Student Engagement Patterns over the Duration of Level 1 and Level 3 Geography Modules: Influences on Student Attendance, Performance and Use of Online Resources

Abstract

Greater flexibility in delivery resulting from increased use of e-learning will inevitably change the way university students approach studying. Recent studies have examined relationships between attendance, online learning and performance but findings are inconclusive. One concern is that an unintended consequence of placing lecture resources online may be increased absenteeism possibly leading to decrease in performance. This study explores patterns of student engagement across two geography courses. Findings corroborate the importance of attendance as a predictor of performance, demonstrate how assessment influences study behaviour, particularly online, and provide evidence for a need for integrated blended learning designs.

Engagement of students with lectures in biochemistry and pharmacology

“…While some have suggested a positive relationship between lecture attendance and academic performance [14][15][16][17][18][19][20][21][22], others have found no such correlation between attendance and performance [23,24]. Importantly, Millis et al [21] reported that a cohort of students performed satisfactorily regardless of their level of attendance.…”

“…Student motivation is consistently discussed in the literature as a major factor in determining attendance at lectures with the assumption that more motivated students are less likely to miss lectures and also more likely to make use of other resources including online lecture notes and audio recordings [22,25]. A large Australian study [26] noted that the most common reasons for choosing to attend lectures include motivational aspects (older students) and meeting friends (younger students) while reasons for nonattendance include the inability to attend and the view that they are able to learn as well using web based lecture technologies.…”

Bridging the Gap : A Program to Enhance Medical Students’ Learning Experience in the Foundation Year

“…The internationalization of higher education and the various cultural orientation and prior learning experiences of first year students mean that students can face multiple challenges on entry to third level education 3 . Insufficient or under-developed study skills can impact negatively on the students' experience and the learning outcomes 11 .…”

“…Student engagement through attendance and tutorial participation is also cited in literature as a strong determining factor affecting students' performance and retention in higher education 3 . The introduction of an increased number of small group teaching events on a weekly basis was designed to provide students with greater opportunity to actively engage with the learning material.…”

“…It is not surprising then that this undergraduate program, which is based on an outcomes-based model, may pose obstacles to learning when 'transplanted' to a different culture. Literature suggests that students who begin university in the context of culture change often experience difficulties with learning because of differences in academic study skills, delayed adjustment to university learning environment, low rate of attendance and lack of academic engagement 3 .…”