The Mediating Effects of Student Engagement on the Relationships Between Academic Disciplines and Learning Outcomes: An Extension of Holland’s Theory

Pike, Gary R.; Smart, John C.; Ethington, Corinna A.

doi:10.1007/s11162-011-9239-y

Cited by 114 publications

(107 citation statements)

References 42 publications

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“…In a numerous number of studies done, student engagement is viewed to be one of the vital indicators in the educational system. In a study done by Pike, Smart and Ethington (2012), the definition of students' engagement was operationalized as what students did at their college or institute and the experiences that the institutions and academicians made available for them. In contrast to the aforementioned definition of the term, Cavanagh (2012) had utilized the term students' engagement in a classroom setting which consisted of two attributes: the tasks expected of them and their ability to carry out the tasks assigned to them.…”

Section: Perceptions and Students' Engagementmentioning

confidence: 99%

Social Media and Classroom Engagement: Students’ Perception

Mahmud

Ramachandiran

Ismail

2016

JMC

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Over the course of the last 15 years or so, social media have shown many facets-from connecting people on a global-scale, to penetrating aspects of lives which otherwise might have remained private or limited to a small audience. In the realm of education, social media have also begun to infiltrate the academic world by influencing and shaping students' perceptions and influencing learning engagement. With millions of students and teachers simultaneously active on social networks, it is significant to observe how the media could influence student-teacher classroom interactions as well as their online communications. Some studies have documented that teachers who disclosed information about themselves on social media were perceived as more credible by students because they were regarded as more relatable. Moreover, students' stereotyping beliefs and attitudes towards teachers also come into play when formulating perceptions about teachers on social media. For instance, their communications with teachers are often formal and impersonal on social media, as teachers are viewed as authoritative figures. Consequently, students' perceptions towards teachers would have a significant repercussion on their interpersonal relationships, which in turn impacts students' motivation and learning engagement. Thus, this research was conducted to establish preliminary findings whether social media shape students' perceptions and whether these ramifications would result in positive or negative learning engagement. Consequently, the results indicate that students are more susceptible towards teachers who are active on social media because they are perceived as being more akin to a "real person" who can easily be reached for immediate classroom information and instructions. Such accessibilities via social media enable learning processes to be less contrived by just the physical classroom settings.

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Section: Perceptions and Students' Engagementmentioning

confidence: 99%

Social Media and Classroom Engagement: Students’ Perception

Mahmud

Ramachandiran

Ismail

2016

JMC

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“…The survey revealed that most TBL participants spent more time studying pathology than would have been normally spent in traditional pathology practice, implying that TBL participants' increased learning activities contributed to their better learning outcomes as measured by their test scores. Previous studies reported that the level of student engagement in a discipline is significantly related to learning outcomes (Pike GR, Smart JC, & Ethington CA., 2012). This study clearly indicates that the TBL approach increased student engagement in the study of pathology, which can partially account for participants' better performance in learning pathology.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students’ Mastery of Pathology

Du¹,

Yang²

2017

IJHE

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In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools. In this study, a pilot TBL format on four topics in pathology was implemented in one session with medical students at Jinan University Medical School and the previous sessions of medical students were able to function as controls. The final exam scores of TBL participants were significantly higher than the scores for non-participants, indicating that the students demonstrated better academic performance at the end of the TBL class. In addition, the follow-up questionnaires revealed that the majority of the TBL participants spent more time studying and were actively and enthusiastically involved in TBL activities. The new teaching format also inspired teachers' desire to lead discussions and administer quizzes instead of repeating rote didactics. Overall, this pilot study reveals that a combination of the TBL approach and traditional pathology theory can improve pathology education.

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“…Previous studies discussing the relationship between learning engagement and outcomes often reached different and contradictory results (Campbell & Cabrera, 2014;Pike et al, 2011Pike et al, , 2012Reason, Cox, Mclntosh, & Terenzini, 2010). It is argued that these inconsistent findings might be caused by contextual variables, such as institutional and student traits, especially in major (Pike et al, 2011).…”

mentioning

confidence: 99%

The Impact of Taiwanese College Students’ Learning Motivation from Self-Determination Perspective on Learning Outcomes: Moderating Roles of Multi-Traits

2017

EDUC SCI-THEOR PRACT

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Citation: Ho, S. S. -H. (2017). The impact of Taiwanese college students' learning motivation from self-determination perspective on learning outcomes: Moderating roles of multi-traits. AbstractThe purpose of this study is to explore the associations among learning motivation, engagement and outcomes, and the moderating role of various traits in the relationship between deep approaches to learning and outcomes. Based on data from 2,340 students in multiple universities in Taiwan, this study proposes two alternative models, tested by Structural Equation Modelling (SEM). The findings suggest that deep approaches to learning play a critical role in improving college students' cognitive and non-cognitive gains.The moderating effect in learning outcomes could be attributed to student and faculty traits, suggesting that in order to understand students' learning process, each trait should be considered individually. Implications for theory and practice are also discussed in this paper.

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The Mediating Effects of Student Engagement on the Relationships Between Academic Disciplines and Learning Outcomes: An Extension of Holland’s Theory

Cited by 114 publications

References 42 publications

Social Media and Classroom Engagement: Students’ Perception

Social Media and Classroom Engagement: Students’ Perception

The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students’ Mastery of Pathology

The Impact of Taiwanese College Students’ Learning Motivation from Self-Determination Perspective on Learning Outcomes: Moderating Roles of Multi-Traits

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