Student Engagement, Student Interactions and Student Satisfaction in Blended Leaning: A Case of Entrepreneurship Education

Nasirun, Noraini; Noor, Sarina Muhamad; Yusoff, Rushami Zien; Othman, Abdul Aziz

doi:10.1166/asl.2017.9617

Cited by 6 publications

(11 citation statements)

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“…These results are in line with theoretical perspectives, which suggest that satisfaction is closely linked to student university engagement and expectations (Kim et al , 2003; DeShields et al , 2005; Nasirun et al , 2017), meaning that SS depends on the importance they give to the UE of support to entrepreneurship. As an applied contribution, this result indicates the need for universities to establish flexible forms to address initiatives targeted at students, taking into account heterogeneous antecedents of entrepreneurial identity that affect how individuals’ perceive and connect to academic settings (Fischer et al , 2019).…”

Section: Discussionsupporting

confidence: 89%

“…Based on the literature review presented in the previous section, the research framework considers SN related to UE with a positive influence, to construct H1 . The UE, in its turn, has a relation with the SS (Nasirun et al , 2017); the strength of this relationship being shown in H2 . Despite the existence of other influential factors on EI, this study is going to focus on the relationships between SN, UE and SS.…”

Section: Methodological Approachmentioning

confidence: 89%

“…Another perspective justifies that student engagement predicts learning outcomes and the flow of SS is preceded by student interactions, mainly with the content during the course and with other students, and by student engagement (Nasirun et al, 2017). The student engagement, as seen in the behavioral theories that support EI, is an individual dimension influenced by SN.…”

Section: University Environment As Support To Entrepreneurshipmentioning

confidence: 99%

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Student entrepreneurship and perceptions on social norms and university environment: evidence from a developing country

Pinheiro

Moraes

Fischer

2022

JEEE

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Purpose Social contexts and academic environments are key elements in the debate about drivers of entrepreneurial intention and behavior in tertiary students. Nonetheless, the underlying dynamics of student entrepreneurship remain elusive. This study aims to contribute to this discussion by creating an original model that addresses the perception of entrepreneurs and potential entrepreneurs regarding the relationship between social norms, the university environment of support to entrepreneurship and the perceived satisfaction about universities’ conditions to nurture entrepreneurial orientation. Design/methodology/approach To investigate the hypotheses, a quantitative approach has been chosen through multivariate data analysis using partial least squares structural equation modeling applied to a sample of 595 students from 66 Brazilian universities. Findings The results indicate that social norms affect how students perceive their university environment in terms of entrepreneurial support. In turn, students’ impressions about such environment shape their levels of satisfaction. However, in contrast with the theory of intention–action gap, differences between actual and potential entrepreneurs could not be identified. Originality/value The originality of the research lies in filling an entrepreneurial intention–action gap among undergraduate students, with consistent results in a developing country. Additionally, the research presents new insights for researchers, policymakers and practitioners, exploring the students’ perceived satisfaction in relation to the university environment to support entrepreneurship.

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Section: Discussionsupporting

confidence: 89%

Section: Methodological Approachmentioning

confidence: 89%

Section: University Environment As Support To Entrepreneurshipmentioning

confidence: 99%

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Student entrepreneurship and perceptions on social norms and university environment: evidence from a developing country

Pinheiro

Moraes

Fischer

2022

JEEE

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“…The majority of the studies used quantitative approach (Darmanto & Yuliari, 2018;Aldianto et al, 2018;Nasirun et al, 2017;Ho et al, 2014;Othman & Mydin, 2010), while only one study used qualitative approach (Anuar et al, 2013). Business start-up refers to entrepreneurial behavior or entrepreneurial engagement of students to create or start the business activities (Nasirun et al, 2017;Mamun et al, 2017;Ho et al, 2014), entrepreneurial action in starting a business (Darmanto & Yuliari 2018;Anuar et al, 2013), and courage and readiness to face potential risks (Aldianto et al, 2018). Besides, there are two factors of entrepreneurial behaviors by Othman and Mydin (2010), namely cognitive and non-cognitive.…”

Section: Business Start-upmentioning

confidence: 99%

A Systematic Review on Entrepreneurship Education in Higher Learning Institutions in Southeast Asia

Othman¹,

Othman²

2019

ujer

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Many countries have invested in entrepreneurship education through programs and trainings especially in the Higher Learning Institutions (HLIs). This paper aims to systematically review the outcome of entrepreneurship education (EE) in the higher learning education by reviewing the latest ten-year published records in Southeast Asian countries. The study's primary source of data were research articles published from 2009 to 2018 in English written peer-reviewed journals on Web of Science and Scopus database. A total of 68 related articles were identified, and most of them were Malaysian articles, followed by the Indonesian's. A systematic review approach was applied, guided by the PRISMA Statement, whereby the current study showed the existence of the EE research trend, especially in higher learning institutions. Besides that, this study also shows the outcome of EE in sixth themes, entrepreneurial attitude, entrepreneurial skills and knowledge, entrepreneurial motivation, entrepreneurial competency, entrepreneurial intention, and business start-up. The outcome of entrepreneurship education could be seen more visibly whether it has a positive effect or otherwise, in developing the potential of students as entrepreneurs.

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“…Control is characterized by the way how the students interacted with online quizzes from their behavioral perspective that could affect the performance in learning. However, limited studies were conducted to understand how student interactions and student engagement may affect the learning outcomes among students [28]. Therefore, there is a need to study students' online quiz taking behavior and how their behavior could relate to their performance in learning.…”

Section: Related Studiesmentioning

confidence: 99%

Student Behavior and Performance in Unsupervised Online Quizzes: A Case of Computer Organization Course

Katuk¹

2019

IJATCSE

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The paper describes a study on the relationship between students' online quiz taking behavior and their performance. Unsupervised online quizzes have been used widely by higher learning institutions as an activity in a blended learning model and found to be a valuable formative assessment tool for students to self-assess their learning more flexibly and conveniently than taking the quizzes in the classroom. Past studies also suggested that online quizzes could engage students in learning more effectively and increase students' motivation to learn more than inclassroom quizzes. Although the online quizzes offered positive effects on students' learning, limited studies were conducted to understand students' behaviors in taking unsupervised online quizzes and how they affect their performance. Therefore, this study aims to investigate how students' online quiz taking behavior affects their performance. Four types of ordinary online quiz taking behavior, namely (1) access to printed references, (2) access to digital references, (3) peer discussion, and (4) test preparation practices are included in the study. The students' online quiz taking behavior was obtained using a self-rated post-task questionnaire, while the performance data of the students were taken from their scores in three unsupervised online quizzes for a Computer Organization course, as a compulsory course for students enrolling in an Information Technology bachelor's degree program. The results of the study suggested that students who frequently access to printed references, access to digital references, and have peer discussion during online quiz taking obtained higher marks for the online quizzes compared to the students who never or seldom do so. A similar result also found among students who prepared or did revision before taking the quizzes. Further, students who obtained higher marks in the online quizzes tend to refer to digital references (i.e., softcopy of the lecture notes, and search from the Internet) more frequently than the students who obtained lower marks. The findings of the study suggested that preparation and revision before the quizzes are essential, although there are resources available to refer to while taking the unsupervised online quizzes.

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Student Engagement, Student Interactions and Student Satisfaction in Blended Leaning: A Case of Entrepreneurship Education

Cited by 6 publications

References 0 publications

Student entrepreneurship and perceptions on social norms and university environment: evidence from a developing country

Student entrepreneurship and perceptions on social norms and university environment: evidence from a developing country

A Systematic Review on Entrepreneurship Education in Higher Learning Institutions in Southeast Asia

Student Behavior and Performance in Unsupervised Online Quizzes: A Case of Computer Organization Course

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