Student engagement is considered to be among the better predictors of learning, yet there is growing concern that there is no consensus on the conceptual foundation. The authors propose a ...conceptualization of student engagement grounded in A. W. Astin's (
1984
) Student Involvement Theory and W. A. Kahn's (
1990
) employee engagement research where student engagement is built on four components: emotional engagement, physical engagement, cognitive engagement in class, and cognitive engagement out of class. Using this framework the authors develop and psychometrically test a student engagement survey that can be used by researchers to advance engagement theory and by business schools to monitor continuous improvement.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Customer engagement (CE) is a marketing concept of great importance and the rise of social media has further amplified the importance of this concept. Yet, our understanding of the progress of CE ...research remains limited due to the absence of a one-stop state-of-the-art overview of the concept that considers its manifestation on social media. To address this gap, we review CE research on social media since the beginning of the present millennium using the PRISMA protocol for systematic reviews. The outcome of our review reveals the antecedents, decisions, and outcomes; the theories, contexts, and methods; and the ways forward for advancing knowledge, improving representation, and enhancing rigor with respect to future research on CE and social media.
The COVID‐19 pandemic has forced higher education institutions to implement online learning activities based on virtual platforms, allowing little time to prepare and train faculty members to ...familiarize students with digital technologies. While previous studies have looked at how students engaged with digital technologies in their learning activities, the characteristics of the student engagement in online learning remain underexplored. Therefore, a systematic review of the literature on student engagement in online learning in higher education is much needed. This article synthesizes the findings on student engagement in Latin American higher education institutions during the COVID‐19 pandemic. After reviewing the studies on online learning activities, this review examines student engagement from behavioural, cognitive and affective dimensions and identifies the main characteristics of student engagement from these tripartite dimensions. The implications of the findings for online learning in Latin American higher education are as follows: (a) to transform higher education, (b) to provide adequate professional training, (c) to improve Internet connectivity, (d) to ensure quality online learning in higher education and (e) to provide emotional support. These findings will provide valuable guidance for teachers, educational authorities and policy makers and help them make informed decisions to use effective strategies to support online learning in higher education institutions.
Practitioner notes
What is already known about this topic
The COVID‐19 pandemic has disrupted the normal operation of higher education institutions across Latin America, impelling a shift from face‐to‐face instruction to online teaching and learning.
Research on online learning in Latin American higher education has been conducted, but the findings and their implications are yet to be widely disseminated among researchers, practitioners and decision‐makers.
What this paper adds
Providing a systematic review of research on student engagement in online learning in Latin American higher education institutions.
Analyzing the construct of student engagement in online learning from tripartite dimensions—behavioral, cognitive and affective—in the Latin American higher education context.
Identifying the characteristics associated to each dimension of student engagement in online learning.
Implications for practice and/or policy
The need to transform the higher education system in Latin America and beyond, at two levels: to improve Internet connectivity at the technological level and to ensure the quality of online education at the pedagogical level.
The urgency to offer an adequate professional training regarding the use of new technologies in online learning environments.
The significance for higher education institutions to provide emotional support for students during the COVID‐10 pandemic.
A “Good Game” of Readers Responding Smutny, Nicole Danice; Saal, Leah Katherine
The Reading teacher,
March/April 2021, Letnik:
74, Številka:
5
Journal Article
Recenzirano
In this article, the authors describe the impact of a reader response game in an English language arts classroom. They explore the theoretical intersection of game‐based learning and “good games” and ...transactional theory as a framework for this practice. After incorporating a “good game” of reader response in classes, the authors found that the students increased both their volume of texts read and their engagement across text format/type and genre. The authors conclude by discussing the theoretical and instructional implications of using a reader response style game in the English language arts classroom and beyond.
Most scholars have argued that student engagement positively predicts academic achievement, but some have challenged this view. We sought to resolve this debate by offering conclusive evidence ...through a meta-analysis of 69 independent studies (196,473 participants). The results revealed
that (a) there was a moderately strong and positive correlation between overall student engagement and academic achievement, and an analysis of the domains of behavioral, emotional, and cognitive engagement showed that almost all had a positive correlation with students' academic achievement;
and (b) a moderator analysis revealed that the relationship between student engagement and academic achievement was influenced by the method of reporting engagement, cultural value, and gender. Furthermore, the relationships of behavioral, emotional, and cognitive engagement with academic
achievement were influenced by reporting method for engagement, cultural value, or gender.
Celotno besedilo
Dostopno za:
DOBA, FSPLJ, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
•The present study identifies the key antecedents andoutcomes of customer brand engagement in the context of the integrated resort industry.•Results reveal the relative impact of integrated ...resortexperience on cognitive, affective, and behavioral engagements.•Service providers should always be aware of opportunities to build a brand engagement by providing good, unique, and memorable experiences.•Integrated resort managers should be mindful of the individual difference in planning personalized experience, and maintaining engagement.
The present study identifies the key antecedents and outcomes of customer brand engagement in the integrated resort context using a mixed method. A qualitative study reveals that integrated resort brand experience is multidimensional, and varying effects on brand engagement is found from a quantitative study. In particular, sensory and affective experiences all positively influence cognitive engagement. In addition, behavioral experience influences behavioral engagement, whereas intellectual brand experience positively affects cognitive and behavioral engagements with the integrated resort brand. Furthermore, the results show that brand engagements positively influence customers’ behavioral intention in the future. Hypotheses were also tested by employing multi-group structural equation modeling. Male, low-education, and low-income level customers placed more importance on sensory brand experience than female, high-education, and high-income level customers. The findings of this study can provide academicians and practitioners a guide to improve customer engagement and loyalty toward an integrated resort brand.
Der Band greift den Trend zur Etablierung vielfältiger Patenschafts- und Mentoringprojekte in Deutschland auf, der sich vor allem im Bildungsbereich und in der Kinder- und Jugendhilfe beobachten ...lässt. Die Patenschafts- und Mentoringprojekte stehen für eine (neue) Form bürgerschaftlichen bzw. freiwilligen Engagements, was Fragen nach ihrer gesellschaftlichen und individuellen Bedeutung, ihren Wirkungen, ihrer Koordinierung sowie besonderen Herausforderungen aufwirft. Der Band lässt sich nicht einer der Disziplinen zuordnen, sondern enthält Schnittmengen zur Erziehungswissenschaft, zur Soziologie und zur Sozialen Arbeit. Er regt die wissenschaftliche Debatte um Patenschaften und Mentoring an und befördert zugleich die praktische Weiterentwicklung von Projekten und Ansätzen.
Vocabulary by Gamification Kingsley, Tara L.; Grabner-Hagen, Melissa M.
The Reading teacher,
March/April 2018, Letnik:
71, Številka:
5
Journal Article
Recenzirano
Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is ...sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified vocabulary curriculum begins with clear learning goals, a careful selection of key terms, and the transformation of activities into quest challenges. This article shares how to design a gamified vocabulary curriculum to scaffold higher order thinking skills. Snapshots and examples of vocabulary gamification, along with suggestions for everyday practice, are included and aligned to the levels of Bloom's taxonomy. A discussion on how gamification supports student autonomy and mastery learning in a goal‐oriented environment is provided.
Patient engagement (PE) in research is intended to be a “meaningful collaboration” with patients as partners in all aspects of research (CIHR, 2019). The purpose of PE is to engage people with lived ...experience of a health condition to integrate into research projects what they deem valuable. Through PE, the hope is that subjugated perspectives are being brought forward. However, no universally accepted framework for including voice, perspective, knowledge, and experience in PE exists (Domecq et al., 2014). Indeed, there is significant variation in how PE is defined and practiced, alongside an inadequate representation of systemically and structurally marginalized populations such as migrant populations, those living in poverty, people with mental illnesses, people who use drugs, and racialized groups (Brown Speights et al., 2017; Tremblay et al., 2020). The experiences of many people living with chronic pain in Canada are exemplary of the kinds of marginalization, exclusion, and depoliticization that necessitate effective ParE. Affecting one in four Canadians over the age of 15 (Campbell et al., 2020, p. 5), chronic pain is a stigmatized health condition within medicine due to its subjective nature. We conducted an institutional ethnography (IE) of ParE that began from the standpoint of people with lived experience of chronic pain and marginalization in order to begin identifying the institutional interests underpinning pain research in Canada. In keeping with our commitment to social justice, our core research team was comprised of three senior investigators experienced in IE, two trainees, and two people with lived experience of chronic pain and marginalization. Drawing on our findings, we discuss how a meaningful shift in conceptualization and practice yields a potential to reframe how certain conditions/diseases are normatively understood, thereby leading to the democratization of research and health for the benefit of people living with chronic pain and marginalization. We highlight how equity, diversity, and inclusion can be applied to ParE; the need to revise existing methodologies; and expanding notions of “who counts” in pain research.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
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