by observing the formation of byproduct peaks and the release of free chloride into solution. In Chapter 4, vitamin B12 is integrated into an already established industrial application technique, emulsified zero valent iron, and we observed the degradation of 1,2,3-trichloropropane with the formation of byproducts as the reaction progressed. In Chapter 5, this section of the dissertation focused on chemical education and observing an active learning technique in a fundamental chemistry course. The following study was designed to increase students\u27 positive attitude, engagement, and responsibility in a large enrollment chemistry course by utilizing a modified Gradual Release of Responsibility (GRR) model. GRR progressively transfers responsibility from the instructor to the student, allowing students to be more independent and helping them to address atypical problems. Students were assessed using iClickers to monitor their understanding and engagement, as well as surveys to determine their attitudes regarding this specific style of teaching. The results from this study demonstrated that implementing the GRR teaching style had a positive effect on student academic performance and shows the importance of using an active teaching model in a large enrollment course