Description and evaluation of a large-scale project to facilitate student engagement in learning mathematics

Lin, Fou Lai; Wang, Ting Ying; Yang, Kai Lin

doi:10.1016/j.stueduc.2018.03.001

Cited by 25 publications

(13 citation statements)

References 32 publications

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“…Similarly, a study by Lin et al (2018) on engagement in learning found that a "just do in learning" project significantly facilitated students' cognitive and affective engagement in the learning process during a fun camp, resulting in better learning outcomes. Leonard and Fitzgerald (2018) revealed that holography learning enhanced students engagement during the experiment which led to a higher learning outcome.…”

Section: Introductionmentioning

confidence: 96%

“…Student engagement is one of the critical competencies for individuals to interact in the 21 st century (Reeve, 2013). Teaching/learning processes that do not engage students are deemed to be ineffective and register poor learning outcomes (Lin et al, 2018). Engaging students in the learning process will not only increase their attention and focus, but also motivate them to practise higher-level thinking and promote creativity and meaningful learning experience (Hadibarata & Rubiyatno, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The Opportunities and Challenges of Integrating Hologram Experiments into a Highly Visual Telepresence Course

Matere

Weng

Chien-Yu

et al. 2021

JPII

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Higher education is used to nurture advanced specialized training; however, nurturing innovative and practical ability is hard to put into practice. In experimental teaching, hands-on activities are offered to promote studentsâ€™ practical ability, leading to better-specialized training. This study aims to explore studentsâ€™ engagement, communication and collaborative skills, as well as learning outcomes by integrating hologram experiments into a university course. Eight university students participated in this study for 3-weeks. Hologram theory was taught in the first week, while in the second and third weeks, the students performed experiments. Pre- and post-test data were collected using questionnaires during the first and last week, respectively. Besides, in-depth interviews were conducted. The findings revealed that students were able to interact with each other, which promoted their engagement in experimenting. Moreover, teammates were able to communicate and collaborate effectively, which led to higher achievement in their learning outcomes. Despite the benefits reported, opportunities and challenges were identified for teachers and students to be aware of during hologram experiments to help them develop creative skills and develop an understanding of holography concepts.

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Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

The Opportunities and Challenges of Integrating Hologram Experiments into a Highly Visual Telepresence Course

Matere

Weng

Chien-Yu

et al. 2021

JPII

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“…They also require providing the effective strategies to make their students' understanding that build students' learning engagement. Lin, Wang, and Yang (2018) suggested that to engage the students effectively is required to design instructional content and learning activities well.…”

Section: Implications Of Findingsmentioning

confidence: 99%

Distance Learning During Covid-19 Pandemic: Students’ Engagement in English Foreign Language Class

Agustina

Susanto

Lestari

et al. 2021

alsuna

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Purpose - This study aims to explore students’ behaviour, emotional, and cognitive engagement in EFL class during Covid-19 pandemic. Design/methodology/approach - A qualitative approach with class observation, interview, and questionnaire was undertaken to examine the students’ engagement. Teachers and student of two public junior senior high schools in Jakarta, Indonesia involved voluntarily to this study. 5 teachers’ (1 man and 4 women) classes were observed and they were interviewed. 467 (187 male and 280 female) students were administered the questionnaire and 9 of them were interviewed. Findings - The result suggested that the students were disengaged behaviourally, emotionally, and cognitively in English class during distance learning. It occurred due to some factors such as uninteresting learning activities, unstable signal, and lack of students’ understanding. The study provides practical implications for English language teachers. They need to construct the interesting and various learning activities and effective strategies to gain their students’ engagement. Originality/value - Abundance of literatures investigated teaching and learning practices during Covid-19. However, a few studies examined students’ engagement in distance learning. Thus, this study concerned on students’ engagement in EFL class for junior high school level. Paper type – Research paper

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“…([20] p. 113). Affective engagement refers to the emotional facet of engagement: students' eagerness, interest, enjoyment and enthusiasm are frequently taken as major indicators [19]. Based on Bandura's Social Cognitive Theory [2], learner's affective and cognitive engagement is constructed through continuous interaction with the learning environment.…”

Section: Engagementmentioning

confidence: 99%

The role of age and gender on implementing informal and non-formal science learning activities for children

Tisza

Papavlasopoulou

Christidou

et al. 2019

Proceedings of the FabLearn Europe 2019 Conference

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There is a growing number of informal and non-formal learning activities worldwide related to STEM (Science, Technology, Engineering, Mathematics) subject areas-particularly, those related to coding and making. To understand the general aim and content of such activities, we conducted a survey addressing highly experienced instructional designers and instructors of informal and non-formal science learning activities in nine European countries (N=128). The goal of this paper is to investigate the relation between (1) the targeted age-group and (2) the gender of the participants in these activities, and (3) the gender of the activity leader experts and (I) the content and (II) the main goal of the activity. The results show that the gender and age of the participants and the gender of the activity leader experts are associated with regards to the underlined content and the goal of the activity. We introduce the revealed patterns that describe typical goals and content in association with the participant's gender and age along with patterns between the activity leader experts' gender and the content and the main goal of the activity. We discuss the study findings in detail, their implications and their value for the informal and non-formal learning communities.

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Description and evaluation of a large-scale project to facilitate student engagement in learning mathematics

Cited by 25 publications

References 32 publications

The Opportunities and Challenges of Integrating Hologram Experiments into a Highly Visual Telepresence Course

The Opportunities and Challenges of Integrating Hologram Experiments into a Highly Visual Telepresence Course

Distance Learning During Covid-19 Pandemic: Students’ Engagement in English Foreign Language Class

The role of age and gender on implementing informal and non-formal science learning activities for children

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