trowler student engagement literature review

• Help & FAQ

Student Engagement Literature Review

Research output : Book/Report › Commissioned report

Access to Document

• https://www.heacademy.ac.uk/system/files/studentengagementliteraturereview_1.pdf

Student Engagement Literature Review. / Trowler, Vicki .

T1 - Student Engagement Literature Review

AU - Trowler, Vicki

KW - Student engagement

M3 - Commissioned report

BT - Student Engagement Literature Review

PB - The Higher Education Academy

Critiques of Student Engagement

• Original Article
• Published: 13 February 2017
• Volume 30 , pages 5–21, ( 2017 )

Cite this article

• Bruce Macfarlane 1 &
• Michael Tomlinson 1  

4249 Accesses

48 Citations

13 Altmetric

Explore all metrics

Student engagement initiatives at the national, institutional and classroom level have emerged against a backdrop of rising participation rates and the marketisation of higher education. This context has informed the development of a literature that is heavily influenced by cause-effect framing and a focus on effectiveness. However, in recent years an alternative, critical literature has emerged that challenges some of the assumptions of the student engagement movement on the grounds of student rights and freedoms as learners. This review article identifies the following six critiques of student engagement based on an analysis of the literature and arguments stemming from analyses of the effects of neoliberalism, namely performativity, marketing , infantilisation , surveillance , gamification and opposition . It is concluded that at a policy and institutional governance level, there is a need to shift the emphasis from what and how questions concerning student engagement to consider its broader political, economic and ethical implications as a means of challenging the prevailing policy narrative.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save.

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

Student Engagement: Towards A Critical Policy Sociology

Higher education policy on student engagement: thinking outside the box.

The Meanings of Student Engagement: Implications for Policies and Practices

Explore related subjects.

• Artificial Intelligence

Australian Council for Educational Research (ACER) (2008) Attracting, engaging and retaining: New conversations about learning. Australasian student engagement report, Camberwell, VIC: ACER.

Google Scholar  

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 , Dordrecht: Springer, pp. 343–359.

Chapter   Google Scholar  

Barnett, R. (1988) ‘Does higher education have aims?’, Journal of Philosophy of Education 22(2): 239–250.

Article   Google Scholar  

Brannick, T. and Coghlan, D. (2007) ‘In Defense of Being “Native”: The case of insider academic research’, Organisational Research Methods 10(1): 59–74.

Brown, R. and Carasso, H. (2013) Everything for Sale?: The Marketisation of UK Higher Education , New York and London: Routledge.

Boud, D. (2001) ‘Using journal writing to enhance reflective practice’, New Directions for Adult and Continuing Education 90(1): 9–17.

Coates, H. and McCormick, A.C. (eds.) (2014) Engaging University Students: International Insights from System - Wide Studies , Dordrecht: Springer.

Collini, S. (2012) What are Universities for? , London: Penguin.

Danvers E.C. (2015) ‘Criticality’s affective entanglements: Rethinking emotion and critical thinking in higher education’, Gender and Education doi: 10.1080/09540253.2015.1115469 .

Dawson, S. (2006) ‘The impact of institutional surveillance technologies on student behaviour’, Surveillance & Society 4(1/2): 69–84.

Department for Business, Innovation and Skills (DBIS) (2015) Fulfilling Our Potential: Teaching Excellence, Social Mobility and Student Choice , London: DBIS.

Department for Business, Innovation and Skills (DBIS) (2016) Higher Education: Success as a Knowledge Economy – White Paper , London: DBIS.

Ecclestone, K. and Hayes, D. (2009) The Dangerous Rise of Therapeutic Education , New York and Abingdon: Routledge.

Edmond, N. and Berry, J. (2014) ‘Discourses of ‘equivalence’ in HE and notions of student engagement: resisting the neoliberal university’, Student Engagement and Experience Journal , doi: 10.7190/seej.v3i2.90 .

Evans, C., Muijs, D. and Tomlinson, M. (2015) Engaged Student Learning: High - Impact Strategies to Enhance Student Achievement , York: Higher Education Academy.

Fejes, A. and Dahlstedt, M. (2013) The Confessing Society: Foucault, Confession and Practices of Lifelong Learning , Oxford and New York: Routledge.

Foucault, M. (1977) Discipline and Punishment , London: Tavistock.

Fredricks, J.A., Blumenfeld, P.C. and Paris, A.H. (2004) ‘School engagement: Potential of the concept, state of the evidence’, Review of Educational Research 74(1): 59–109.

Furedi, F. (2004) Therapy culture: Creating Vulnerability in an Uncertain Age , London: Routledge.

Gilmore, S. and Anderson, V. (2016) ‘The emotional turn in higher education: a psychoanalytic contribution’, Teaching in Higher Education, doi: 10.1080/13562517.2016.1183618 .

Giroux, H.A. (2014) Neoliberalism’s War on Higher Education , Chicago, IL: Haymarket Books

Gourlay, L. (2015) ‘Student engagement and the tyranny of participation’, Teaching in Higher Education 20(4): 402–411.

Hammersley, M. (2007) ‘Philosophy’s Contribution to Social Science Research on Education’, in D. Bridges and R. Smith (eds.) Philosophy, Methodology and Educational Research , Oxford: Blackwell, pp. 251–264.

Hobbs, V. (2007) ‘Faking it or hating it: can reflective practice be forced?’, Reflective Practice 8(3): 405–417.

Kahn, P. (2014) ‘Theorising student engagement in higher education’, British Educational Research Journal 40(6): 1005–1018.

Kahu, E.R. (2013) ‘Framing student engagement in higher education’, Studies in Higher Education 38(5): 758–773.

Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K. and Hayek, J.C. (2006). What Matters to Student Success: A Review of the Literature. Commissioned report for the national symposium on postsecondary student success: Spearheading a dialog on student success . Washington, DC: National Postsecondary Education Cooperative (NPEC).

Kuh, G.D. (2008) High - Impact Educational Practices: What They Are, Who Has Access To Them, and Why They Matter, Report from the American Association for Colleges and Universities.

Lasch, C. (1979) The Culture of Narcissism: American Life in the Age of Diminishing Expectations , London and New York: Norton Press.

Latane, B., Williams, K. and Harkins, B. (1979) ‘Many hands make light the work: The causes and consequences of social loafing’, Journal of Personality and Social Psychology 37(6): 822–832.

Lester, D. (2013) A Review of the Student Engagement Literature, Focus on Colleges, Universities and Schools 7(1): 1–13.

Lucas, L. (2006) The Research Game in Academic Life, Buckingham: Society for Research into Higher Education and Open University Press.

Lynch, K. (2006) ‘Neoliberalism and marketization: Implication for higher education’, European Educational Research Journal 5(1): 1–17.

Macfarlane, B. (2013) ‘The surveillance of learning: a critical analysis of university attendance policies’, Higher Education Quarterly 67(4): 358–373.

Macfarlane, B. (2015) ‘Student performativity in higher education: converting learning as a private space into a public performance’, Higher Education Research and Development 34(2): 338–350.

Macfarlane, B. (2016a) ‘The performative turn in the assessment of student learning: a rights perspective’, Teaching in Higher Education doi: 10.1080/13562517.2016.1183623 .

Macfarlane, B. (2016b) Freedom to Learn: The Threat to Student Academic Freedom and Why It Needs to be Reclaimed , New York and London: Routledge.

Mann, S.J. (2001) ‘Alternative perspectives on the student experience: Alienation and engagement’, Studies in Higher Education 26(1): 7–19.

Maringe, F. and Gibbs, P. (2009) Marketing Higher Education. Buckingham: Open University Press.

McCormick, A.C. and Kinzie, J. (2014) ‘Refocusing the Quality Discourse: The United States National Survey of Student Engagement’, in H. Coates and A.C. McCormick (eds.) Engaging University Students: International Insights from System - Wide Studies , Dordrecht: Springer, pp. 13–30.

Nelson, K.J., Quinn, C, Marrington, A. and Clarke, J.A. (2012) ‘Good practice for enhancing the engagement and success of commencing students’, Higher Education 63(1): 83–96.

Newswander, L.K. and M. Borrego (2009) ‘Engagement in two interdisciplinary graduate programs’, Higher Education 58(4): 551–562.

Nonnecke, B. and Preece, (2000) Lurker Demographics: Counting the Silent. In: T. Turner, G. Szwillus, M. Czerwinski, F. Peterno and S. Pemberton, Steven (eds.) Proceedings of the ACM CHI 2000 Human Factors in Computing Systems Conference ; 1–6 April, The Hague, The Netherlands. New York: ACM, pp. 73–80.

Oblinger, D.G. (2012) ‘Let’s talk analytics’, EDUCAUSE Review July/August: 10–13, http://er.educause.edu/articles/2012/7/lets-talk–analytics , accessed 29 November 2016.

Pascarella, E.T., Seifert, T.A. and Blaich, C. (2010) ‘How effective are the NSSE benchmarks in predicting important educational outcomes?’, Change: The Magazine of Higher Learning 42(1): 16–22.

Pigott, T.D., Valentine, J.C., Polanin, J.R., Williams, R.T. and Canada, D.D. (2013) ‘Outcome-Reporting Bias in Education Research’, Educational Researcher 42(8): 424–432.

Rogers, C. (1969) Freedom to Learn: A View of What Education Might Become , Columbus, Ohio: Merrill Publishing.

Rose, N. (1990) Governing the Soul: The Shaping of the Private Self , London: Routledge.

Sadler, D.R. (2010) ‘Fidelity as a precondition for integrity in grading academic achievement’, Assessment and Evaluation in Higher Education 35(6): 727–743.

Slade, S. and Prinsloo, P. (2013) ‘Learning analytics: ethical issues and dilemmas’, American Behavioral Scientist 57(10): 1509–1528.

Sumsion, J. and Fleet, A. (1996) ‘Reflection: can we assess it? Should we assess it?’, Assessment and Evaluation in Higher Education 21(2): 121–130.

Trowler, V. (2010) Student Engagement Literature Review , York: The Higher Education Academy.

Trowler, V. (2015) ‘Negotiating Contestations and ‘Chaotic Conceptions’: Engaging ‘Non‐Traditional’ Students in Higher Education, Higher Education Quarterly 69(3): 295–310.

Zepke, N. (2014a) ‘Student engagement research in higher education: Questioning an academic orthodoxy’, Teaching in Higher Education 19(6): 697–708.

Zepke, N. (2014b) ‘What future for student engagement in neo-liberal times?’, Higher Education 69(4): 693–704.

Zepke, N. (2015) ‘Student engagement research: thinking beyond the mainstream’, Higher Education Research and Development 34(6): 1311–1323.

Zepke, N. and Leach, L. (2010). Improving student engagement in post - compulsory education: A synthesis of research literature . A report prepared for the Teaching and Learning Research Initiative, Wellington. http://tlri.org.nz/sites/default/files/projects/9261-Literature-review.pdf , accessed 12 August 2016.

Zyngier, D. (2008) ‘(Re)conceptualising student engagement: Doing education not doing time’, Teaching and Teacher Education 24(7): 1765–1776.

Download references

Author information

Authors and affiliations.

University of Southampton, Highfield Campus, Southampton, SO17 1BJ, UK

Bruce Macfarlane & Michael Tomlinson

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Bruce Macfarlane .

Rights and permissions

Reprints and permissions

About this article

Macfarlane, B., Tomlinson, M. Critiques of Student Engagement. High Educ Policy 30 , 5–21 (2017). https://doi.org/10.1057/s41307-016-0027-3

Download citation

Published : 13 February 2017

Issue Date : March 2017

DOI : https://doi.org/10.1057/s41307-016-0027-3

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• student engagement
• neoliberalism
• performativity
• infantilisation
• surveillance
• gamification
• Find a journal
• Publish with us
• Track your research

Literature reviews / reading lists

Student engagement literature review.

This is a review of the international literature around student engagement

This review suggests three dimensions in the student engagement literature: individual learning structures and processes and engagement and identity. It brings together literature on what engagement is for who engagement is for and critical success factors for engagement. It highlights the large amounts of evidence on the benefits of student engagement for individual learning and also the surprising lack of literature on student representation and feedback.

The materials published on this page were originally created by the Higher Education Academy.

©Advance HE 2020. Company limited by guarantee registered in England and Wales no. 04931031 | Company limited by guarantee registered in Ireland no. 703150 | Registered charity, England and Wales 1101607 | Registered charity, Scotland SC043946 | VAT Registered number GB 152 1219 50. Registered UK Address: Advance HE, Innovation Way, York Science Park, Heslington, York, YO10 5BR, United Kingdom | Registered Ireland Address: Advance HE, First Floor, Penrose 1, Penrose Dock, Cork, T23 Kw81, Ireland.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Student engagement literature review

Related Papers

Vicki Trowler

Türk Eğitim Bilimleri Dergisi

Elif Igrek Ilhan

Öz Yükseköğretimde etkin katılım, son yıllarda dikkat çeken bir kavram hâline gelmiştir. Öğrenciler, akademik, sosyal ve kültürel faaliyetlere etkin katılım göstererek akademik/ mesleki/ sosyal yaşamları için gerekli pek çok niteliği kazanabilir. Öğrencilere etkin katılım göstermelerini sağlayacak olanaklar sunmak, çabalarını desteklemek ve onları bu konuda yönlendirmek üniversitelerin görevleri arasındadır. Bu görevlerin yerine getirilebilmesi için öncelikle mevcut durumun belirlenmesi gerekmektedir. Bu çalışmada, üniversite öğrencilerin akademik, sosyal, kültürel faaliyetlere etkin katılım düzeylerinin belirlenmesi amaçlanmıştır. Çalışmanın modeli taramadır ve nicel araştırma yöntemi kullanılmıştır. Çalışma grubunu, 2016-2017 eğitim-öğretim yılında Ankara'daki bir devlet üniversitenin eğitim fakültesinin farklı bölümlerine devam eden 451 öğrenci oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından hazırlanan Üniversite Öğrencilerinin Akademik, Sosyal ve Kültürel Faaliyetlere Etkin Katılımı Anketi (ÜÖ-ASKFEKA) kullanılmıştır. Veriler, temel betimsel istatistik teknikleri ile analiz edilmiştir. Araştırma sonucunda öğrencilerin akademik faaliyetlere katılım düzeyinin orta; sosyal ve kültürel faaliyetlere katılım düzeyinin ise düşük olduğu belirlenmiştir. Ayrıca öğrencilerin dersin öğretim elemanlarıyla ders dışında yeterli iletişim kuramadıkları, ancak birbirleriyle sürekli iletişim hâlinde oldukları; ders içi faaliyetlerin kendilerini zorlamadığı ancak sınavlarda zorlandıkları gibi sonuçlara da ulaşılmıştır. Öğrencilerin etkin katılım düzeylerini yükseltmek amacıyla öğretim programları, öğrenenlerin aktif öğrenmesini sağlayacak şekilde geliştirilip uygulanmalı, ücretsiz sosyal ve kültürel faaliyetler düzenlenmeli ve öğrenciler etkin katılım göstermeleri konusunda desteklenmelidir. Abstract Student engagement at higher education has become a noteworthy concept recently. Students gain various qualifications for their academic, professional and social lives engaging actively in academic, social/ cultural activities. It is among the duties of universities to provide opportunities for students to engage, direct them and support their efforts.

Victoria University of Wellington, New Zealand

Liz Chinlund

This study comprised an investigation of the longitudinal achievement of New Zealand first-year undergraduate students (n=967) who transitioned to their degrees through the Certificate of University Preparation (CUP) programme at Victoria University of Wellington between 2008 and 2012 and the role of preparation and engagement on their achievement. Certain student behaviours, development of study skills, importance of academic challenge, and emphasis on academic support were all correlated with later university achievement. Although engagement is a highly acclaimed concept, its links to achievement were unsubstantiated. Using linear regressions, students' academic perseverance and their achievement in CUP each uniquely predicted first-year university degree programme achievement. CUP students' university achievement was higher than mainstream students with similar secondary school achievement, based on a statistical model of achievement that accounted for the relative difficulty of achieving each result. These findings indicate that the CUP programme was effective in preparing learners to access and achieve in university.

Higher Education: Handbook of Theory and Research, v. 28

Alexander McCormick , Jillian Kinzie

This chapter traces the development of student engagement as a research-informed intervention to shift the discourse on quality in higher education to emphasize matters of teaching and learning while providing colleges and universities with diagnostic, actionable information that can inform improvement efforts. The conceptual lineage of student engagement blends a set of related theoretical propositions (quality of effort, involvement, and integration) with practice-focused prescriptions for good practice in undergraduate education. The development of survey-based approaches to measuring student engagement is reviewed, including a treatment of recent criticisms of these approaches. Next, we summarize important empirical findings, including validation research, typological research, and research on institutional improvement. Because student engagement emerged as an intervention to inform educational improvement, we also present examples of how engagement data are being used at colleges and universities. The chapter concludes with a discussion of challenges and opportunities going forward.

Steven Asby

Postsecondary institutions have increasingly attempted to discover innovative methods to promote student engagement and persistence, thus combating student attrition. In recent years, the higher education landscape has been flooded with intervention strategies sourced in early alert systems that utilize technological components to encourage student connections to institutional support entities. Whether homegrown or commercially developed, early alert systems provide cost-effective means of bolstering student persistence while depleting limited financial resources. While early alert systems have the potential to be a useful and cost-effective tactic to provide students with platforms for connections to faculty, academic advisors, and support resources, their development and implementation provides challenges. This study was based on Tinto's student development and Astin's student engagement theories. The purpose of this study was to uncover and analyze student perceptions of early alert system usage as a retention tool, an area of research lacking depth. The entire undergraduate student enrollment (N = 21,437) during the fall 2014 academic semester at East Carolina University was invited to complete an on-line survey requesting student opinions of campus utilization of the Starfish™ early alert system. A total of 4,658 student responses were collected. A series of statistical tests were used to assess differences in student perceptions of early alert system usage. General student opinions of early alert system structure and differences within student population groups and demographics were also discovered through data examination. Additionally, results of the analysis showed statistical significance indicating that early alert systems serve as conduits between students and the institution, impacting their

IJAR Indexing

The philanthropy of blended educational institutions robust the socio-economic conditions of human society. Blended learning defines alternative frameworks of educational arrangements between the student and teacher, which provide a guide and justification for advanced technology in educational contexts. Thus, our paper focuses on emerging notion of student?s learning at the higher level of education. The results from 287 students, and the identification by immersed experts of the criteria that were present in each of six teaching methods, made it possible to calculate a weighted score of engagement contribution for each teaching method. This approach found that from amongst the particular range of teaching methods the case study and project reports was the most engaging, followed by a team-based learning method. These results give teachers, a practical method for assessing and identifying teaching methods for student engagement for their particular profile.

IJELS AIAC , Tadesse Tedla

The aim of the study was to investigate the extent of engagement, inclusion and influence of engagement on inclusion of Students with Disabilities (SWDs) in Higher Education Institutions (HEIs). Convergent Parallel Mixed research design was employed though only quantitative data presentation, interpretation and discussion was considered in this paper. Student Engagement Scale (SES) and College Student Experience Questionnaire (CSEQ) were used to collect data. Reliability and validity of the instruments was scrutinized properly. For example, pilot study of the instruments was undertaken involving 30 SWDs who were attending their education at Mekelle University. Target population were 773 SWDs from 5 HEIs in the country, yet through Taro (1967) stratified proportionate random sampling technique (deaf, blind and physical impairment strata) 264 SWDs were determined to be sample populations. The data collected by the two questionnaire were analyzed by using one-sample t-test and multiple stepwise regression. Results indicated that SWDs were engaged highly in their sense of valuing (psychological engagement I) and cognitive engagements. However, they have lower sense of belonging, lower relationships with faculty members, peers and behavioral engagements. On the contrary, SWDs were found to be included and this inclusion was influenced by SWDs’ engagement. Recommendation was therefore, training about engagement need to be delivered to SWDs at various levels of education before entering to HEIs.

Bradley E Cox

Aggregated across all 57 participating institutions and across all 34 measured policy scales, institutions in the five-state LIPSS pilot study have done approximately one-half of what they could be doing to align their policies with the available research on first-year student success. This singular point of reference, although informative, masks considerable variability in the extent to which specific policies have been adopted. For example, all 57 participating institutions had some form of “early alert” system in place, most of which include systematic efforts to identify students experiencing both academic and personal difficulty. Likewise, every institution offers a formal orientation program for first-year students; the vast majority of schools require all of their first-year students to attend an orientation session. In contrast, few participating institutions provide differentiated orientation programs based on student characteristics (e.g., honors students, student-athletes, students with disabilities). Notwithstanding these relatively clear findings related to early alert systems and new-student orientation, the results from this pilot study paint a complex picture of institutional policy alignment with available research on first-year student success. Coordination of the first year of college: Although many institutions have developed division-wide or institution-wide mechanisms to coordinate the first-year experience, the composition and/or reporting lines of this coordinating structure (e.g., committee, office, individual) may not be maximizing the potential for high-level, cross-divisional collaboration. Faculty engagement with first-year students: Although most schools offer first-year seminars and have early alert systems that promote course-related interaction between faculty members and students, policies supporting or encouraging student-faculty interaction outside of the classroom are less common. Policies requiring or systematically rewarding faculty members for such engagement are particularly uncommon. Information dissemination: Institutions appear quick to share relevant information with key stakeholders (i.e., students, parents, guidance counselors), often front-loading information before students even attend their first class. But fewer than half of the surveyed institutions reiterate those early messages to students after classes have begun. Assessment: Most participating institutions have engaged in formal and wide-spread data collection activities related to institutional research, program assessment, and course evaluations. Far less common, however, is the use of such data for instructional development, academic planning, and resource allocation.

Jillian Kinzie

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Alberto Cabrera

Manja Klemenčič

Huisman, J., Brockerhoff, L. & Laufer, M. (2015), Factors affecting the quality of higher education: A literature review. Scoping report for the Dutch Education Council. Ghent: CHEGG, Ghent University

Jeroen Huisman , Lisa Brockerhoff

Jenae Burkart

Procedia - Social and Behavioral Sciences

Samsilah Roslan , Hee Teoh

Dessa Bergen-Cico

Roy Y. Chan

Journal of College Student Development

Shaun R Harper

Paulus Mangngi'

Megan Palmer

Denise Chalmers

Research in Higher Education

Chosang Tendhar , Penny Burge

Daniel Bureau

Alberto Cabrera , Paulina Perez Mejias

Greg Heiberger

Manja Klemenčič , Paul Ashwin

Kentucky Journal of Higher Education Policy and Practice

Michael R. Luthy

Kye-Hyoung Lee , Beth Bukoski

The Review of Higher Education

Irenee Beattie

Journal of Student Affairs Research and Practice

John Foubert

annual meeting of …

Tricia Seifert

Teaching in Higher Education

Michael Stebleton

Reynol Junco

Susan Wolfgram

Tabor Griswold

Http Dx Doi Org 10 1080 13562517 2012 666735

Matthew Wawrzynski

Rob Mitchell

Nurse Education in Practice

Elizabeth Forster

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• Corpus ID: 155197747

Student engagement literature review

Vicki Trowler

• Published 2010

Figures and Tables from this paper

940 Citations

Nomads in contested landscapes: reframing student engagement and nontraditionality in higher education.

• Highly Influenced
• 17 Excerpts

Undergraduate student engagement in China and the UK

• 18 Excerpts

Partners in academic endeavour: Characterising student engagement across internationally excellent medical schools

Student engagement with technology-enhanced resources in mathematics in higher education: a review.

• 10 Excerpts

Student Engagement and Educational Benefits of Web GIS-Based Projects

Pathways to student engagement: beyond triggers and mechanisms at the engagement interface, maintaining middle school students’ engagement in virtual learning environments, exploration of how curriculum co-creation advances student and staff aims for scottish higher education.

• 16 Excerpts

Personas Design for Conversational Systems in Education

Student participation in governance of medical and veterinary education: experiences and perspectives of student representatives and program directors, 237 references, student participation in university governance: the role conceptions and sense of efficacy of student representatives on departmental committees.

• Highly Influential

A model of online and general campus‐based student engagement

The value of student engagement for higher education quality assurance, what we're learning about student engagement from nsse: benchmarks for effective educational practices, what student affairs professionals need to know about student engagement, the national survey of student engagement: conceptual and empirical foundations, student involvement: a developmental theory for higher education., the other curriculum: out-of-class experiences associated with student learning and personal development, in their own words: what students learn outside the classroom, the measure of a man: conceptualizations of masculinity among high-achieving african american male college students., related papers.

Showing 1 through 3 of 0 Related Papers

Published in 2010