Student Engagement Amongst Regional Australian Undergraduate Students
Article Sidebar
Published:
Sep 27, 2022
Keywords:
Biology education, Chemistry education, First-year undergraduates, Nursing education, Student Course Engagement Questionnaire
Main Article Content
Abstract
Abstract: Student learning approaches and level of engagement with the learning resources presented can have a significant impact on their overall understanding of the topic contents and their success in assessment items. This study used the student course engagement questionnaire (SCEQ) to assess the level of engagement of first-year undergraduate students at a regional Australian university who were studying three different introductory units: chemistry, biology and nursing. No significant differences in engagement were found between the units that students were studying, and gender also had minimal impact on engagement levels. 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 this group of 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 assessment items, and pursuing interactive approaches to lectures and tutorials.
Downloads
Download data is not yet available.
Article Details
How to Cite
Naiker, M., Wakeling, L., Cook, S., Peck, B., Johnson, J. B., & Brown, S. (2022). Student Engagement Amongst Regional Australian Undergraduate Students. Journal of the Scholarship of Teaching and Learning, 22(3). https://doi.org/10.14434/josotl.v22i3.31688
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
Ali, M.S., and Awan, A.S. (2013). Attitude towards science and its relationship with students’ achievement in science. Interdisciplinary journal of contemporary research in business, 4 (10), 707-718. Retrieved from https://journal-archieves28.webs.com/707-718.pdf
Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic. Higher education, 10 (3).
Artess, J., Mellors-Bourne, R., and Hooley, T. (2017). Employability: A review of the literature 2012-2016. New York: Higher Education Academy.
Ashwin, P., and McVitty, D. (2015). The Meanings of Student Engagement: Implications for Policies and Practices. In A. Curaj, L. Matei, R. Pricopie, J. Salmi, and P. Scott (Eds.), The European Higher Education Area: Between Critical Reflections and Future Policies (pp. 343-359). Cham: Springer International Publishing.
Baxley, G.K. (2018). The Benefits of Online Learning: The Use of an e-Component to Enhance Academic Achievement Scores in Face-to-Face Classrooms. (Ph.D.). Trident University International, Ann Arbor. Retrieved from https://search.proquest.com/docview/2064442685 ProQuest One Academic database. (10829951)
Beaumont, C., Moscrop, C., and Canning, S. (2016). Easing the transition from school to HE: scaffolding the development of self-regulated learning through a dialogic approach to feedback. Journal of Further and Higher Education, 40 (3), 331-350. doi:10.1080/0309877X.2014.953460
Bell, E., Fryar, A.H., and Hillman, N. (2018). Research Handbook on Quality, Performance and Accountability in Higher Education. In When intuition misfires: a meta-analysis of research on performance-based funding in higher education: Edward Elgar Publishing.
Berliner, D.C. (1993). The 100-year journey of educational psychology: From interest, to disdain, to respect for practice. In Exploring applied psychology: Origins and critical analyses. (pp. 37-78). Washington, DC, US: American Psychological Association.
Bowden, J.L.-H., Tickle, L., and Naumann, K. (2019). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 1-18. doi:10.1080/03075079.2019.1672647
Brown, S., Bowmar, A., White, S., and Power, N. (2017a). Evaluation of an instrument to measure undergraduate nursing student engagement in an introductory Human anatomy and physiology course. Collegian, 24 (5), 491-497. doi:10.1016/j.colegn.2016.09.006
Brown, S., Wakeling, L., Naiker, M., and White, S. (2014). Approaches to study in undergraduate nursing students in regional Victoria, Australia. International journal of nursing education scholarship, 11 (1), 155-164. doi:10.1515/ijnes-2014-0020
Brown, S., White, S., Bowmar, A., and Power, N. (2017b). Student engagement in a compulsory introductory physiology course. Journal of the Scholarship of Teaching and Learning, 17 (1), 52-62.
Brown, S., White, S., Sharma, B., Wakeling, L., Naiker, M., Chandra, S., . . . Bilimoria, V. (2015). Attitude to the Study of Chemistry and Its Relationship with Achievement in an Introductory Undergraduate Course. Journal of the Scholarship of Teaching and Learning, 15 (2), 33-41.
Bryson, C. (2014). Clarifying the concept of student engagement. In C. Bryson (Ed.), Understanding and developing student engagement (pp. 21-42). Abingdon: Routledge.
Byrnes, G. (2011). Engagement with learning: Differences between male and female students. In A. Radloff (Ed.), Student engagement in New Zealand’s universities (pp. 22-28). Melbourne: Australian Council for Educational Research (ACER)
Campbell, J., and Mayer, R.E. (2009). Questioning as an instructional method: Does it affect learning from lectures? Applied Cognitive Psychology, 23 (6), 747-759. doi:10.1002/acp.1513
Chan, P.E., Graham-Day, K.J., Ressa, V.A., Peters, M.T., and Konrad, M. (2014). Beyond involvement: Promoting student ownership of learning in classrooms. Intervention in School and Clinic, 50 (2), 105-113. doi:10.1177/1053451214536039
Chickering, A.W., and Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 3-7.
Christie, H., Barron, P., and D'Annunzio-Green, N. (2013). Direct entrants in transition: becoming independent learners. Studies in Higher Education, 38 (4), 623-637. doi:10.1080/03075079.2011.588326
Chung, E., Subramaniam, G., and Christ Dass, L. (2020). Online Learning Readiness Among University Students in Malaysia Amidst Covid-19. Asian Journal of University Education, 16 (2), 45-58. doi:10.24191/ajue.v16i2.10294
Coertjens, L., Vanthournout, G., Lindblom-Ylänne, S., and Postareff, L. (2016). Understanding individual differences in approaches to learning across courses: A mixed method approach. Learning and Individual Differences, 51, 69-80. doi:https://doi.org/10.1016/j.lindif.2016.07.003
Collaço, C.M. (2017). Increasing student engagement in higher education. Journal of Higher Education Theory and Practice, 17 (4).
Compton, J.I., Cox, E., and Laanan, F.S. (2006). Adult learners in transition. New directions for student services, 114, 73-80.
Conley, D.T., and French, E.M. (2014). Student Ownership of Learning as a Key Component of College Readiness. American Behavioral Scientist, 58 (8), 1018-1034. doi:10.1177/0002764213515232
Czerkawski, B.C., and Lyman, E.W. (2016). An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments. TechTrends, 60 (6), 532-539. doi:10.1007/s11528-016-0110-z
de Silva, S., James, T., Jayasuriya, A., and Simpson, T. (2018). Investigation of learning resource requirements to improve student engagement and satisfaction. Paper presented at the 29th Australasian Association for Engineering Education Conference 2018 (AAEE 2018), Hamilton, New Zealand.
Desy, E.A., Adams, C.T., Mourad, T., and Peterson, S. (2018). Effect of an Online, Inquiry- & Mentor-Based Laboratory on Science Attitudes of Students in a Concurrent Enrollment Biology Course: The PlantingScience Experience. The American Biology Teacher, 80 (8), 578-583. doi:10.1525/abt.2018.80.8.578
Dinsmore, D.L., and Alexander, P.A. (2012). A critical discussion of deep and surface processing: What it means, how it is measured, the role of context, and model specification. Educational Psychology Review, 24 (4), 499-567.
Diseth, Å. (2013). Personality as an indirect predictor of academic achievement via student course experience and approach to learning. Social Behavior and Personality: an international journal, 41 (8), 1297-1308. doi:10.2224/sbp.2013.41.8.1297
Dolmans, D.H.J.M., Loyens, S.M.M., Marcq, H., and Gijbels, D. (2016). Deep and surface learning in problem-based learning: a review of the literature. Advances in Health Sciences Education, 21 (5), 1087-1112. doi:10.1007/s10459-015-9645-6
Everaert, P., Opdecam, E., and Maussen, S. (2017). The relationship between motivation, learning approaches, academic performance and time spent. Accounting Education, 26 (1), 78-107. doi:10.1080/09639284.2016.1274911
Field, J. (2009). Well-being and happiness: Inquiry into the future of lifelong learning. Retrieved from Leicester:
Gachago, D., and Ivala, E. (2012). Social media for enhancing student engagement : the use of Facebook and blogs at a University of Technology. South African Journal of Higher Education, 26 (1), 152-167. Retrieved from https://www.ingentaconnect.com/content/sabinet/high/2012/00000026/00000001/art00012
Gibson, A.M., and Slate, J.R. (2010). Student Engagement at Two-Year Institutions: Age and Generational Status Differences. Community College Journal of Research and Practice, 34 (5), 371-385. doi:10.1080/10668920802466384
Handelsman, M.M., Briggs, W.L., Sullivan, N., and Towler, A. (2005). A Measure of College Student Course Engagement. The Journal of Educational Research, 98 (3), 184-192. doi:10.3200/JOER.98.3.184-192
Heoncheol, Y., Sanghoon, P., Dongho, K., Eulho, J., and Meehyun, Y. (2020). The influence of academic level and course delivery mode on the use of motivational regulation strategies and learning engagement. Australasian Journal of Educational Technology, 36 (3). doi:10.14742/ajet.5879
Hourigan, K.L. (2013). Increasing Student Engagement in Large Classes: The ARC Model of Application, Response, and Collaboration. Teaching Sociology, 41 (4), 353-359. doi:10.1177/0092055x13491580
Jang, H. (2008). Supporting students' motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100 (4), 798.
Junco, R., Heiberger, G., and Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27 (2), 119-132. doi:10.1111/j.1365-2729.2010.00387.x
Kahu, E.R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38 (5), 758-773. doi:10.1080/03075079.2011.598505
Kahu, E.R., and Nelson, K. (2018). Student engagement in the educational interface: understanding the mechanisms of student success. Higher Education Research & Development, 37 (1), 58-71. doi:10.1080/07294360.2017.1344197
Kahu, E.R., Stephens, C., Leach, L., and Zepke, N. (2013). The engagement of mature distance students. Higher Education Research & Development, 32 (5), 791-804. doi:10.1080/07294360.2013.777036
Kandiko Howson, C., and Buckley, A. (2020). Quantifying Learning: Measuring Student Outcomes in Higher Education in England. Politics and Governance, 8 (2), 9. doi:10.17645/pag.v8i2.2564
Khademi Ashkzari, M., Piryaei, S., and Kamelifar, L. (2018). Designing a Causal Model for Fostering Academic Engagement and Verification of its Effect on Educational Performance. International Journal of Psychology (IPA), 12 (1), 136-161. doi:10.24200/ijpb.2018.58146
Krause, K.L., and Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33 (5), 493-505. doi:10.1080/02602930701698892
Kuh, G.D. (2003). What We're Learning About Student Engagement From NSSE: Benchmarks for Effective Educational Practices. Change: The Magazine of Higher Learning, 35 (2), 24-32. doi:10.1080/00091380309604090
Kuh, G.D., Kinzie, J.L., Buckley, J.A., Bridges, B.K., and Hayek, J.C. (2006). What matters to student success: A review of the literature (Vol. 8): National Postsecondary Education Cooperative Washington, DC.
Lei, H., Cui, Y., and Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an international journal, 46 (3), 517-528. doi:10.2224/sbp.7054
Mandal, N.K. (2018). Student engagement: How to quantify. Paper presented at the 29th Australasian Association for Engineering Education Conference 2018 (AAEE 2018), Hamilton, New Zealand.
Matthews, K. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal, 1 (1).
McDonald, F., Reynolds, J., Bixley, A., and Spronken-Smith, R. (2017). Changes in approaches to learning over three years of university undergraduate study. Teaching & Learning Inquiry, 5 (2), 65-79. doi:10.20343/teachlearninqu.5.2.6
Miller, R.L., Rycek, R.F., and Fritson, K. (2011). The effects of high impact learning experiences on student engagement. Procedia - Social and Behavioral Sciences, 15, 53-59. doi:https://doi.org/10.1016/j.sbspro.2011.03.050
Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., and Hopwood, B. (2019). Chronicling engagement: students’ experience of online learning over time. Distance Education, 40 (2), 262-277. doi:10.1080/01587919.2019.1600367
Naiker, M., and Wakeling, L. (2015). Evaluation of group based inquiry oriented learning in undergraduate chemistry practicals. International Journal of Innovation in Science and Mathematics Education, 23 (5), 1-17. Retrieved from http://researchbank.acu.edu.au/cgi/viewcontent.cgi?article=7680&context=fhs_pub
Naiker, M., Wakeling, L., Johnson, J., and Mani, J. (2020, 13-14 Oct 2020). Inquiry-oriented learning in a first-year chemistry practical class. Paper presented at the 2020 Scholarship of Tertiary Teaching Online Conference, Online.
Parsons, J., and Taylor, L. (2011). Improving student engagement. Current issues in education, 14 (1), 1-33.
Pawson, E., and Poskitt, M. (2019). Handbook for Teaching and Learning in Geography. In H. Walkington, J. Hill, and S. Dyer (Eds.), Taking ownership: active learning and student engagement (pp. 329-341). Surrey, UK: Edward Elgar Publishing.
QILT. (2020). 2019 Student Experience Survey. Retrieved from https://www.qilt.edu.au/docs/default-source/ses/ses-2019/2019-ses-national-report.pdf?sfvrsn=6486ec3c_10
R Core Team. (2020). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing. Retrieved from https://www.R-project.org/
Rabourn, K.E., BrckaLorenz, A., and Shoup, R. (2018). Reimagining Student Engagement: How Nontraditional Adult Learners Engage in Traditional Postsecondary Environments. The Journal of Continuing Higher Education, 66 (1), 22-33. doi:10.1080/07377363.2018.1415635
Ramsey, I., Gabbard, C., Clawson, K., Lee, L., and Henson, K.T. (1990). Questioning: An Effective Teaching Method. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 63 (9), 420-422. doi:10.1080/00098655.1990.10114144
Rashid, T., and Asghar, H.M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612. doi:https://doi.org/10.1016/j.chb.2016.05.084
Redfield, D.L., and Rousseau, E.W. (1981). A Meta-Analysis of Experimental Research on Teacher Questioning Behavior. Review of Educational Research, 51 (2), 237-245. doi:10.3102/00346543051002237
Richardson, M., Abraham, C., and Bond, R. (2012). Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138 (2), 353. doi:10.1037/a0026838
Rienties, B., Lewis, T., McFarlane, R., Nguyen, Q., and Toetenel, L. (2018). Analytics in online and offline language learning environments: the role of learning design to understand student online engagement. Computer Assisted Language Learning, 31 (3), 273-293. doi:10.1080/09588221.2017.1401548
Rizvi, F. (2017). On Student Engagement. Retrieved from https://blogs.utas.edu.au/engaging-students/2017/04/21/on-student-engagement/
Ross, J., Guerra, E., and Gonzalez-Ramos, S. (2020). Linking a hierarchy of attitude effect to student engagement and chemistry achievement. Chemistry Education Research and Practice, 21 (1), 357-370. doi:10.1039/C9RP00171A
Schneider, M., and Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143 (6), 565. doi:10.1037/bul0000098
Schrand, T. (2008). Tapping into Active Learning and Multiple Intelligences with Interactive Multimedia: A Low-Threshold Classroom Approach. College Teaching, 56 (2), 78-84. doi:10.3200/CTCH.56.2.78-84
Sharma, B., Nand, R., Naseem, M., and Reddy, E.V. (2020). Effectiveness of online presence in a blended higher learning environment in the Pacific. Studies in Higher Education, 45 (8), 1547-1565. doi:10.1080/03075079.2019.1602756
Taylor, S., Goodwin, S., Melton, H., and Hunter, G. (2011). An Analysis of the Student Course Engagement Questionnaire (SCEQ) in Large-Section Marketing Principles Classes. Journal on Excellence in College Teaching, 22 (1), 29-57.
Terry, D., and Peck, B. (2020). Academic and clinical performance among nursing students: What's grit go to do with it? Nurse education today, 88, 104371. doi:https://doi.org/10.1016/j.nedt.2020.104371
Trowler, V. (2010). Student engagement literature review. The higher education academy, 11 (1), 1-15.
Webber, K.L., Krylow, R.B., and Zhang, Q. (2013). Does involvement really matter? Indicators of college student success and satisfaction. Journal of College Student Development, 54 (6), 591-611. doi:10.1353/csd.2013.0090
Wentzel, K. (2012). Part III Commentary: Socio-Cultural Contexts, Social Competence, and Engagement at School. In S.L. Christenson, A.L. Reschly, and C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 479-488). Boston, MA: Springer US.
Wyatt, L.G. (2011). Nontraditional Student Engagement: Increasing Adult Student Success and Retention. The Journal of Continuing Higher Education, 59 (1), 10-20. doi:10.1080/07377363.2011.544977
Zapke, N., Leach, L., and Butler, P. (2009). The role of teacher-student interactions in tertiary student engagement. New Zealand Journal of Educational Studies, 44 (1), 69.
Zeeman, E., and Lotriet, M. (2013). Beyond the expected: an enriched learning experience through learner engagement and participation. Teaching in Higher Education, 18 (2), 179-191. doi:10.1080/13562517.2012.696540
Zepke, N., and Leach, L. (2010a). Improving student engagement in post-compulsory education: A synthesis of research literature. Retrieved from Wellington, New Zealand: http://test.tlri.org.nz/sites/default/files/projects/9261-Literature-review.pdf
Zepke, N., and Leach, L. (2010b). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11 (3), 167-177. doi:10.1177/1469787410379680
Zepke, N., Leach, L., and Butler, P. (2014). Student engagement: students' and teachers' perceptions. Higher Education Research & Development, 33 (2), 386-398. doi:10.1080/07294360.2013.832160
Zwart, M.B. (2009). A phenomenological study of students' perceptions of engagement at a Midwestern land grant university. (PhD). University of South Dakota, (3382637)
Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic. Higher education, 10 (3).
Artess, J., Mellors-Bourne, R., and Hooley, T. (2017). Employability: A review of the literature 2012-2016. New York: Higher Education Academy.
Ashwin, P., and McVitty, D. (2015). The Meanings of Student Engagement: Implications for Policies and Practices. In A. Curaj, L. Matei, R. Pricopie, J. Salmi, and P. Scott (Eds.), The European Higher Education Area: Between Critical Reflections and Future Policies (pp. 343-359). Cham: Springer International Publishing.
Baxley, G.K. (2018). The Benefits of Online Learning: The Use of an e-Component to Enhance Academic Achievement Scores in Face-to-Face Classrooms. (Ph.D.). Trident University International, Ann Arbor. Retrieved from https://search.proquest.com/docview/2064442685 ProQuest One Academic database. (10829951)
Beaumont, C., Moscrop, C., and Canning, S. (2016). Easing the transition from school to HE: scaffolding the development of self-regulated learning through a dialogic approach to feedback. Journal of Further and Higher Education, 40 (3), 331-350. doi:10.1080/0309877X.2014.953460
Bell, E., Fryar, A.H., and Hillman, N. (2018). Research Handbook on Quality, Performance and Accountability in Higher Education. In When intuition misfires: a meta-analysis of research on performance-based funding in higher education: Edward Elgar Publishing.
Berliner, D.C. (1993). The 100-year journey of educational psychology: From interest, to disdain, to respect for practice. In Exploring applied psychology: Origins and critical analyses. (pp. 37-78). Washington, DC, US: American Psychological Association.
Bowden, J.L.-H., Tickle, L., and Naumann, K. (2019). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 1-18. doi:10.1080/03075079.2019.1672647
Brown, S., Bowmar, A., White, S., and Power, N. (2017a). Evaluation of an instrument to measure undergraduate nursing student engagement in an introductory Human anatomy and physiology course. Collegian, 24 (5), 491-497. doi:10.1016/j.colegn.2016.09.006
Brown, S., Wakeling, L., Naiker, M., and White, S. (2014). Approaches to study in undergraduate nursing students in regional Victoria, Australia. International journal of nursing education scholarship, 11 (1), 155-164. doi:10.1515/ijnes-2014-0020
Brown, S., White, S., Bowmar, A., and Power, N. (2017b). Student engagement in a compulsory introductory physiology course. Journal of the Scholarship of Teaching and Learning, 17 (1), 52-62.
Brown, S., White, S., Sharma, B., Wakeling, L., Naiker, M., Chandra, S., . . . Bilimoria, V. (2015). Attitude to the Study of Chemistry and Its Relationship with Achievement in an Introductory Undergraduate Course. Journal of the Scholarship of Teaching and Learning, 15 (2), 33-41.
Bryson, C. (2014). Clarifying the concept of student engagement. In C. Bryson (Ed.), Understanding and developing student engagement (pp. 21-42). Abingdon: Routledge.
Byrnes, G. (2011). Engagement with learning: Differences between male and female students. In A. Radloff (Ed.), Student engagement in New Zealand’s universities (pp. 22-28). Melbourne: Australian Council for Educational Research (ACER)
Campbell, J., and Mayer, R.E. (2009). Questioning as an instructional method: Does it affect learning from lectures? Applied Cognitive Psychology, 23 (6), 747-759. doi:10.1002/acp.1513
Chan, P.E., Graham-Day, K.J., Ressa, V.A., Peters, M.T., and Konrad, M. (2014). Beyond involvement: Promoting student ownership of learning in classrooms. Intervention in School and Clinic, 50 (2), 105-113. doi:10.1177/1053451214536039
Chickering, A.W., and Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 3-7.
Christie, H., Barron, P., and D'Annunzio-Green, N. (2013). Direct entrants in transition: becoming independent learners. Studies in Higher Education, 38 (4), 623-637. doi:10.1080/03075079.2011.588326
Chung, E., Subramaniam, G., and Christ Dass, L. (2020). Online Learning Readiness Among University Students in Malaysia Amidst Covid-19. Asian Journal of University Education, 16 (2), 45-58. doi:10.24191/ajue.v16i2.10294
Coertjens, L., Vanthournout, G., Lindblom-Ylänne, S., and Postareff, L. (2016). Understanding individual differences in approaches to learning across courses: A mixed method approach. Learning and Individual Differences, 51, 69-80. doi:https://doi.org/10.1016/j.lindif.2016.07.003
Collaço, C.M. (2017). Increasing student engagement in higher education. Journal of Higher Education Theory and Practice, 17 (4).
Compton, J.I., Cox, E., and Laanan, F.S. (2006). Adult learners in transition. New directions for student services, 114, 73-80.
Conley, D.T., and French, E.M. (2014). Student Ownership of Learning as a Key Component of College Readiness. American Behavioral Scientist, 58 (8), 1018-1034. doi:10.1177/0002764213515232
Czerkawski, B.C., and Lyman, E.W. (2016). An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments. TechTrends, 60 (6), 532-539. doi:10.1007/s11528-016-0110-z
de Silva, S., James, T., Jayasuriya, A., and Simpson, T. (2018). Investigation of learning resource requirements to improve student engagement and satisfaction. Paper presented at the 29th Australasian Association for Engineering Education Conference 2018 (AAEE 2018), Hamilton, New Zealand.
Desy, E.A., Adams, C.T., Mourad, T., and Peterson, S. (2018). Effect of an Online, Inquiry- & Mentor-Based Laboratory on Science Attitudes of Students in a Concurrent Enrollment Biology Course: The PlantingScience Experience. The American Biology Teacher, 80 (8), 578-583. doi:10.1525/abt.2018.80.8.578
Dinsmore, D.L., and Alexander, P.A. (2012). A critical discussion of deep and surface processing: What it means, how it is measured, the role of context, and model specification. Educational Psychology Review, 24 (4), 499-567.
Diseth, Å. (2013). Personality as an indirect predictor of academic achievement via student course experience and approach to learning. Social Behavior and Personality: an international journal, 41 (8), 1297-1308. doi:10.2224/sbp.2013.41.8.1297
Dolmans, D.H.J.M., Loyens, S.M.M., Marcq, H., and Gijbels, D. (2016). Deep and surface learning in problem-based learning: a review of the literature. Advances in Health Sciences Education, 21 (5), 1087-1112. doi:10.1007/s10459-015-9645-6
Everaert, P., Opdecam, E., and Maussen, S. (2017). The relationship between motivation, learning approaches, academic performance and time spent. Accounting Education, 26 (1), 78-107. doi:10.1080/09639284.2016.1274911
Field, J. (2009). Well-being and happiness: Inquiry into the future of lifelong learning. Retrieved from Leicester:
Gachago, D., and Ivala, E. (2012). Social media for enhancing student engagement : the use of Facebook and blogs at a University of Technology. South African Journal of Higher Education, 26 (1), 152-167. Retrieved from https://www.ingentaconnect.com/content/sabinet/high/2012/00000026/00000001/art00012
Gibson, A.M., and Slate, J.R. (2010). Student Engagement at Two-Year Institutions: Age and Generational Status Differences. Community College Journal of Research and Practice, 34 (5), 371-385. doi:10.1080/10668920802466384
Handelsman, M.M., Briggs, W.L., Sullivan, N., and Towler, A. (2005). A Measure of College Student Course Engagement. The Journal of Educational Research, 98 (3), 184-192. doi:10.3200/JOER.98.3.184-192
Heoncheol, Y., Sanghoon, P., Dongho, K., Eulho, J., and Meehyun, Y. (2020). The influence of academic level and course delivery mode on the use of motivational regulation strategies and learning engagement. Australasian Journal of Educational Technology, 36 (3). doi:10.14742/ajet.5879
Hourigan, K.L. (2013). Increasing Student Engagement in Large Classes: The ARC Model of Application, Response, and Collaboration. Teaching Sociology, 41 (4), 353-359. doi:10.1177/0092055x13491580
Jang, H. (2008). Supporting students' motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100 (4), 798.
Junco, R., Heiberger, G., and Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27 (2), 119-132. doi:10.1111/j.1365-2729.2010.00387.x
Kahu, E.R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38 (5), 758-773. doi:10.1080/03075079.2011.598505
Kahu, E.R., and Nelson, K. (2018). Student engagement in the educational interface: understanding the mechanisms of student success. Higher Education Research & Development, 37 (1), 58-71. doi:10.1080/07294360.2017.1344197
Kahu, E.R., Stephens, C., Leach, L., and Zepke, N. (2013). The engagement of mature distance students. Higher Education Research & Development, 32 (5), 791-804. doi:10.1080/07294360.2013.777036
Kandiko Howson, C., and Buckley, A. (2020). Quantifying Learning: Measuring Student Outcomes in Higher Education in England. Politics and Governance, 8 (2), 9. doi:10.17645/pag.v8i2.2564
Khademi Ashkzari, M., Piryaei, S., and Kamelifar, L. (2018). Designing a Causal Model for Fostering Academic Engagement and Verification of its Effect on Educational Performance. International Journal of Psychology (IPA), 12 (1), 136-161. doi:10.24200/ijpb.2018.58146
Krause, K.L., and Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33 (5), 493-505. doi:10.1080/02602930701698892
Kuh, G.D. (2003). What We're Learning About Student Engagement From NSSE: Benchmarks for Effective Educational Practices. Change: The Magazine of Higher Learning, 35 (2), 24-32. doi:10.1080/00091380309604090
Kuh, G.D., Kinzie, J.L., Buckley, J.A., Bridges, B.K., and Hayek, J.C. (2006). What matters to student success: A review of the literature (Vol. 8): National Postsecondary Education Cooperative Washington, DC.
Lei, H., Cui, Y., and Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an international journal, 46 (3), 517-528. doi:10.2224/sbp.7054
Mandal, N.K. (2018). Student engagement: How to quantify. Paper presented at the 29th Australasian Association for Engineering Education Conference 2018 (AAEE 2018), Hamilton, New Zealand.
Matthews, K. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal, 1 (1).
McDonald, F., Reynolds, J., Bixley, A., and Spronken-Smith, R. (2017). Changes in approaches to learning over three years of university undergraduate study. Teaching & Learning Inquiry, 5 (2), 65-79. doi:10.20343/teachlearninqu.5.2.6
Miller, R.L., Rycek, R.F., and Fritson, K. (2011). The effects of high impact learning experiences on student engagement. Procedia - Social and Behavioral Sciences, 15, 53-59. doi:https://doi.org/10.1016/j.sbspro.2011.03.050
Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., and Hopwood, B. (2019). Chronicling engagement: students’ experience of online learning over time. Distance Education, 40 (2), 262-277. doi:10.1080/01587919.2019.1600367
Naiker, M., and Wakeling, L. (2015). Evaluation of group based inquiry oriented learning in undergraduate chemistry practicals. International Journal of Innovation in Science and Mathematics Education, 23 (5), 1-17. Retrieved from http://researchbank.acu.edu.au/cgi/viewcontent.cgi?article=7680&context=fhs_pub
Naiker, M., Wakeling, L., Johnson, J., and Mani, J. (2020, 13-14 Oct 2020). Inquiry-oriented learning in a first-year chemistry practical class. Paper presented at the 2020 Scholarship of Tertiary Teaching Online Conference, Online.
Parsons, J., and Taylor, L. (2011). Improving student engagement. Current issues in education, 14 (1), 1-33.
Pawson, E., and Poskitt, M. (2019). Handbook for Teaching and Learning in Geography. In H. Walkington, J. Hill, and S. Dyer (Eds.), Taking ownership: active learning and student engagement (pp. 329-341). Surrey, UK: Edward Elgar Publishing.
QILT. (2020). 2019 Student Experience Survey. Retrieved from https://www.qilt.edu.au/docs/default-source/ses/ses-2019/2019-ses-national-report.pdf?sfvrsn=6486ec3c_10
R Core Team. (2020). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing. Retrieved from https://www.R-project.org/
Rabourn, K.E., BrckaLorenz, A., and Shoup, R. (2018). Reimagining Student Engagement: How Nontraditional Adult Learners Engage in Traditional Postsecondary Environments. The Journal of Continuing Higher Education, 66 (1), 22-33. doi:10.1080/07377363.2018.1415635
Ramsey, I., Gabbard, C., Clawson, K., Lee, L., and Henson, K.T. (1990). Questioning: An Effective Teaching Method. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 63 (9), 420-422. doi:10.1080/00098655.1990.10114144
Rashid, T., and Asghar, H.M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612. doi:https://doi.org/10.1016/j.chb.2016.05.084
Redfield, D.L., and Rousseau, E.W. (1981). A Meta-Analysis of Experimental Research on Teacher Questioning Behavior. Review of Educational Research, 51 (2), 237-245. doi:10.3102/00346543051002237
Richardson, M., Abraham, C., and Bond, R. (2012). Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138 (2), 353. doi:10.1037/a0026838
Rienties, B., Lewis, T., McFarlane, R., Nguyen, Q., and Toetenel, L. (2018). Analytics in online and offline language learning environments: the role of learning design to understand student online engagement. Computer Assisted Language Learning, 31 (3), 273-293. doi:10.1080/09588221.2017.1401548
Rizvi, F. (2017). On Student Engagement. Retrieved from https://blogs.utas.edu.au/engaging-students/2017/04/21/on-student-engagement/
Ross, J., Guerra, E., and Gonzalez-Ramos, S. (2020). Linking a hierarchy of attitude effect to student engagement and chemistry achievement. Chemistry Education Research and Practice, 21 (1), 357-370. doi:10.1039/C9RP00171A
Schneider, M., and Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143 (6), 565. doi:10.1037/bul0000098
Schrand, T. (2008). Tapping into Active Learning and Multiple Intelligences with Interactive Multimedia: A Low-Threshold Classroom Approach. College Teaching, 56 (2), 78-84. doi:10.3200/CTCH.56.2.78-84
Sharma, B., Nand, R., Naseem, M., and Reddy, E.V. (2020). Effectiveness of online presence in a blended higher learning environment in the Pacific. Studies in Higher Education, 45 (8), 1547-1565. doi:10.1080/03075079.2019.1602756
Taylor, S., Goodwin, S., Melton, H., and Hunter, G. (2011). An Analysis of the Student Course Engagement Questionnaire (SCEQ) in Large-Section Marketing Principles Classes. Journal on Excellence in College Teaching, 22 (1), 29-57.
Terry, D., and Peck, B. (2020). Academic and clinical performance among nursing students: What's grit go to do with it? Nurse education today, 88, 104371. doi:https://doi.org/10.1016/j.nedt.2020.104371
Trowler, V. (2010). Student engagement literature review. The higher education academy, 11 (1), 1-15.
Webber, K.L., Krylow, R.B., and Zhang, Q. (2013). Does involvement really matter? Indicators of college student success and satisfaction. Journal of College Student Development, 54 (6), 591-611. doi:10.1353/csd.2013.0090
Wentzel, K. (2012). Part III Commentary: Socio-Cultural Contexts, Social Competence, and Engagement at School. In S.L. Christenson, A.L. Reschly, and C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 479-488). Boston, MA: Springer US.
Wyatt, L.G. (2011). Nontraditional Student Engagement: Increasing Adult Student Success and Retention. The Journal of Continuing Higher Education, 59 (1), 10-20. doi:10.1080/07377363.2011.544977
Zapke, N., Leach, L., and Butler, P. (2009). The role of teacher-student interactions in tertiary student engagement. New Zealand Journal of Educational Studies, 44 (1), 69.
Zeeman, E., and Lotriet, M. (2013). Beyond the expected: an enriched learning experience through learner engagement and participation. Teaching in Higher Education, 18 (2), 179-191. doi:10.1080/13562517.2012.696540
Zepke, N., and Leach, L. (2010a). Improving student engagement in post-compulsory education: A synthesis of research literature. Retrieved from Wellington, New Zealand: http://test.tlri.org.nz/sites/default/files/projects/9261-Literature-review.pdf
Zepke, N., and Leach, L. (2010b). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11 (3), 167-177. doi:10.1177/1469787410379680
Zepke, N., Leach, L., and Butler, P. (2014). Student engagement: students' and teachers' perceptions. Higher Education Research & Development, 33 (2), 386-398. doi:10.1080/07294360.2013.832160
Zwart, M.B. (2009). A phenomenological study of students' perceptions of engagement at a Midwestern land grant university. (PhD). University of South Dakota, (3382637)