Research and Teaching: A New Tool for Measuring Student Behavioral Engagement in Large University Classes

Lane, Erin S.; Harris, Sara

doi:10.2505/4/jcst15_044_06_83

Cited by 83 publications

(65 citation statements)

References 12 publications

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“…During each experimental period, we recorded video of students completing assigned activities. Three trained observers rated student engagement in video recordings using the behavioral engagement related to instruction protocol (Lane & Harris, 2015). Observers viewed 10-minute video segments beginning when students were presented with instructional materials and instructed to begin, recording student ratings at minutes 1:00, 3:00, and 5:00.…”

Section: Behavioral Observationmentioning

confidence: 99%

Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

Erickson

Marks

Karcher

2020

TLI

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This study examines the interest, motivation, and behavioral engagement of college students in an introductory course relative to three instructional formats used in the course: hands-on, problem-based laboratory stations; problem-based written case studies; and video lectures. Groups of five to seven students were assigned learning activities as treatments in a Latin Square design consisting of three experimental periods. At the beginning of selected laboratory sessions, students completed 10 minutes of the experimental activity immediately followed by a questionnaire. Students rated hands-on, problem-based laboratory stations as more challenging, novel, and attention-grabbing than they rated case studies or video lectures. Interest, intrinsic motivation, and behavioral engagement were greatest for groups completing laboratory stations followed by those completing case studies and lectures, respectively. Overall, the greater situational interest experienced during laboratory stations and case studies indicates that these activities can be leveraged to create learning environments that promote interest, engagement, and achievement.

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Section: Behavioral Observationmentioning

confidence: 99%

Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

Erickson

Marks

Karcher

2020

TLI

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“…While observers only stopped data collection during polling questions, the instructor may have transitioned from lecturing to active learning or visa versa during the course of the observations. Using the Behavioral Engagement Related to Instruction protocol, researchers found that the level of engagement in a college biology classroom varied depending on the instructional activity . It would be interesting to investigate whether cell phone use is similarly impacted by the type of activity happening in class, for example, lecture, clicker question or small group work.…”

Section: Discussionmentioning

confidence: 99%

Impact of automated response systems on in‐class cell phone use

Moorleghen

Oli

Crowe

et al. 2019

Biochem Molecular Bio Educ

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Cell phones have long been known as a potential distraction from attention intensive activities such as studying and driving. Many, however, are developing the cell phone as a powerful tool to augment some of these same activities. Audience response systems (ARSs) are a type of teaching tool that allows educators to poll audience members in real time. Increasingly, cell phones are being integrated into ARSs to make them more versatile and affordable. As cell phones and other personal electronic devices (tablets, laptops) are becoming more common classroom learning tools, we sought to explore how student cell phone use is impacted by this change. Additionally, we studied how a student's seat location and how the time during a term impacts students' cell phone use. To measure student cell phone use in lecture, we observed introductory biology classes at the University of Washington and recorded when students' cell phones were visible. We found that students sitting in the back of the room showed an increased likelihood of having a cell phone out. However contrary to our expectations, students using personal device (cell phone) based polling technology were no more likely to be using cell phones during lecture than their peers using traditional ARSs. Our results suggest that the downsides to using cell phones as teaching tools may be limited.

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“…al describes social engagement as "the quality of social interactions with peers and adults, as well as the willingness to invest in the formation and maintenance of relationships while learning" [38]. Social engagement has been measured by surveys [46,47], content analysis if transcripts [12], as well as direct observation [48].…”

Section: Clinical Applicationmentioning

confidence: 99%

Evaluating the Use of Second Life™ for Virtual Team-Based Learning in an Online Undergraduate Anatomy Course

Gazave

Hatcher

2017

Med.Sci.Educ.

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Research and Teaching: A New Tool for Measuring Student Behavioral Engagement in Large University Classes

Cited by 83 publications

References 12 publications

Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

Impact of automated response systems on in‐class cell phone use

Evaluating the Use of Second Life™ for Virtual Team-Based Learning in an Online Undergraduate Anatomy Course

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