Student Engagement in Video Case Based Undergraduate Business Teaching

Abstract

This paper describes a long term project using bespoke video case studies designed and produced as the basis (variously) for formative in-class and on-line forum activity and assessment of group coursework and via case based exam. The research sought to observe student engagement behaviours when faced with innovative teaching methods using: observation, data collection on student interactions with the videos and seminar groups. On the key question of learning development the findings are unimpressive. Although different features were used in the teaching and assessment over the period of the study, and it is difficult to separate the effects of each, it remains that the overall quality of student work remained significantly unchanged. However, student satisfaction with the module remained high and qualitative comments and group discussions underpinned the behavioural and emotional engagement that the videos were designed to foster. In a complex area, with numerous potential factors affecting student learning behaviour the findings are, at best, tentative. However, student ability to cope with and master new techniques was illustrated.

Digital Posters to Engage EFL Students and Develop Their Reading Comprehension

“…The first of these characteristics is that the digital poster is based on using technology and multimedia to support learning. This agrees with the results of various studies (e.g., Draus, Curran, & Trempus, 2014;Malin, 2010;Pond, 2016) which found the use of technology and multimedia to improve student engagement. This explanation is supported by Cook (2013) who thinks that better student engagement can be achieved by developing digital literacy skills.…”

Métodos de enseñanza, compromiso y metas del profesorado en modalidad b-learning

“…El método de casos que ha estado históricamente ligado a materias legales y del ámbito de los negocios (McFarlane, 2015), parece que aquí es más prevalente en el ámbito de las Ingenierías, Educación y Ciencias del Comportamiento. Cabría preguntarse si existen ciertas barreras derivadas del b-learning que dificulten su puesta en marcha, pero lo cierto es que existen experiencias de implementación -aunque sin ganancias claras en el aprendizaje -en contextos híbridos apoyándose en materiales alternativos como videos (Pond, 2016). El aprendizaje por proyectos exige una gran claridad en la definición de los objetivos, las competencias a desarrollar, los recursos y la supervision y apoyo en su desarrollo (Lepe y Jiménez-Rodrigo, 2014), por lo que la varibilidad e inestabilidad de la participación de los estudiantes podría estar limitando sus posibilidades de uso.…”