Factors affecting student engagement in HEIs - it is all about good teaching

Almarghani, Eman M.; Mijatović, Ivana

doi:10.1080/13562517.2017.1319808

Cited by 89 publications

(53 citation statements)

References 45 publications

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“…Institutions that develop a culture of student success, with high expectations of both students and staff, and that invest in support services and infrastructure, such as reliable Internet connections and technology (e.g. desktop computers, wifi repeaters), are far more likely to promote positive student engagement (Almarghani and Mijatovic, 2017;Peters et al 2019;Umbach and Wawrzynski, 2005;Zepke, 2018a). Institutional leadership and attitudes have a direct bearing on student learning, as well as on teacher attitudes towards using educational technology (Cheng and Weng, 2017).…”

Section: Exosystemmentioning

confidence: 99%

“…The learner-content relationship is crucial (Xiao, 2017). Therefore content that is relevant and challenging (Bundick et al 2014;Cakir, 2013;Coates, 2007), and taught using active and collaborative learning techniques (Almarghani and Mijatovic, 2017;Umbach and Wawrzynski, 2005;Wimpenny and Savin-Baden, 2013), has been shown to be highly effective at promoting student engagement (see Figure 5). Designing meaningful learning activities is essential, relating directly to students and/or content.…”

Section: Curriculummentioning

confidence: 99%

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Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework

Bond¹,

Bedenlier

2019

Journal of Interactive Media in Education

211

152

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The concept of student engagement has become somewhat of an enigma for educators and researchers, with ongoing discussions about its nature and complexity, and criticism about the depth and breadth of theorising and operationalisation within empirical research. This equally applies to research conducted in the field of educational technology and its application in schools and higher education. Recognising the inherent role that technology now plays in education, and the potential it has to engage students, this paper draws on a range of student engagement literature and conceptualises a provisional bioecological framework of student engagement that explicitly includes technology as one influential factor. This paper first proposes a definition of student engagement and provides an exploration of positive student engagement indicators. It then presents a bioecological framework, and the microsystemic facets of technology, teacher and curriculum are further explored in their relation to fostering student engagement. Based on this framework, implications for further theory-based research into student engagement and its relation to educational technology are discussed and recommendations for educators are given.

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Section: Exosystemmentioning

confidence: 99%

Section: Curriculummentioning

confidence: 99%

Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework

Bond¹,

Bedenlier

2019

Journal of Interactive Media in Education

211

152

View full text Add to dashboard Cite

show abstract

“…The above documented shifts in meaning making of policy in relation to their everyday practices is reflective of this. Almarghani and Mijatovic (2017) posit that encouraging student engagement is highly valuable to improve learning and teaching in higher education. This notion seems key in teaching policy analysis as well.…”

Section: Resultsmentioning

confidence: 99%

Tracking the policy literacy journey of students in a postgraduate diploma course in disability and rehabilitation studies

Ned

Ohajunwa

Luger

et al. 2020

SAJHE

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Health and/or rehabilitation practitioners have to interact with policy decisions. Ideally, they need to be able to understand policies and to engage with them, however, practitioners are often not aware of policies and of how to engage with them. As a post graduate unit with a mandate to develop programmes that respond to practice needs, this article reports on the development of a policy analysis module as part of the Post Graduate Diploma in Disability and Rehabilitation Studies. In this article we report on the development of the module, the approach taken, and on student responses to the module. The course journey of enrolled students is narrated, highlighting the encouragement of student engagement and peer feedback as key to improved learning and understandings in higher education. Facilitators' use of didactic approaches that centre students and participatory learning seem equally important for meaningful learning.

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“…-most textbooks and teaching materials should be practice-oriented, not only to promote the development of professional skills of students with disabilities but also to promote their social and psychological development, to integrate them into the university community [20,21];…”

Section: Resultsmentioning

confidence: 99%

Educational Environment as a Prerequisite for Providing а Quality Inclusive Education

Grishaeva¹,

Митрофанова²,

Gimazova³

et al. 2019

Proceedings of the 1st International Scientific Practical Conference "The Individual and Society in the Modern Geopolitical Env

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This article provides research on the problems connected to the formation and development of an inclusive educational environment in a higher educational institution. The authors of this article justified the substance and structure of an inclusive educational environment in higher education via a combination of multiple components. Those include culture and value systems, legal and regulatory frameworks, professional cadres on the spot, pedagogical methodology, as well as institutional and organisational components. The combination of the mentioned above components will be favourable to make people with disabilities to develop in a university environment.

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Factors affecting student engagement in HEIs - it is all about good teaching

Cited by 89 publications

References 45 publications

Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework

Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework

Tracking the policy literacy journey of students in a postgraduate diploma course in disability and rehabilitation studies

Educational Environment as a Prerequisite for Providing а Quality Inclusive Education

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