Students Engagement is conspicuously investigated by many authors since mid-1980s when Astin (1984) worked on student involvement. Then the topic has attracted many authors eg. Chickering and Gamson, (1987), Maher and Tinto (1992), Kuh and Vesper, (1997), etc... as it seems that engaging students with the course is one of the key factors of successful learning and teaching in higher education.
Stefani (2008) defines student’s engagement based on previous research as the efforts including time and energy that the students make improve their learning in the University. This definition is expanded by Krause (2006) to include more assumptions related to students’ understanding of engagement. The author points out that ‘engagement’ means different things to different students as it is not only including the level of motivation. Issues related to students’ understanding of higher education are covered by Haggis (2006).
A contrastive analysis between engagement and alienation is covered by Mann (2001) as the author points out that this framework of analysis is much useful to understand students’ relationship to their learning.
Barnettes’ (2005) view about engagement is to focus on the curriculum design as he defines two dimensions of engagement including how the students experience the university and how the curriculum is designed to engage the students.
Coates (2007) describes engagement as a general concept that includes both academic and non academic aspects of the student experience. That is including facets eg. (Active and cooperative learning, Participation and involvement, Contact with academic staff, feeling of support by the university learning communities) that form the basis of the National Survey of Student...
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...ersity,(Third Edition), Open University Press, McGraw-Hill Education, Berkshire-England.
Biggs J. (2009) What the Student Does: teaching for enhanced learning. University of New South Wales.
Campbell J., Li M.(2008) ‘Asian Students’ Voices:An Empirical Study of Asian Students’ Learning Experiences at a New Zealand University’. Journal of Studies in International Education DOI: 10.1177/1028315307299422.
Carroll J. Ryan J. (2008) ‘Teaching International Students : Improving learning for all’, Routledge Taylor and Francis Group.
Gilardi S. , Gugliemetti C. (2011).’ University Life of Non-Traditional Students: Engagement Style and Impact on Attrition’. The Journal of Higher Education, The Ohio State University. Volume 82/ Number 1. p33-p53
Goodwin G., Nacht M. (1988) ‘Abroad and beyond : Patterns in American overseas education’ Cambridge University Press.
...ris, A. (2004) School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. doi: 10.3102/00346543074001059
Kahn (1990) believes engagement means to be psychologically present when performing an organizational role and it is shown physically, cognitively and emotionally as part of the role performance. He believes that individuals who are engaged keep themselves and their role aligned and it is demonstrated by:
In the last few years, studying abroad has become an increasingly popular choice for higher education among international students (Accessibility Navigation, 2014). An average of 10% of students in universities all across the UK are international students from countries all over the world. (Accessibility Navigation, 2014). Although the experience is different for each individual student, there are many common problems that international students face. Those problems include: culture shock to varying degrees coupled with emotional issues(Bailey, 2005), Language barriers along with other communication problems (Sherry et al, 2009), and academic problems due to a change in school curriculum (Ramachandran, 2011). This essay will expand on the common problems faced by international students in the UK, offer solutions for handling the problems, and making the process of acclimating to a new environment easier for students.
Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. Adult Education Quarterly, 57, 141-158. doi: 10.1177/0741713606294235
The importance of college student life and involvement as it pertains to student success and retention in college
Milem, J., & Berger, J. (1997). A modified model of college student persistence: Exploring the relationship between Astin’s theory of involvement and Tinto’s theory of student departure. Journal of College Student Development, 38, 387- 400.
The employee engagement has become a hot topic of discussion in the corporate world. There is no single accepted definition of engagement or recognised approach for measuring or raising it. HRM Practitioners have involved in quite a lot of study to understand employee engagement and its impact on the performance of the organisation. According to them, employee engagement is a level of commitment and involvement of employees towards their organisation and its value. An engaged employee works with his/her colleagues to improve their productivity within their job, for the ultimate benefit of the organisation.
The foundational documents helped me realized that student engagement is important when trying to retain and developed them. There are two key components in engagement (Wolf-Wendel et. al., 2009). The first component is the amount of work that students put into their education and activities that lead to their experiences and student success (Wolf-Wendel et. al., 2009). The second is how higher education allocate resources and learning opportunities to motivate students to attend and develop from (Wolf-Wendel et. al., 2009). The Student Personnel Point of View, 1937 philosophy proposes that we should develop the student as whole instead of developing them intellectually. According to The Student Personnel Point of View, 1949 it is the campus community to develop a student physically, socially, emotionally, and
“Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist at the task” (Urdan & Schoenfelder, 2006). The biggest question educators face in today’s classroom is what motivates a student to do something and why? Virtually all students are motivated in one way or another. Research of student motivation suggests a theory that emphasizes a social-cognitive perspective. The cognition of students regarding academic work are influenced by social factors, such as messages from the teacher about the difficulty of the task, the perceived abilities of classmates, and the information about the importance of learning the material (Urdan & Schoenfelder, 2006). In this paper the focus will primarily be on those elements within the classroom that influence student motivation and engagement.
Stuart, M., Lido, C., Morgan, J., Solomon, L., and May, S. (2011). The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations. Active Learning in Higher Education, 12(3), 203-215.
Mastroianni, Adam J., and Deborah L. Kelly. "Undergraduate Study Abroad Experiences: Changing Attitudes Towards Cultural Diversity And Careers." Insights To A Changing World Journal 2013.4 (2013): 1-11. Academic Search Premier. Web. 23 Apr. 2014.
The inclusion of engaging activities in this course is not completely clear from the information provided in the syllabus. While details about the texts that will be covered throughout the tentative course outline are shared, there is very little information on the actual learning activities that will be completed by students. In several areas of the syllabus, lists of activity types are given without description. It is stated that students will conduct research, work in groups, keep journals, and take quizzes, but there is no additional information about the expectations or format these assignments will take. The depth of knowledge on these activities is unclear, but may be an area of concern. Rigor is mentioned, but not substantiated with examples or evidence. While this may not be indicative of the actual learning experiences that students complete in class, the actual information on the syllabus guides the reader to the conclusion that students will primarily remain in the lower levels of Bloom’s Taxonomy, for example remembering and understanding, in regards to thinking skills accessed (Ainsworth, 2010, Reeves, 2006). With additional explanation, any confusion or doubt about the focus and purpose of the assignments for this course would be
Strategies to support inclusive student participation and engagement in learning allow the teacher to help students who struggle to become involved in class and who struggle to engage in the learning material. Finally, organisation of the classroom and providing directions to learners managing challenging behaviour is highly important to create a positive and creative workspace that allows students to want to learn and to reduce bullying in the class.
O’brien, Eileen, and Mary Rollefson. “Extracurricular Participation and Student Engagement.” Extracurricular Participation and Student Engagement.U.S. Department of Education, June 1995. Web. 06 Feb. 2014.