The Meanings of Student Engagement: Implications for Policies and Practices

Ashwin, Paul; McVitty, Debbie

doi:10.1007/978-3-319-20877-0_23

Cited by 137 publications

(113 citation statements)

References 31 publications

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“…However, defining student engagement and how to study it is a continuing debate (Ashwin and McVitty 2015;Kahu 2013). In the NSSE, time spent studying is operationalized as the average number of hours each week, with a choice of three categories (<5, 5-21, >21 h per week).…”

Section: Research On Student Engagementmentioning

confidence: 99%

Implementing the flipped classroom: an exploration of study behaviour and student performance

et al. 2016

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The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students' study behaviour throughout a flipped course has not been investigated. This study explored students' study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students' study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students' learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance.

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Section: Research On Student Engagementmentioning

confidence: 99%

Implementing the flipped classroom: an exploration of study behaviour and student performance

et al. 2016

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“…ej., Ashwin y McVitty, 2016;Blaya y Bergamaschi, 2015;CEDEFOP, 2010;Davies, Lamb y Doecke, 2011;Day, 2013;Evans et al, 2009;Kettlewell et al, 2012;Magalhaes et al, 2015;Nelson, 2011;Nelson y O' Donell, 2012 …”

Section: Desafección Escolar Y Abandono: Un Tema Que Preocupaunclassified

Buenas Prácticas en Medidas y Programas para Jóvenes Desenganchados de lo Escolar

González¹,

Fabián²

2018

reice

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El desenganche de ciertos estudiantes con el aprendizaje escolar está estrechamente relacionado con el absentismo, el abandono temprano y las consecuencias educativas y socio-laborales que lo acompañan. Para contrarrestarlo, se promueven y desarrollan diversas medidas y programas. El artículo ofrece una visión panorámica de estas "buenas prácticas" documentadas por la investigación. Para ello se ha realizado una revisión de bibliografía de investigación en la última década sobre programas de reenganche y orientada a paliar el abandono. Los resultados indican que la atención y el cultivo de climas relacionales de respeto y cuidado, un currículo relevante y significativo, dinámicas de enseñanza centradas en los estudiantes, cuidada relación con otras entidades de la comunidad, coordinación y colaboración entre profesionales, flexibilidad de programas, tiempos, espacios y estructuras son, entre otras, prácticas prometedoras para trabajar con alumnado desenganchado y en riesgo de abandono. El conocimiento sobre rasgos de calidad que caracterizan a las prácticas de reenganche documentadas como exitosas en términos de posibilitar la persistencia y evitar abandonos, constituye un referente relevante de cara a analizar programas existentes y cómo discurren en la práctica, y plantear mejoras que alteren rutinas y modos de hacer asentados, que están en la raíz de procesos de desenganche.Descriptores: Deserción escolar; Práctica pedagógica; Relación estudiante-escuela; Programas de educación; Educación.The student disengagement is closely related to early school dropout and its educational, social and labour consequences. The measures and programs aiming to counteract this problem are diverse. This paper offers an overview of those good practices that are documented in the research literature. To do so, it has been made a literature revision of research from the last decade about programs and measures to relieve the school dropout. The results shown cultivating a respectful and caring atmosphere, a relevant and meaningful curriculum, student-centered teaching practices, a close relationship with other organizations in the community, the professional coordination a collaboration as well as program, timetables, spaces and organizational flexibility are, among others, some promising practices for working with disengaged and at-risk students. Knowledge about quality features of reengagement programs that are documented by the research as successful at favoring the persistence and preventing school dropout are a reference to analyze the current programs and their implementation, and to suggest improvements aimed to modify established routines that lie at the root of school disengagement.

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“…These elements also form the basis Kahu's conceptual framework for understanding student engagement that identifies three dimensions of the concept: the affect ('interest, enthusiasm and belonging') cognition ('deep learning, self-regulation') and behaviour ('time and effort, interaction, participation') (Kahu, 2013:766). Whilst several writers make a distinction between cognitive, emotional and behavioural dimensions many other use them interchangeably (Ashwin and McVitty, 2015).…”

Section: Conceptual Confusionmentioning

confidence: 99%