Factors Influencing Student Engagement and the Role of Technology in Student Engagement in Higher Education: Campus-Class-Technology Theory

Abstract

The purpose of the present study was to determine both the factors influencing student engagement and the role and influence of technology on student engagement. The study is important as it aimed at determining the views of students about student engagement and examining in detail the research data to be collected with two different data collection techniques. The present study was designed as a grounded theory study. The research sample included a total of 45 student teachers. Of all the participants, 25 of them participated in face-to-face Interviews, and 20 of them were asked to take part in written compositions. In conclusion, it was seen that the components constituting and influencing student engagement were found to be campus engagement and class engagement. It was found out that for most of the participating students, use of technology in class was not an indispensable factor for student engagement. In addition, an effective technology integration would not only contribute much to student engagement but also constitute an important way of increasing student engagement. Finally, it was seen that use of technology in instructional activities constituted an important factor for student engagement, when the findings obtained via the interviews and the written compositions were taken into consideration together. Turkish Online Journal of Qualitative Inquiry, October 2014, 5(4) 87 olarak belirlenmiştir. Sonuç olarak, öğrenci bağlılığını etkileyen faktörler, kampüse ve derse bağlılık bileşenleri altında ele alınmıştır. Ayrıca, birçok öğrenci için derste teknoloji kullanımı bağlılıklarının artması için şart görülmemiştir. Ancak etkili teknoloji entegrasyonunun, sadece öğrenci bağlılığına katkı sağlamadığı ayrıca öğrenci bağlılığını artırmanın önemli yollarından biri de olduğu sonucuna ulaşılmıştır. Tüm bulgular sonucunda, öğrenci bağlılığı ve teknoloji kullanımı arasındaki ilişkiler çalışma sonucunda geliştirilen Kampüs-Ders-Teknoloji Kuramı ile açıklanmaya çalışılmıştır. Keywords

University Infrastructure Quality and Students Engagement at a Private University in Uganda

“…Different scholars (Aydoğan, Farran & Sağsöz, 2015;Castro, Guardino & Antia, 2017;Guardino & Antia, 2012;Günüç & Kuzu, 2014;Han, Kiatkawsin, Kim & Hong, 2018;Virtanen, Lerkkanen, Poikkeus & Kuorelahti, 2015;Yang et al, 2017) have tested the link between classrooms infrastructure and student engagement. For example, Aydoğan et al (2015) revealed that the classroom was predictive of the learning engagement of children.…”

“…Guardino and Antia (2012) reported that there was a relationship between the changes in the classroom environment and student engagement. On ther part, Günüç and Kuzu (2014) revealed that the use of technology in class was an indispensable antecedent for student engagement. In addition, it was revealed that appropriate technology inclusion contributed significantly to student engagement and constituted an essential way of increasing student engagement.…”

“…Thus, in the context of countries in Sub Saharan Africa, student engagement remains a topic for further analysis. Studies suggest that school infrastructure factors, namely technology integration, library, lighting, purposeful design of the school and classrooms level infrastructure, relate to student engagement (Günüç & Kuzu, 2014;Kuh & Gonyea, 2015;Oliveras-Ortiz, Bouillion & Asbury, 2017;Yang, Badri, Rashedi, Almazroui, Qalyoubi & Nai, 2017). According to Cuesta, Glewwe and Krause (2016), these factors can be classified in terms of lecture rooms infrastructure, school level infrastructure and school utilities quality.…”

Sources d’influence de l’engagement des étudiants dans un dispositif de classe inversée à l’université : le cas de PedagInnov

“…Les facteurs internes font référence aux éléments personnels, tels que l'intérêt, la motivation, la personnalité, la maîtrise de soi ou les facultés d'adaptation. Concernant les facteurs externes, Fredricks et al (2004) et Günüç et Kuzu (2014) distinguent l'influence de l'institution (conditions matérielles, l'utilité du cours, la praticité du cours, le lien avec le vécu), de la classe (l'enseignant, les pairs, les règles, la part d'autonomie de l'élève, les activités) et de l'enseignant (rétroaction, compétence, pratique pédagogique, relation pédagogique). Les recherches qui portent sur les sources d'influence de l'engagement montrent que l'enseignant y joue un rôle central.…”

“…À partir des recherches abordées précédemment sur les dimensions de l'engagement (Fredricks, et al, 2004;Pirot et De Ketele, 2000;Prégent et al, 2009), nous envisagerons l'engagement selon les trois dimensions suivantes : l'engagement comportemental (l'agir), cognitif (le savoir apprendre) et affectif (le vouloir apprendre). À partir des recherches pré-citées sur les sources d'influence de l'engagement (Fredricks et al, 2004;Günüç et Kuzu, 2014;Zhang, et al, 2015), nous envisageons trois principales sources d'influence : 1) internes, 2) pédagogiques et didactiques et 3) contextuelles : Dans cet article, nous nous intéresserons uniquement aux sources d'influence pédagogique et didactique, c'est-à-dire à celles qui peuvent être contrôlées par l'enseignant. L'engagement est à envisager à la fois en tant que processus et en tant qu'état (Bryson, Cooper, et Hardy, 2010;Kahu, 2011).…”