Understanding Student Engagement among Online Clinical Students during Academic Residency Experience

Autor/in	Frye, Brenda
Titel	Understanding Student Engagement among Online Clinical Students during Academic Residency Experience
Quelle	In: Journal of Educators Online, 17 (2020) 1, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-500X
Schlagwörter	Online Courses; Clinical Experience; Teaching Methods; Learning Experience; Active Learning; Communities of Practice; Socialization; Self Determination; Critical Incidents Method; Student Attitudes; Graduate Students; Masters Programs; Role Playing; Group Discussion; Course Descriptions + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Aktives Lernen; Community; Socialisation; Sozialisation; Selbstbestimmung; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Rollenspiel; Gruppendiskussion; Kursstrukturplan
Abstract	Engaged learning communities are deemed to be important when scholars consider whether students are retaining the information being delivered in classrooms. The increase in online formats makes it even more challenging to ensure that students feel engaged and that classes are being taught in ways that meet learning outcomes and align with how students learn best. The present study shares findings using survey data collected during residency from online students on what helps them feel engaged in their own learning. The preliminary results suggest that the students' sense of engagement occurs during active learning exercises when they feel valued in the classroom, the content of the class is challenging, and there is time to connect with peers. (As Provided).
Anmerkungen	Journal of Educators Online. 500 University Drive, Dothan, AL 36303. Web site: http://www.thejeo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01