Student Engagement amongst Regional Australian Undergraduate Students

Autor/inn/en	Naiker, Mani; Wakeling, Lara; Cook, Simon; Peck, Blake; Johnson, Joel B.; Brown, Stephen
Titel	Student Engagement amongst Regional Australian Undergraduate Students
Quelle	In: Journal of the Scholarship of Teaching and Learning, 22 (2022) 3, S.1-20 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learner Engagement; Foreign Countries; Academic Achievement; College Freshmen; Introductory Courses; Chemistry; Biology; Nursing Education; Age Differences; Factor Analysis; Gender Differences; Australia + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Studienanfänger; Einführungskurs; Chemie; Biologie; Pflegepädagogik; Age; Difference; Age difference; Altersunterschied; Faktorenanalyse; Geschlechterkonflikt; Australien
Abstract	Students' level of engagement and approach to learning can significantly impact their overall success in a course. This study used the student course engagement questionnaire (SCEQ) to assess the engagement levels of first-year undergraduate students studying three different introductory units (chemistry, biology and nursing) at a regional Australian university. No significant differences in engagement were found between genders, or for students studying different units. One of the most notable factors influencing engagement was student age, with students under 20 years of age scoring significantly less than mature age students across nearly all measures of engagement. Tertiary educators could use several complementary approaches to improve engagement in younger students, including the use of interactive multimedia and social media to connect with students, making the unit content relatable and relevant to students' lives, providing authentic and engaging assessment items, and pursuing interactive approaches to lectures and tutorials. Given that many university students take an introductory science course during their first year, these results are likely to be relevant across a range of disciplines. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01