- May 2024
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files.eric.ed.gov files.eric.ed.gov
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To be successful in this class, youwill need to log in at least three times per week to accesscourse materials and to participate actively in the class.
I like this multiple login requirement for students being stated.
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engaging face-to-face class experience is composedof the classroom space, the scheduled meeting times, theproximity of students to the instructor and one another, andthe social norms that motivate students to participate.
face-to-face architecture of engagement ---classroom --schedule meeting times --proximity of students to instructor and each otehr --social norms to encourage participation
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Perceptions ofquality deficiencies in online classes are sometimes based inassumptions that instructors are better able to engage withstudents, and to encourage more active learning, in face-to-face environments
but is this really true with GenZ
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scholarworks.boisestate.edu scholarworks.boisestate.edu
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esearch has also shown that social presence can influ-ence students’ learning experiences, including students’ participation and motivationto participate
student motivation
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files.eric.ed.gov files.eric.ed.gov
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three distinct elements that contribute tostudent engagement: course design, instructor role, and student role
student engagement factors: Course design Instructor role Student Role
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digitalcommons.georgiasouthern.edu digitalcommons.georgiasouthern.edu
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with higher levels of social presence in discussion postshad statistically significantly higher ratings on written assessmentmeasures. Both of the studies demonstrate that increased socialpresence gives students a stronger sense of community and is ef-fective for improving student learning
or maybe they are just more engaged with the course, they are putting more into the course.
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- Dec 2021
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tomprof.stanford.edu tomprof.stanford.edu
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first-day surveys, name tents, and very brief in-class writing about students’ values or daily lives help students experience a sense of belonging.
Now imagine it from the students' POV, students who are taken 4 or more courses, and having to do the same engagement exercises over and over again in all their classes.
I think it would drive them in the opposite direction from that intended by the instructor.
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- Jul 2021
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www.frontiersin.org www.frontiersin.org
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Plakhotnik, M. S., Volkova, N. V., Jiang, C., Yahiaoui, D., Pheiffer, G., McKay, K., Newman, S., & Reißig-Thust, S. (2021). The Perceived Impact of COVID-19 on Student Well-Being and the Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK. Frontiers in Psychology, 12, 642689. https://doi.org/10.3389/fpsyg.2021.642689
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- Apr 2021
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psyarxiv.com psyarxiv.com
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Ahuvia, I., Sung, J., Dobias, M., Nelson, B., Richmond, L., London, B., & Schleider, J. L. (2021, April 25). College student interest in teletherapy and self-guided mental health supports during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/8unfx
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- Jun 2020
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psyarxiv.com psyarxiv.com
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Zimmermann, M., Bledsoe, C., & Papa, A. (2020). The Impact of the COVID-19 Pandemic on College Student Mental Health: A Longitudinal Examination of Risk and Protective Factors [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/2y7hu
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- Apr 2019
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s3.amazonaws.com s3.amazonaws.com
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This article is a study of both in-person and online courses and the affect of internet usage on the student's engaged int those courses. The article notes how saturated the learning environment has become and their approach to using student self-reported data to measure engagement. The authors provide an extensive review of prior literature on both technology and student engagement topics. The data should be reviewed with caution, as it is outlined by the authors that the questions have not been thoroughly vetted for validity and reliability.
Rating: 6/10. The article had positive results, but the data questions being untested is a bit concerning. The article is also from 2009, and the landscape has changed much since then.
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- Mar 2019
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onlineprograms.smumn.edu onlineprograms.smumn.edu
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The benefits of personalized learning through technology This resource is included in part because it connects personalized learning and technology. A brief list of benefits, such as increasing student engagement and bridging the gap between teachers and students, are listed. This is presented by a marketing unit of a university so there may be an agenda. Nonetheless it provides useful considerations such as helping learners develop 'design thinking.' rating 3/5
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- Oct 2017
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spokeandhub.wordpress.com spokeandhub.wordpress.com
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I had the privilege of having breakfast with that student panel, and they were even more lovely before they got up on stage.
Absolutely one of the highlights of #opened17!
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- Jul 2017
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clalliance.org clalliance.org
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Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.
Bringing outside interests into the classroom to keep students engaged - This drop off in engagement is something that drew me to middle grades, I feel like it the last chance to keep them engaged or get them interested in science before full blown teenage apathy sets in during high school.
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- Oct 2016
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www.oecd.org www.oecd.org
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A definition of student engagement
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Local file Local file
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Either way, student motivation and engagement are closely related elements of student learning that can have an impact on learning outcomes. Beer etal. (2010)state that in spite of the fact that there is no universally accept-ed definition of what comprises engagement, student and college success, student retention and student motivation are always linked to engagement.
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