Understanding Engagement in Intensive Learning: From Fuzzy Chaotic Indigestion to Eupeptic Clarity
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| Title: | Understanding Engagement in Intensive Learning: From Fuzzy Chaotic Indigestion to Eupeptic Clarity |
|---|---|
| Language: | English |
| Authors: | Reilly A. Dempsey Willis, Paulo Vieira Braga |
| Source: | Journal of University Teaching and Learning Practice. 2024 21(2). |
| Availability: | University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/ |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learning Processes, Learner Engagement, Higher Education, College Students, Foreign Countries, Block Scheduling, Blended Learning, Student Participation, Active Learning, Attendance, College Environment, Peer Relationship, Flipped Classroom |
| Geographic Terms: | United Kingdom |
| ISSN: | 1449-9789 1449-9789 |
| Abstract: | This paper is framed by Nick Zepke's, Vicki Trowler's, and Paul Trowler's concept of student engagement being "chaotic", suffering from "indigestion" and "fuzziness". This study was conducted at a UK higher education institution that recently moved to a "block and blend" delivery approach. We investigated what students and staff think engagement looks like in an intensive block and blend learning context. Data were gathered from students and staff via an online survey, which consisted of both scaled and open-ended questions. Findings are synthesised in an elemental map, providing a comparison of students and staff perceptions of engagement. Specifically, students and staff thought engagement in an intensive block and blend context entailed participation and active learning; a mindset that included enthusiasm, interest, focus, and enjoyment; timely completion of assessments; relationships with peers and tutors; doing more than required, such as completing extra readings; and accessing help and support. Participants also identified attendance as an indicator of student engagement and determined that the university has a responsibility to create learning environments to foster student engagement. Overall, the study findings point to elements of student engagement that may be designed into intensive block and blend learning environments. These approaches are also relevant to other similar intensive learning contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1413756 |
| Database: | ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1413756 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Understanding Engagement in Intensive Learning: From Fuzzy Chaotic Indigestion to Eupeptic Clarity – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Reilly+A%2E+Dempsey+Willis%22">Reilly A. Dempsey Willis</searchLink><br /><searchLink fieldCode="AR" term="%22Paulo+Vieira+Braga%22">Paulo Vieira Braga</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+University+Teaching+and+Learning+Practice%22"><i>Journal of University Teaching and Learning Practice</i></searchLink>. 2024 21(2). – Name: Avail Label: Availability Group: Avail Data: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 31 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Block+Scheduling%22">Block Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22College+Environment%22">College Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Flipped+Classroom%22">Flipped Classroom</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1449-9789<br />1449-9789 – Name: Abstract Label: Abstract Group: Ab Data: This paper is framed by Nick Zepke's, Vicki Trowler's, and Paul Trowler's concept of student engagement being "chaotic", suffering from "indigestion" and "fuzziness". This study was conducted at a UK higher education institution that recently moved to a "block and blend" delivery approach. We investigated what students and staff think engagement looks like in an intensive block and blend learning context. Data were gathered from students and staff via an online survey, which consisted of both scaled and open-ended questions. Findings are synthesised in an elemental map, providing a comparison of students and staff perceptions of engagement. Specifically, students and staff thought engagement in an intensive block and blend context entailed participation and active learning; a mindset that included enthusiasm, interest, focus, and enjoyment; timely completion of assessments; relationships with peers and tutors; doing more than required, such as completing extra readings; and accessing help and support. Participants also identified attendance as an indicator of student engagement and determined that the university has a responsibility to create learning environments to foster student engagement. Overall, the study findings point to elements of student engagement that may be designed into intensive block and blend learning environments. These approaches are also relevant to other similar intensive learning contexts. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1413756 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1413756 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 31 Subjects: – SubjectFull: Learning Processes Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Higher Education Type: general – SubjectFull: College Students Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Block Scheduling Type: general – SubjectFull: Blended Learning Type: general – SubjectFull: Student Participation Type: general – SubjectFull: Active Learning Type: general – SubjectFull: Attendance Type: general – SubjectFull: College Environment Type: general – SubjectFull: Peer Relationship Type: general – SubjectFull: Flipped Classroom Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Understanding Engagement in Intensive Learning: From Fuzzy Chaotic Indigestion to Eupeptic Clarity Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Reilly A. Dempsey Willis – PersonEntity: Name: NameFull: Paulo Vieira Braga IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1449-9789 – Type: issn-electronic Value: 1449-9789 Numbering: – Type: volume Value: 21 – Type: issue Value: 2 Titles: – TitleFull: Journal of University Teaching and Learning Practice Type: main |
| ResultId | 1 |
