Use of Facebook for Enhancing Student Engagement in a Higher Education Blended Engineering Course

Foogooa, Ravi; Ferdinand-James, Debra

doi:10.12959/issn.1855-0541.iiass-2017-no1-art1

Cited by 6 publications

(4 citation statements)

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“…Nevertheless, these authors and other recent literature reviews indicated that there were few studies focusing specifically on student engagement in BL (Halverson et al, 2014;Martin et al, 2017;Pima et al, 2018;Raes et al, 2019). Most existing publications also investigated single courses (e.g., Binnewies & Wang, 2019;Cundell & Sheepy, 2018;Raes et al, 2020), specific activities (e.g., Foogooa & Ferdinand-James, 2017;Kulkarni & Iwinski, 2016;Tan & Hew, 2016), or aspects of student engagement (e.g., Berry, 2019;Truhlar et al, 2018). Consequently, given the potential for enhanced student engagement in BL, numerous authors have called for pursuing research on student engagement in BL (Drysdale et al, 2013;Graham, 2019;Halverson et al, 2014;Henrie et al, 2015;Manwaring et al, 2017).…”

Section: Student Engagement In Blended Learningmentioning

confidence: 99%

An examination of teachers’ strategies to foster student engagement in blended learning in higher education

Heilporn

Lakhal

Bélisle

2021

Int J Educ Technol High Educ

163

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This qualitative study examined how teachers fostered student engagement in blended learning (BL), i.e., blended, blended online, and blended synchronous courses that combine synchronous and asynchronous activities. Twenty semi-structured interviews with teachers in various disciplines, at the undergraduate or graduate level in four universities, were conducted and analyzed using an inductive approach. Therefore, the study proposed a broad and comprehensive picture of teachers’ strategies to enhance student engagement in BL, that were classified in three meta-categories concerning (i) the course structure and pace; (ii) the selection of teaching and learning activities; and (iii) the teacher’s role and course relationships. Strategies were also linked with student engagement dimensions (behavioral, emotional, cognitive), whenever possible. The findings particularly emphasized the importance of a well-structured and -paced course, fully exploiting and integrating synchronous and asynchronous modes of BL. Clearly communicating how the course would unfold and corresponding expectations as well as establishing trusting relationships at the beginning of the semester also appeared as key to foster student engagement in BL. The use of various digital tools was also highlighted to promote student behavioral and emotional engagement at the undergraduate level, whereas cognitive and emotional engagement of graduate students was mainly targeted through experience-sharing and learning co-construction between students.

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Section: Student Engagement In Blended Learningmentioning

confidence: 99%

An examination of teachers’ strategies to foster student engagement in blended learning in higher education

Heilporn

Lakhal

Bélisle

2021

Int J Educ Technol High Educ

163

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“…Kosinski et al (2015) and Lazer et al (2009) found that social science disciplines are relatively slow in embracing the necessary practical skills. Other studies examined Facebook use among students in science disciplines (Ferdinand-James and Foogooa, 2017). Another research by Alahmar (2016) studied Facebook use by medical students and its influence on students' academic performance.…”

Section: Relationship Between Discipline and Facebook Use In Collabor...mentioning

confidence: 99%

Determinants of Facebook use among students and its impact on collaborative learning

Alwreikat

Zaid

Shehata

2021

Information Development

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The purpose of this study is to investigate the determinants of Facebook use among university students in Jordanian universities, and its impact on collaborative learning. The study compares Facebook use between students of social sciences disciplines and students of sciences disciplines. The study used a quantitative research approach. The research instrument used is a questionnaire. The results of the study showed that the relationship between Facebook use and collaborative learning is above average, which means that the more time spent on Facebook, the better academic performance students achieve through collaborative learning. Additionally, the study revealed that Facebook use was posited to affect collaborative learning, though the level of effect varies between social sciences and science disciplines. The study proposes a model that describes the relation between collaborative learning and Facebook use, which bridges a gap in the Arabic context that lacks models showing this type of relationship.

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“…More generally, few studies have specifically addressed student engagement in blended learning in their research questions and almost none were situated in blended online courses (Halverson et al, 2014; Martin et al, 2017; Pima et al, 2018; Raes et al, 2019). Most studies also investigated single courses (e.g., Binnewies & Wang, 2019; Cundell & Sheepy, 2018; Raes et al, 2020) and/or specific activities within a course (e.g., Foogooa & Ferdinand‐James, 2017; Kulkarni & Iwinski, 2016; Tan & Hew, 2016). Notably, although student engagement is recognized as malleable through instructional strategies (Christenson & Reschly, 2012; Kahu, 2013; Lawson & Lawson, 2013), how these actually influence student engagement in blended learning, and particularly in blended online courses, is still unclear (Graham, 2019; Manwaring et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

Examining effects of instructional strategies on student engagement in blended online courses

Heilporn

Lakhal

Bélisle

2022

Computer Assisted Learning

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Background: Blended online courses, which combine synchronous and asynchronous online activities, have expanded rapidly in higher education. How to enhance student engagement in such courses is unclear, although it is recognized that student engagement is malleable through instructional strategies.Objectives: Given the above, this study aims to examine the influence of categories of strategies on student engagement in blended online courses.Methods: A conceptual framework of instructional strategies indicated as fostering student engagement in the relevant literature was first presented, divided in eight categories (structure, pace, relevance, active, choice, relationships, explanations, guide). Then a research framework linking the categories of strategies to student engagement dimensions (emotional-cognitive, social, behavioral) was built and tested in blended online courses. Data collected in various disciplines and university levels at four universities (n = 482) were examined using partial least squares structural equation modeling. Results and Conclusions:The structural model examination confirmed the combined effects of categories of instructional strategies on student engagement in such courses in all disciplines. Particularly, this study revealed that 1) establishing trusting relationships, 2) demonstrating the relevance of activities, content, and resources, and 3) maintaining a sustained course pace significantly impacted student engagement in blended online courses in all disciplines.Takeaways: This study draws upon the blended learning literature to bring together key instructional strategies that foster student engagement while highlighting empirical quantitative evidence of their effects on student engagement in blended online courses. Detailed measures of categories of instructional strategies and student engagement dimensions also provide reliable instruments for future research.

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Use of Facebook for Enhancing Student Engagement in a Higher Education Blended Engineering Course

Cited by 6 publications

References 0 publications

An examination of teachers’ strategies to foster student engagement in blended learning in higher education

An examination of teachers’ strategies to foster student engagement in blended learning in higher education

Determinants of Facebook use among students and its impact on collaborative learning

Examining effects of instructional strategies on student engagement in blended online courses

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