Students in Mass Higher Education: Effects of Student Engagement in Taiwan

[[abstract]]With the massification of higher education, the pursuit of university teaching excellence has become a global concern. Numerous studies report that student learning is still a public concern. This chapter explores whether, after the massification of higher education in Taiwan, efforts to improve instruction have improved student engagement. This study examines the measurement of student engagement, learning-related experiences, performance, and satisfaction, while considering gender, students’ major public or private education, and differences in the year of study. Student engagement has been classified into behavioral, cognitive, and emotional types. The related statistical analyses were used to present the current status and identify key learning issues on the campus. The findings may prove useful in ameliorating problems of student learning in current higher education

Student engagement and performance: A weekly diary study on the role of openness

In the present study, we used a quantitative diary design to investigate within-person fluctuations in student engagement and performance. Specifically, we analyzed the impact of weekly personal and study resources on weekly student engagement, active learning behaviors, and performance. In addition, we investigated whether students high (vs. low) in trait Openness reacted differently to their weekly resources. The sample was composed of 45 first-year psychology students who filled in a questionnaire over 3 weeks; twice per week (N = 45 9 6 = 270 occasions)—during the days they had tutorial group meetings. The tutors evaluated each student’s active learning behaviors during these meetings. Results of hierarchical linear modeling analyses showed that study engagement fully mediated the relationship between personal resources and observed learning activities; study resources were indirectly positively related to learning activities through study engagement. In addition, observed learning activities were positively related to the course grade. As hypothesized, trait Openness strengthened the positive relationship between personal/study resources and study engagement. Our findings highlight the importance of fostering students’ engagement. We conclude with a discussion of the theoretical implications for education and suggestions for future research