Journal articles on the topic 'Active engagement strategies'
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Korbel, Donna M., Joan M. McGuire, Manju Banerjee, and Sue A. Saunders. "Transition strategies to ensure active student engagement." New Directions for Student Services 2011, no. 134 (June 2011): 35–46. http://dx.doi.org/10.1002/ss.393.
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Venton, B. Jill, and Rebecca R. Pompano. "Strategies for enhancing remote student engagement through active learning." Analytical and Bioanalytical Chemistry 413, no. 6 (January 18, 2021): 1507–12. http://dx.doi.org/10.1007/s00216-021-03159-0.
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Abu Hassan, Salmah Anisah, and Norkhairi Bin Ahmad. "Using Subject Positioning Theory to Investigate Reading Engagement among University Students." Tell : Teaching of English Language and Literature Journal 10, no. 2 (September 30, 2022): 164. http://dx.doi.org/10.30651/tell.v10i2.14967.
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This study sets out to investigate the magnitude of reading engagement by technical engineering undergraduates. Purposive samples in the form of six bachelor’s degree students were chosen based on the observed active roles as class representatives and as active learners in the English course that they have previously taken. Two chapters from a compulsory textbook of a mandatory course from the undergraduates’ programme called Innovation Management were chosen to explore their subject positioning and reading engagement aspect. The undergraduates were requested to activey read, interact and scribble notes if necessary during reading while their engagement via think aloud protocol were recorded. The recordings were transcribed and analysed for evidence of subject positioning and knowledge processing with inter rater and expert verifications on the identified themes. The findings show that the uundergraduates actively undertake subject positioning to align and disalign with subject matter materials and information put forth by the author of the textbook as evidence of moderate to active reading engagement and knowledge processing. Input from previous reading, general knowldge, current experience and previous work experience intertwine in functioning as sources of the subject positioning and knowledge processing during the reading engagements. The findings are significant in raising awareness among educators on the need to cultivate active reading engagement and to devise training for undergraduates on strategies for active reading engagement. These recommended efforts from this study will yield great benefits for undergraduates in their learning curve at the academia.
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Coulentianos, Marianna J., Ilka Rodriguez-Calero, Shanna R. Daly, Jocelyn Burridge, and Kathleen H. Sienko. "Medical Device Design Practitioner Strategies for Prototype-Centered Front-End Design Stakeholder Engagements in Low-Resource Settings." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 957–64. http://dx.doi.org/10.1017/dsi.2019.101.
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AbstractPrototypes have the potential to provoke discussion and to encourage stakeholders to play an active role during design engagements in the front-end phases of a design process. However, detailed descriptions of stakeholder engagement strategies in front-end design are lacking. The aim of this research study was to understand how design practitioners prepare and manage stakeholders for engagements involving prototypes in the front-end phases of a medical device design process. Design practitioners at companies developing mechanical and electromechanical medical devices for use in low- and middle-income countries were interviewed following a semi-structured interview guide. Interview transcripts were analysed, and inductive codes were developed. The findings suggest that design practitioners manage the group composition of stakeholders, review the project and prototype(s) with stakeholders at the start of the engagement, and show the progress of prototypes to stakeholders over multiple engagements. These strategies shed light on the importance of handling interpersonal relationships during stakeholder engagement with prototypes.
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Thwin, Eugenie Phyu Aye, and Zaw Lwin. "Simple Interactive Lecturing Strategies for Fostering Students’ Engagement and Active Participation." Medical Science Educator 28, no. 1 (November 7, 2017): 203–9. http://dx.doi.org/10.1007/s40670-017-0492-3.
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Patil, Sachin S., and Nagaraj V. Dharwadkar. "Improving Students Engagement Through Active Learning Strategies: Case Study Based Active Review Sessions and Skillathon." Journal of Engineering Education Transformations 33 (January 31, 2020): 340. http://dx.doi.org/10.16920/jeet/2020/v33i0/150186.
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Ahshan, Razzaqul. "A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic." Education Sciences 11, no. 9 (August 31, 2021): 483. http://dx.doi.org/10.3390/educsci11090483.
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The COVID-19 pandemic has caused a drastic shift of face-to-face teaching and learning to remote/online teaching and learning at all levels of education worldwide. Active student engagement is always a challenging task for educators regardless of the teaching modalities. The degree of challenge for active student engagement increases significantly in remote/online teaching and learning. This paper presents a framework that implements activities/strategies to ensure active student engagement in remote/online teaching and learning during this COVID-19 pandemic. The structure of the developed framework combines the balanced use of adjusted teaching pedagogy, educational technologies, and an e-learning management system. Teaching pedagogy involves various active learning techniques, synchronous teaching, asynchronous teaching, and segmentation. The educational technologies, such as Google Meet, Jamboard, Google Chat, Breakout room, Mentimeter, Moodle, electronic writing devices, etc., enable the developed framework for active student engagement. An e-learning management system, Moodle, is used for course management purposes. Over the last three semesters (Fall 2020, Spring 2021, and Summer 2021), the framework is tested for three different engineering courses. A questionnaire draws out student perception on the developed framework in terms of active student engagement that ensures student–student interactions, student–instructor interactions, social presence, reinforces learning and deepens understanding of the materials in remote teaching. The feedback also indicates that combining the utilized technologies, synchronous teaching, and active learning activities in the developed framework is effective for interactive learning; hence a practical approach for active student engagement in remote/online teaching and learning. The article focuses on contributing to present research and infusing future research direction about technology-enhanced active student engagement in Engineering Education.
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Gligorea, Ilie, Ghiță Bârsan, Romana Oancea, and Nicolae Moro. "E-Learning Strategies to Improve the Students’ Engagement." International conference KNOWLEDGE-BASED ORGANIZATION 27, no. 3 (June 1, 2021): 27–33. http://dx.doi.org/10.2478/kbo-2021-0085.
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Abstract With the right approach and strong enough motivation, any teacher can make attractive learning be a modern and rewarding learning environment that encourages, engages and motivates students to achieve long-term learning success. The study carried out in this article aims to analyze student engagement by taking into account attendance logs, reviewing the content and grades obtained in a technical course of a number of 102 individuals. The collected data were processed in the customized / individualized reports extracted from the Moodle platform. The results of this study highlight the importance of teachers’ involvement in creating and adapting content so that students are directly involved in learning, remain active and motivated. The result of the study underlines the elements that can be used for increased students’ engagement.
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Mohamed Ahmed, Hanaa. "Effect of Active Learning Strategies on Classroom Engagement among Baccalaureate Nursing Students." Egyptian Journal of Health Care 9, no. 4 (December 1, 2018): 605–15. http://dx.doi.org/10.21608/ejhc.2018.207945.
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Desselle, Bonnie C., Robin English, George Hescock, Andrea Hauser, Melissa Roy, Tong Yang, and Sheila W. Chauvin. "Evaluation of a Faculty Development Program Aimed at Increasing Residents' Active Learning in Lectures." Journal of Graduate Medical Education 4, no. 4 (December 1, 2012): 516–20. http://dx.doi.org/10.4300/jgme-d-11-00209.1.
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Abstract Background Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Methods Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Results Responses to the workshop questionnaire (n = 32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P = .02) and solicited justifications for answers (P = .01). Conclusion A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.
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Arjomandi, Amir, Juergen Heinz Seufert, Martin O’Brien, and L. Celeste Rossetto. "An Empirical Study of Business Student Engagement with Active Teaching Strategies: A Comparison of First Year and Senior Students." American Business Review 24, no. 1 (May 18, 2021): 67–89. http://dx.doi.org/10.37625/abr.24.1.67-89.
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The quantitative evaluation of student engagement has been difficult to achieve. This study uses Kahu’s (2013) conceptual framework to investigate the effectiveness of active teaching strategies and how they influence Business students’ engagement in a blended learning environment. First, we quantify the influence of various in-class active teaching activities and out-of-class support tools upon student engagement. The link between engagement and student outcomes in terms of academic results and personal and professional skills development is then captured in our empirical modelling. Results are compared between first year and senior students to understand significant differences in their engagement and experience. Our findings suggest that first year students display a higher propensity to utilize in-class learning activities and out-of-class support tools. This in turn, establishes a strong link with their engagement patterns. However, there is a weaker link between first year student engagement and outcomes compared to senior students. Overall, this study reinforces the usefulness of Kahu’s framework to guide curricula developments that cater for learners’ different needs.
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Buchhorn, William, and Elena Allen. "Leading the Transition to Active Learning Strategies and the High-Engagement Teaching Model." Department Chair 29, no. 1 (June 2018): 21–22. http://dx.doi.org/10.1002/dch.30206.
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Liang, Haizhao, Jianying Wang, Jiaqi Liu, and Peng Liu. "Guidance strategies for interceptor against active defense spacecraft in two-on-two engagement." Aerospace Science and Technology 96 (January 2020): 105529. http://dx.doi.org/10.1016/j.ast.2019.105529.
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Adam, Ibrahim. "Web 2.0 Tools in Classroom: Enhancing Student Engagement through Technology Enabled Active Learning." Special Issue No.1 1, no. 1 (July 1, 2020): 41–55. http://dx.doi.org/10.33093/ijcm.2020.1.x1.4.
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The essentiality of teaching is to make student learning possible. This can be achieved by ensuring student engagement during lessons. Due to the paradigm shift in learning towards student-centred learning, pedagogical strategies need to be adopted to create a learning environment where students can be active learners. Hence, 21st century teachers are expected to be capable of enhancing active learning. As current learners accept technology; adapts to it, uses it to complete tasks in new and creative ways, pedagogical strategies such as active learning needs to be implemented in a technology enabled learning environment. This paper looks into the two cycles of action research, conducted to improve student engagement by creating learning activities using Web 2.0 tools to promote active learning among students, which in turn would enhance their engagement within the class. The purpose of the first cycle was to design learning activities using web 2.0 tools and evaluate these activities on the levels of active learning. Evaluators agree that each activity promotes active learning with a combination of low complexity, medium complexity and high complexity levels. The purpose of the second cycle was to measure the levels of student engagement when the learning activities were implemented within the classroom. Results suggest that they were highly engaged with performance of the highest level.
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Han, Feifei. "The Relations between Teaching Strategies, Students’ Engagement in Learning, and Teachers’ Self-Concept." Sustainability 13, no. 9 (April 29, 2021): 5020. http://dx.doi.org/10.3390/su13095020.
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Good teaching strategies may not only engage students in learning but may also promote teachers’ self-concept about teaching. The present study empirically investigated the contributions of four popular teaching strategies, namely, feedback, scaffolding, active learning, and collaborating, to students’ engagement in learning and teachers’ self-concept in teaching. The study adopted a quantitative design, which surveyed 208 Australian primary school teachers by using a five-point Likert-scale questionnaire. The structure of the questionnaire was first explored by an exploratory factor analysis (EFA) and then through a confirmatory factor analysis (CFA) in order to provide an account for validity. The results of correlations showed that all the four teaching strategies were positively associated with both students’ engagement and teachers’ self-concept. The results of the structural equation modelling found that the strength of these relations varied. While feedback, scaffolding, and active learning strategies all positively contributed to teachers’ self-concept, collaborating neither significantly predicted students’ engagement nor teachers’ self-concept. Only scaffolding had a positive path to students’ engagement, implying that scaffolding may be the best strategy among the four teaching strategies to engage primary students. The study suggested to teachers that they need to consider the age of learners when implementing teaching strategies.
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du Rocher, Andrew R. "Active learning strategies and academic self-efficacy relate to both attentional control and attitudes towards plagiarism." Active Learning in Higher Education 21, no. 3 (March 30, 2018): 203–16. http://dx.doi.org/10.1177/1469787418765515.
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Active learning strategies, goals, values, self-efficacy and thus study motivation are all thought to affect the depth of student engagement with their work. Plagiarism is a common problem and must reflect a shallow level of student engagement. Cognitive perspectives on learning and teaching should consider how variations in attentional control might be implicated in both study motivation and plagiarism. This study aimed to elucidate the relationship between these variables, with the intention of informing learning and teaching practices. Increased self-efficacy, active learning strategies and learning values were robustly related to a more negative attitude towards plagiarism. Attentional control was unrelated to attitudes towards plagiarism, but was robustly related to increased self-efficacy and active learning strategies. Research concerning how both active learning and self-efficacy are affected by attentional control processes should be instrumental in improving teaching techniques. Increasing students’ active learning and self-efficacy during their degree should prove to be of particular utility when developing plagiarism interventions.
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Vathi, Zana, and Ruxandra Trandafoiu. "EU nationals in the UK after BREXIT." Journal of Language and Politics 19, no. 3 (April 3, 2020): 479–97. http://dx.doi.org/10.1075/jlp.19028.vat.
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Abstract The United Kingdom’s decision to leave the European Union has triggered a variety of forms of political engagement among EU nationals living in the UK. Our research, carried out in the North West of England, an area that has received little attention so far, demonstrates that the result of the 2016 Referendum sparked a new awareness of public discourse, has led to the emergence of new political and discursive attitudes and strategies, as well as persuasive reflexivity and incipient activism on the part of EU nationals. This article thus contributes to the existing literature on political engagement by analysing EU nationals’ cognitive, discursive and pro/re-active engagements with Brexit.
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Piazza, Vivian E., Frank J. Floyd, Marsha R. Mailick, and Jan S. Greenberg. "Coping and Psychological Health of Aging Parents of Adult Children With Developmental Disabilities." American Journal on Intellectual and Developmental Disabilities 119, no. 2 (March 1, 2014): 186–98. http://dx.doi.org/10.1352/1944-7558-119.2.186.
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Abstract Among aging parents (mean age = 65, N = 139) of adults with developmental disabilities, we examined the effectiveness of multiple forms of coping with caregiver burden. As expected, accommodative strategies of adapting to stress (secondary engagement), used frequently in later life, buffered the impact of caregiver burden, whereas disengagement and distraction strategies exacerbated the effects of burden on depression symptoms. Most effects were similar for mothers and fathers, and all coping strategies, including active strategies to reduce stress (primary engagement), had greater effects for the parents with co-resident children. Vulnerability to caregiver burden was greatest when the aging parents with co-resident children used disengagement and distraction coping, but those who used engagement coping were resilient.
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TOMASIK, MARTIN J., and RAINER K. SILBEREISEN. "Negotiating the demands of active ageing: longitudinal findings from Germany." Ageing and Society 34, no. 5 (January 10, 2013): 790–819. http://dx.doi.org/10.1017/s0144686x12001304.
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ABSTRACTThe challenges of population ageing and globalisation have been addressed by many welfare states in terms of active ageing policies, which in turn confront individuals with new demands such as keeping up to date with technological developments. The purpose of this paper is to analyse how individuals negotiate the demands of active ageing. The outcome variable was change in primary and secondary control strategies with regard to demands of active ageing over the course of one year. In a German sample of N = 602 men and women aged 55–75 years, we found a strong preference for engagement with these demands and a low preference for disengagement. Furthermore, a higher load of demands of active ageing was associated with an increase in engagement with these demands. However, when people perceived their everyday surroundings as unfavourable, their disengagement with demands of active ageing increased. Higher internal control beliefs concerning demands of active ageing were associated with an increase in engagement and a decrease in disengagement. We conclude that individuals strengthen their efforts to master demands of active ageing when they believe that they can control them. When the everyday ecology seems unfavourable, though, strategies are preferred that enable people to avoid a presumably lost case.
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Piotrowski, Andrzej, Ewa Sygit-Kowalkowska, and Imaduddin Hamzah. "Work Engagement among Prison Officers. The Role of Individual and Organizational Factors in the Polish and Indonesian Penitentiary Systems." International Journal of Environmental Research and Public Health 17, no. 21 (November 6, 2020): 8206. http://dx.doi.org/10.3390/ijerph17218206.
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The literature on work engagement among prison officers (POs) remains rather scarce, and there are no analyses on the factors determining this phenomenon. The current study aimed to examine the relationships between work engagement, subjective well-being, coping strategies, and organizational factors utilizing the Utrecht Work Engagement Scale (UWES-9), the Coping Orientation to Problems Experienced (COPE), and Cantril’s Ladder of Health Scale (CLHS), and involving 312 POs from Poland and 467 POs from Indonesia. Results showed a statistically significant relationship between active coping and work engagement in both groups. Subjective well-being was moderately related to work engagement among Polish POs. Mean work engagement and subjective well-being scores were higher among Indonesian POs. The analyses showed a significant indirect effect of subjective well-being for the relationship between penitentiary unit type, active coping, as well as avoidant behaviors and work engagement in the Polish group. Closed prison officers more often declared higher subjective well-being. Work engagement is a complex psychological phenomenon. There exists a justified need for the analyses to consider personal determinants (e.g., coping strategies) as well as organizational factors related to the POs’ work environment. The literature presents a broad picture of the benefits of studying this phenomenon.
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Bee, Cristiano, and Dimitra Pachi. "Active Citizenship in the UK: Assessing Institutional Political Strategies and Mechanisms of Civic Engagement." Journal of Civil Society 10, no. 1 (January 2, 2014): 100–117. http://dx.doi.org/10.1080/17448689.2014.895604.
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Rowe, Dawn A., Valerie L. Mazzotti, Angela Ingram, and Seunghee Lee. "Effects of Goal-Setting Instruction on Academic Engagement for Students At Risk." Career Development and Transition for Exceptional Individuals 40, no. 1 (November 24, 2016): 25–35. http://dx.doi.org/10.1177/2165143416678175.
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Research indicates teachers feel teaching goal-setting is an effective way to enhance academic engagement. However, teachers ultimately feel unprepared to embed goal-setting instruction into academic content to support active student engagement. Given the importance teachers place on goal-setting skills, there is a need to identify strategies to support teachers embedding goal-setting instruction across the academic day. Therefore, the purpose of this study was to investigate the effects of goal-setting instruction on academic engagement for middle school students at risk for academic failure. Results indicated a functional relation between goal-setting lessons and students’ active academic engagement. Limitations, suggestions for future research, and implications for practice are provided.
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Karge, Belinda Dunnick, Kathleen M. Phillips, Tammy Jessee, and Marjorie McCabe. "Effective Strategies For Engaging Adult Learners." Journal of College Teaching & Learning (TLC) 8, no. 12 (November 22, 2011): 53. http://dx.doi.org/10.19030/tlc.v8i12.6621.
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Innovative methods in teaching should be used in every college classroom to enhance student engagement, support any teaching environment and encourage inquiry among learners. Adults learn best by participation in relevant experiences and utilization of practical information. When adult students are active in their learning they are able to develop critical thinking skills, receive social support systems for the learning, and gain knowledge in an efficient way. The authors highlight several exemplary strategies for adult learners including, Think-Pair-Share, Tell -Help-Check, Give One, Get One, and the Immediate Feedback Assessment Test.
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Schetsche, C. "Pathways Through Coping Strategies to Psychological Symptoms: Structural Equation Modeling That Highlights the Importance of Social Support." Консультативная психология и психотерапия 30, no. 1 (2022): 67–92. http://dx.doi.org/10.17759/cpp.2022300105.
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Relevance. Engagement strategies (e.g., cognitive restructuring, problem solving, and social support) include an active effort to manage stressful situations, and disengagement strategies (e.g., self-criticism, wishful thinking, problem avoidance and emotional concealment) are characterized by behaviors and thoughts that do not intend to modify the situation. Several studies have shown that disengagement coping strategies have the largest effects on psychological symptoms. Goal. To identify which engagement strategies are most effective in reducing the probability of using disengagement strategies, the objective of the present study was to determine the causal relationships between the engagement und disengagement coping strategies and to relate them to psychological symptoms. Method. For the development of a structural equation model (SEM), an online data collection was performed in Germany (N = 295). Results. Self-criticism and emotional concealment stood out with a negative impact on other disengagement strategies and psychological symptoms. As far as engagement strategies were concerned, the role of problem solving and social support was emphasized. Cognitive restructuring had an ambiguous nature since it had negative effects on certain disengagement strategies but also a positive effect on problem avoidance. It was concluded that social support occupied a transcendental position because it had the most significant effect to reduce self-criticism and emotional concealment.
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Montrezor, Luís H. "Performance in physiology evaluation: possible improvement by active learning strategies." Advances in Physiology Education 40, no. 4 (December 2016): 454–57. http://dx.doi.org/10.1152/advan.00022.2016.
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The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them.
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Dahm, Maria R., Anthony Brown, Dean Martin, Maureen Williams, Brian Osborne, Jocelyne Basseal, Mary Potter, et al. "Interaction and innovation: practical strategies for inclusive consumer-driven research in health services." BMJ Open 9, no. 12 (December 2019): e031555. http://dx.doi.org/10.1136/bmjopen-2019-031555.
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IntroductionDespite advances in the co-creation of clinical research involving consumers in the last few decades, consumer engagement in health services research generally remains inconsistent and is too often treated as a perfunctory exercise.ObjectiveDrawing on a health services study on diagnostic test result management, communication and follow-up, we: (1) outline practical strategies used to enhance the contribution of health consumer representatives across all stages of health services research, including active involvement in prioritising objectives for data analysis and participating in data analysis and the dissemination of findings; and (2) describe the impact of continued engagement of consumers on the programme of research, the interpretation of findings and their translational potential.Key innovationsKey enabling innovations for engagement included: (1) planned opportunities for long-term consumer involvement across all stages of the research process from conception to dissemination; (2) enhanced consumer engagement capacity; (3) purposeful recruitment of appropriately trained consumers; (4) provision of support structures for active consumer involvement in research design, analysis and write-up; and (5) financial support for consumer involvement.Impact/ConclusionEnhancing consumer contribution and establishing inclusive research design requires a negotiated, interactive, meaningful and transparent process. As a collaborative approach, consumer-driven research involvement offers opportunities for new, often unexpected or unexplored perspectives to feature across the whole research process. In a move away from tokenistic consumer involvement, consumers and researchers who participated in this novel and immersive research project identified inclusive research as a powerful tool to enhance health services research and its translation into effective policy.
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Hasanah, Savira Uswatun. "Stabilizing Student Engagement in Teaching English at SDIT At-Taqwa Surabaya." Education and Human Development Journal 7, no. 01 (May 31, 2022): 33–41. http://dx.doi.org/10.33086/ehdj.v7i01.2715.
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Abstract: The COVID-19 pandemic situation that occurred over a long period of time had quite an impact on student learning methods. These emerging learning innovations greatly impact the involvement of students, especially elementary school children. This study aims to identify the relationship between engagement strategies and student's involvement in a hybrid-based English class at SDIT AT-Taqwa Surabaya. This research is a descriptive qualitative study. Data were collected through a process of observation and questionnaires that focused on the types of engagement strategies used, as well as the responses shown by grade 1A and 1B students at SDIT AT-Taqwa Surabaya. The results show that the students' engagement strategies used by grade one English teachers at SDIT AT-Taqwa are varied. These strategies are socio-affective, design, and organization engagement. Teachers strongly emphasize the use of socio-affective engagement strategies, especially in order to increase students' emotional involvement. The teacher understands that to create an active, collaborative and conducive hybrid class, the teacher must build a sense of comfort among the students in the classroom. In other words, the teachers realize that emotional involvement is the foundation in triggering cognitive and behavioral engagement. It can be stated that the hybrid-based English classes at SDIT AT-Taqwa are being conducted successfully and wisely in a very balanced online and offline approach using the available resources.
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Jerofke-Owen, Teresa A., Natalie S. McAndrew, Karen S. Gralton, Joan P. Totka, Marianne E. Weiss, Alissa V. Fial, and Kathleen J. Sawin. "Engagement of Families in the Care of Hospitalized Pediatric Patients: A Scoping Review." Journal of Family Nursing 28, no. 2 (October 4, 2021): 151–71. http://dx.doi.org/10.1177/10748407211048894.
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This scoping review was conducted to examine the range, nature, and extent of the published family engagement literature specific to the pediatric acute care setting to highlight future research and practice development opportunities. Included studies ( N = 247) revealed global relevance. Engagement strategies ranged from more passive such as allowing/encouraging families to be present at the bedside to more active strategies aimed at promoting mutual and reciprocal nurse–patient interactions. Family engagement is distinguished by a mutually beneficial partnership of families with health care team members and care organizations. Future research in the area of family engagement in pediatric nursing should focus on determining the core engaging health professional behaviors and engaged parent outcomes; extending the knowledge base related to mutually beneficial partnerships between families and health care teams; developing effectiveness studies to determine the optimal engaging actions by teams to achieve parent engagement; and measuring the influence of engagement on parent and infant/child outcomes.
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Mukherjee, Santanu. "Collaborative governance strategies for a strategic offshore IT outsourcing engagement." Journal of Global Operations and Strategic Sourcing 10, no. 2 (June 19, 2017): 255–78. http://dx.doi.org/10.1108/jgoss-11-2016-0037.
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Purpose This research study aims to establish the significance of collaborative governance practices in creating higher business value from an offshore IT outsourcing (ITO) relationship. Design/methodology/approach At the outset, a Delphi technique identifies the most significant ITO success criteria from a prescribed list, which is the outcome of a review and analysis of existing research articles. Subsequently, an empirical survey captures the perceptions of provider-side middle level professionals to prioritize these significant success criteria, which are the outcome of the Delphi study. Statistical analysis of the prioritized success criteria delivers a set of success factors, which forms the basic building blocks to formulate a set of offshore governance strategies. A real-life case evidence shows the practicability of implementing the proposed strategies underlining the similar practices taken up in the past. Findings A set of strategies and best practices for establishing collaborative governance mechanisms within a strategic offshore ITO. Research limitations/implications This research study captures the perspectives of Indian service providers only. Originality/value This comprehensive study helps the contractual parties harness and augment the positive impacts of success factors in implementing superior contractual, relational and performance governance strategies within a strategic ITO initiative. A collaborative program management mechanism ensures the fruitful implementation of proposed strategies with the active support of top management of contractual parties. Consequently, the proposed strategies help offshore providers assess and augment their service capabilities for higher business efficiency and value creation.
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L'Allier, Susan K., and Laurie Elish-Piper. "“Walking the Walk” With Teacher Education Candidates: Strategies for Promoting Active Engagement With Assigned Readings." Journal of Adolescent & Adult Literacy 50, no. 5 (February 2007): 338–53. http://dx.doi.org/10.1598/jaal.50.5.2.
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Farizka, Nurmalinda Maharani, and Bambang Yudi Cahyono. "Faculty members’ strategies to foster students’ learning engagement in writing class." Journal on English as a Foreign Language 11, no. 1 (March 30, 2021): 175–96. http://dx.doi.org/10.23971/jefl.v11i1.2478.
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Fostering students' learning engagement plays a crucial role in higher education institutions. It is essential to assist students' learning best, satisfaction, and preferred faculty members' teaching strategies. The purpose of this study was to find out the faculty members' strategies by mapping out the students' perceptions of their experiences in writing classes with highly-engaging environments. Thirty participants from undergraduate students of English Language Teaching (ELT) at five state universities in Malang, Indonesia were selected purposively. All participants identified themselves as active students as they already had sophisticated results in the writing classes. Hence, the researchers employed a Likert scale questionnaire and semi-structured interview guide in collecting the data. The study revealed that the learning management system, materials, discussion, and feedback sections were rated highly as the most common activities during the teaching and learning of writing skills. Almost all of the participants mentioned confidently that those fundamental activities that boosted their participation resulted in positive learning engagement. Specifically, the researchers found that the faculty members' indirect learning strategy that specified only on the social learning strategies can foster students' engagement well. In highlight, this study offers teaching reflections by spotlighting various engagement strategies implemented in the writing class circumstances.
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Kaiseler, Mariana, Fernando Passos, Cristina Queirós, and Pedro Sousa. "Stress Appraisal, Coping, and Work Engagement among Police Recruits: An Exploratory Study." Psychological Reports 114, no. 2 (April 2014): 635–46. http://dx.doi.org/10.2466/01.16.pr0.114k21w2.
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This study investigated the influence of stress appraisal and coping on work engagement levels (Absorption, Vigour, and Dedication) of police recruits. Participants were 387 men, ages 20 to 33 yr. ( M = 24.1, SD = 2.4), in their last month of academy training before becoming police officers. Partially in support of predictions, work engagement was associated with Stressor control perceived, but not Stress intensity experienced over a self-selected stressor. Although the three dimensions of work engagement were explained by Stressor control and coping, Absorption was the dimension better explained by these variables. Police recruits reporting higher Absorption, Vigour, and Dedication reported using more Active coping and less Behavioural disengagement. Results showed that stress appraisal and coping are important variables influencing work engagement among police recruits. Findings suggested that future applied interventions fostering work engagement among police recruits should reinforce perceptions of control over a stressor as well as Active coping strategies.
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Lenardoni, Bianca, and Ernesto Natale. "Engagement in the local context: the active involvement of the person suffering from long-term pathologies." AboutOpen 7, no. 1 (August 3, 2020): 62–63. http://dx.doi.org/10.33393/abtpn.2020.2128.
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Introduction: In 2017 the nursing staff of Health Local District no. 2 of Trieste followed 67 patients in charge at both the home and the outpatient services for long-term pathologies starting from the hospitalization.
Case description: The Service administered the PHE-S® scale to these 67 patients, in the light of a strategical consideration of the importance of monitoring the levels of patients’ engagement and of personalizing dedicated initiatives to promote the active involvement of the patients, also thanks to the improvement of the clinical relationship. The level of engagement was measured at zero, one and four months after hospitalization. In the four months after discharge, the nursing staff applied specific strategies to promote engagement.
Conclusions: This study shows that engagement of patients with long-term illnesses is strategically important to improve care and quality of life.
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Bromley, Pam. "Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method." PS: Political Science & Politics 46, no. 04 (September 30, 2013): 818–22. http://dx.doi.org/10.1017/s1049096513001145.
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AbstractAlthough political science instructors increasingly recognize the advantages of incorporating active learning activities into their teaching, simulations remain the discipline's most commonly used active learning method. While certainly a useful strategy, simulations are not the only way to bring active learning into classrooms. Indeed, because students have diverse learning styles—comprised of their discrete learning preferences—engaging them in a variety of ways is important. This article explores six active learning techniques: simulations, case studies, enhanced lectures, large group discussion, small group work, and in-class writing. Incorporating these activities into an introductory, writing-intensive seminar on globalization and surveying students about their engagement with course activities, I find that different activities appeal to students with different learning preferences and that simulations are not students most preferred activity. Bringing a broader range of active learning strategies into courses can improve teaching for all students, no matter their learning style.
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Kartina, Ir, Udi Samanhudi, Siti Aisyah, Lukman Nulhakim, Sutrisno Sadji Evendi, and Maman Faturohman. "Active Learning and Student Engagement in Mathematics at Madrasah Ibtidâ’iyah Al-Jauharotunnaqiyah." Excellence in Higher Education 2, no. 2 (December 31, 2011): 109–13. http://dx.doi.org/10.5195/ehe.2011.60.
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Teaching for active learning has been widely recognized as a more effective teaching methodology than traditional transmission models of teaching. However, numerous studies have documented the persistence of traditional teaching methods despite the extensive research literature on the effectiveness of teaching for active learning and frequent efforts to train teachers to use this approach in their classrooms. In this article a team of lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa) in Indonesia report on an action research project carried out at an elementary-level madrasah in the city of Cilegon. Members of the team gathered qualitative data through interviews, focus groups, and classroom observations in order to better understand the challenges teachers faced in teaching for active learning before designing and carrying out a collaborative intervention designed to help teachers use active learning strategies in a mathematics classroom. Key Words: Active Learning, Madrasah, Mathematics, Indonesia
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Hurwich-Reiss, Eliana, Colby Chlebowski, Teresa Lind, Kassandra Martinez, Karin M. Best, and Lauren Brookman-Frazee. "Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery." Autism 25, no. 6 (March 28, 2021): 1709–20. http://dx.doi.org/10.1177/13623613211001614.
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This study identified patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder within publicly funded mental health services and compared patterns for therapists delivering usual care to those trained in AIM HI (“An Individualized Mental Health Intervention for ASD”). Data were drawn from a randomized community effectiveness trial and included a subsample of 159 therapists (86% female) providing outpatient or school-based psychotherapy. Therapist strategies were measured via observational coding of psychotherapy session recordings. Exploratory factor analysis used to examine patterns of strategy delivery showed that among therapists in the usual care condition, strategies loaded onto the single factor, General Strategies, whereas for therapists in the AIM HI training condition, strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies. Among usual care therapists, General Strategies were associated with an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were associated with reductions in child behavior problems over 18 months. Results support the effectiveness of training therapists in evidence-based interventions to increase the specificity of strategies delivered to children with autism spectrum disorder served in publicly funded mental health settings. Findings also support the use of active teaching strategies in reducing challenging behaviors. Lay abstract This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI (“An Individualized Mental Health Intervention for ASD”), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18 months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services.
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Muir, Tracey, Tracy Douglas, and Allison Trimble. "Facilitation strategies for enhancing the learning and engagement of online students." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 101–18. http://dx.doi.org/10.53761/1.17.3.8.
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The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection, engagement and learning in maths education and human biology subjects. Findings indicate that focusing on social, managerial and technical facilitation strategies resulted in an increased instructor presence and active involvement, which in turn were influential in motivating students to engage with learning online. The findings have implications for higher education providers and instructors who are tasked with engaging online students. This identifies the importance of targeted online facilitation to enhance learner-instructor and learner-content engagement.
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Freeman, Jennifer. "Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know—A Closing Commentary." Beyond Behavior 27, no. 3 (September 7, 2018): 175–76. http://dx.doi.org/10.1177/1074295618799082.
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Researchers have identified low-intensity classroom management strategies that, when implemented consistently, lead to significant improvements in student behavior. The strategies detailed in this special issue—behavior-specific praise, high-probability request sequence, precorrection, active supervision, instructional choice, and instructional feedback—can easily be embedded within academic instruction and result in decreased student disruptive behavior and increased academic engagement.
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Stolk, Jonathan, and Janie Harari. "Student motivations as predictors of high-level cognitions in project-based classrooms." Active Learning in Higher Education 15, no. 3 (November 2014): 231–47. http://dx.doi.org/10.1177/1469787414554873.
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It is well established that active learning helps students engage in high-level thinking strategies and develop improved cognitive skills. Motivation and self-regulated learning research, however, illustrates that cognitive engagement is an effortful process that is related to students’ valuing of the learning tasks, adoption of internalized goal orientations, and development of personal agency. In this study, we test these relationships by generating multiple regression models that use motivational variables to predict college students’ use of elaboration and critical thinking in project-based courses. We find that elaboration strategies are significantly and positively predicted in regression models based on task value and intrinsic goal orientation or on task value and self-efficacy. Regression analyses illustrate that models based on task value and intrinsic goal orientation, in combination with either self-efficacy or extrinsic goal orientation, described students’ use of critical thinking strategies. These findings support prior research that shows that student motivations are significantly tied to their use of cognitive strategies. The findings extend the existing research base by illustrating the extent to which student motivations may be used to predict cognitive engagement in active, project-based environments.
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Wetherby, Amy M., Juliann Woods, Whitney Guthrie, Abigail Delehanty, Jennifer A. Brown, Lindee Morgan, Renee D. Holland, Christopher Schatschneider, and Catherine Lord. "Changing Developmental Trajectories of Toddlers With Autism Spectrum Disorder: Strategies for Bridging Research to Community Practice." Journal of Speech, Language, and Hearing Research 61, no. 11 (November 8, 2018): 2615–28. http://dx.doi.org/10.1044/2018_jslhr-l-rsaut-18-0028.
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PurposeThe need for community-viable, evidence-based intervention strategies for toddlers with autism spectrum disorder (ASD) is a national priority. The purpose of this research forum article is to identify gaps in intervention research and needs in community practice for toddlers with ASD, incorporate published findings from a randomized controlled trial (RCT) of the Early Social Interaction (ESI) model (Wetherby et al., 2014) to illustrate community-based intervention, report new findings on child active engagement from the ESI RCT, and offer solutions to bridge the research-to-community practice gap.MethodResearch findings were reviewed to identify gaps in the evidence base for toddlers with ASD. Published and new findings from the multisite ESI RCT compared the effects of two different ESI conditions for 82 toddlers with ASD to teach parents how to support active engagement in natural environments.ResultsThe RCT of the ESI model was the only parent-implemented intervention that reported differential treatment effects on standardized measures of child outcomes, including social communication, developmental level, and adaptive behavior. A new measure of active engagement in the natural environment was found to be sensitive to change in 3 months for young toddlers with ASD and to predict outcomes on the standardized measures of child outcomes. Strategies for utilizing the Autism Navigator collection of web-based courses and tools using extensive video footage for families and professional development are offered for scaling up in community settings to change developmental trajectories of toddlers with ASD.ConclusionsCurrent health care and education systems are challenged to provide intervention of adequate intensity for toddlers with ASD. The use of innovative technology can increase acceleration of access to evidence-based early intervention for toddlers with ASD that addresses health disparities, enables immediate response as soon as ASD is suspected, and rapidly bridges the research-to-practice gap.Presentation Videohttps://doi.org/10.23641/asha.7297817
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Wiggins, Benjamin L., Sarah L. Eddy, Leah Wener-Fligner, Karen Freisem, Daniel Z. Grunspan, Elli J. Theobald, Jerry Timbrook, and Alison J. Crowe. "ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom." CBE—Life Sciences Education 16, no. 2 (June 2017): ar32. http://dx.doi.org/10.1187/cbe.16-08-0244.
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The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today’s active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call Assessing Student Perspective of Engagement in Class Tool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students’ level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies.
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Choi, Mi Sun, Holly Dabelko-Schoeny, Mo Yee Lee, and Alicia Bunger. "SELF-EFFICACY AND TEAM LEADER EQUITY MATTER: A STUDY OF ACTIVE AGING AT WORK." Innovation in Aging 3, Supplement_1 (November 2019): S764. http://dx.doi.org/10.1093/geroni/igz038.2808.
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Abstract Many older Americans have decided to remain in the labor market beyond the traditional retirement age, suggesting the need for companies to consider human resource initiatives to retain and support the aging workforce. Applying active aging concepts, which emphasize older adults’ active roles through participation in social and economic activities for healthy later life, to the workplace could be helpful for developing programs that enhance the health, well-being, and work outcomes of older workers. Despite the expected benefits of active aging at work for older workers’ overall well-being, little research has been conducted on what personal and team factors impact on outcomes of active aging at work; what mechanism exists in the links between factors and outcomes in the contemporary workplace. The current study tested the validity of an active aging framework using the Age and Generations Study data. We analyzed responses of 508 American workers aged 50 and older using structural equation modeling. Results showed that perceived self-efficacy was a strong predictor of engagement, mental health, and performance, whereas perceived leader equity predicted only engagement. Also, work engagement was powerful mechanism for promoting older adults’ mental health; engagement mediated the relationship between perceived self-efficacy and the relationship between leader equity and mental health. The findings highlight how important it is for employers to invest in human capital, suggesting human resource programs should focus on strategies that target older adults’ engagement through tailored self-efficacy programs and diversity leadership training programs. Such attempts would contribute to the well-being of older workers.
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Percy, Alisa, and Dominique R. Parrish. "Issue 13.5 Editorial." Journal of University Teaching and Learning Practice 13, no. 5 (December 1, 2016): 2–4. http://dx.doi.org/10.53761/1.13.5.1.
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This final issue for 2016 contains ten papers that broadly cover the use of multimedia resources and tasks to engage students in active learning, curriculum and pedagogical strategies designed to support students’ transition and success, and the complex issues facing higher education in the face of increasing casualization of staff and multi-campus delivery. The first four papers of this issue describe and evaluate pedagogical strategies that involve the use of multimedia in teaching and tasks as one means for promoting active learning and fostering student agency. Dune, Bidewell, Firdaus and Kirwan describe a learning and teaching innovation informed by popular culture where students produce and evaluate educational videos in a competitive context. The approach was designed to increase student agency and engagement in what the authors refer to as a ‘consumer culture’ in higher education. The authors identify the significant constraints with this kind of approach, but suggest that this project highlights the benefits of harnessing popular genres for student agency and engagement.
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Samson, Patricia L. "Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations." Collected Essays on Learning and Teaching 8 (June 12, 2015): 153. http://dx.doi.org/10.22329/celt.v8i0.4227.
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Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the development of critical thinking skills. Incorporating active learning strategies in a way that transcends the classroom and sparks interest and passion for students is an important pedagogical ingredient for educators. The key question driving this study is how can CPS as a teaching method be used to motivate students and engage them in a process of active learning within the context of a social policy course? This study examines student engagement and motivation in a problem-centred approach to teaching and learning, and provides a concrete example of a CPS exercise couched in small group facilitations to support peer learning.
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Dedkova, Lenka, and David Smahel. "Online Parental Mediation: Associations of Family Members’ Characteristics to Individual Engagement in Active Mediation and Monitoring." Journal of Family Issues 41, no. 8 (November 15, 2019): 1112–36. http://dx.doi.org/10.1177/0192513x19888255.
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This study focuses on two strategies for online parental mediation: active mediation (sharing and discussing activities with children) and monitoring (checking the children’s internet activity after use). Previous studies have shown the importance of respondents’ and children’s characteristics regarding mediation strategies. Using a socioecological model of parenting, this study also considers the characteristics of the other parent in the family. An online survey was conducted of Czech parents of children who are 5 to 17 years old. The results for active meditation show that respondents’ and partners’ characteristics (gender, internet skills, and ability to help children with online problems) play a role, while the children’s characteristics (age, gender and online activities) do not. A different pattern was found for monitoring: the children’s and the respondents’ characteristics predicted monitoring, but the partners’ characteristics did not. The study shows that the socioecological perspective can be effectively applied to online mediation.
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Bryan, Charity L., and Melinda A. Solmon. "Self-Determination in Physical Education: Designing Class Environments to Promote Active Lifestyles." Journal of Teaching in Physical Education 26, no. 3 (July 2007): 260–78. http://dx.doi.org/10.1123/jtpe.26.3.260.
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Recently, the lack of physical activity and increasing rates of childhood obesity have received a great deal of attention in the United States. One way to combat inactivity in children is to utilize physical education programs as a means to promote active lifestyles. There is not, however, a consensus concerning how physical education programs can achieve the goal of increasing children’s physical activity patterns. The purpose of this review is to examine motivational constructs that can provide a theoretical framework to identify strategies that can be used in physical education classes to promote engagement in physical activity. Self-determination theory is offered as a framework that has the potential to integrate these motivational constructs and provide a more complete understanding of how practitioners can structure learning environments to foster motivation and engagement in activity. Suggestions are made for implementing the research into practice, as well as future research directions.
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J, Randolph, Randolph J, Arnett P, Strober L, Guty E, Roman C, and Wishart H. "A-017 Lifestyle activity engagement and cognition: Findings in healthy controls across the lifespan." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 807. http://dx.doi.org/10.1093/arclin/acaa068.017.
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Abstract Objective Engagement in physical and intellectual activity has been found to exert an impact on processing speed and executive functioning. One critical issue that remains unclear is at what point in the lifespan self-reported lifestyle factors impact cognition. Method A community sample of nondepressed adults aged 18–74 (N = 176) was administered measures assessing activity engagement (Cognitive Health Questionnaire), processing speed (SDMT), and executive functioning (PASAT, Oral Trails B). Very physically and intellectually active (over 3 instances/week of activity) participants were compared to those reporting less activity across three age ranges: young adults (YA; age 18–29), middle-aged adults (MA; age 30–55), and older adults (OA; age 56–74). Results MA participants who frequently engaged in moderate or vigorous physical activity showed better SDMT performance than less active participants (p < .05). YA participants frequently engaging in mild physical activity showed a nonsignificant trend toward better PASAT and SDMT performance than those who were less active. YA and MA participants who reported high use of daily cognitive strategies showed stronger Oral Trails B (p < .05) and SDMT (p = .06) performance, respectively. Very intellectually active YA participants showed better PASAT performance than less active participants (p = .06). While OA participant group comparisons were not significant, small sample sizes for some analyses may have impacted results. Conclusions We found that individuals with strong lifestyle activity engagement showed better processing speed and executive functioning than less active participants. These findings are consistent with previous research indicating that more robust activity engagement is associated with better cognition.
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Barr, Emma, Judith Neubauer, and Celine Gelinas. "516 LinkedIn Marketing Strategies to Drive NJ ACTS Regulatory Core Engagement." Journal of Clinical and Translational Science 6, s1 (April 2022): 106. http://dx.doi.org/10.1017/cts.2022.310.
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OBJECTIVES/GOALS: Our purpose is to promote traffic toward the NJ ACTS Regulatory Cores recently launched website and increase investigator engagement through marketing strategies on LinkedIn. Landscaping to characterize the profiles of researchers on LinkedIn was also completed to estimate the feasibility of engaging with a target population on LinkedIn. METHODS/STUDY POPULATION: Insight gathering was performed to analyze what percentage of researchers possessed a LinkedIn profile and actively used their accounts. A sample population consisting of 284 NJ ACTS members were analyzed to summarize the type of researchers on LinkedIn, and their likelihood of responding to LinkedIn marketing campaigns. Efforts to launch a company LinkedIn page and collect followers were completed. Different methods of promotion were evaluated, including direct vs. mass email outreach to over 600+ researchers at Rutgers. Effectiveness of our platform was measured by comparing/overlaying Regulatory website traffic with LinkedIn traffic, as well as tracking the metrics of LinkedIn posts. RESULTS/ANTICIPATED RESULTS: Among 284 NJ ACTS members, 76% (n=215) possess a LinkedIn profile, but only 21% (n=59) are actively interacting with material on LinkedIn, such as creating, commenting, or sharing posts. Among the NJ ACTS LinkedIn users, 27% of individuals (n=57/215) responded to a direct outreach. Retention of the created organizational page was strong, as most users who visited the Regulatory Core page were likely to become followers. Massive email outreach to 600+ researchers within RBHS did not yield a strong LinkedIn following, however it did result in strong signals of website traffic during the days after the promotion was sent. Engagement with posts on LinkedIn can also be amplified and messaging proliferated when colleagues reshare Regulatory posts on their personal feeds. DISCUSSION/SIGNIFICANCE: 3/4 of academic researchers are likely to be on LinkedIn but may not be active users of the platform. The most effective outreach is through direct messaging as opposed to broader, less individualized tactics (including mass email outreach). Evidence suggests potential to utilize LinkedIn to proactively engage in regulatory-related activities.
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Clarke, Peter J., Debra L. Davis, Ingrid A. Buckley, Geoff Potvin, Mandayam Thirunarayanan, and Edward L. Jones. "Combining Learning and Engagement Strategies in a Software Testing Learning Environment." ACM Transactions on Computing Education 22, no. 2 (June 30, 2022): 1–25. http://dx.doi.org/10.1145/3469131.
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There continues to be an increase in enrollments in various computing programs at academic institutions due to many job opportunities available in the information, communication, and technology sectors. This enrollment surge has presented several challenges in many Computer Science (CS), Information Technology (IT), and Software Engineering (SE) programs at universities and colleges. One such challenge is that many instructors in CS/IT/SE programs continue to use learning approaches that are not learner centered and therefore are not adequately preparing students to be proficient in the ever-changing computing industry. To mitigate this challenge, instructors need to use evidence-based pedagogical approaches, e.g., active learning, to improve student learning and engagement in the classroom and equip students with the skills necessary to be lifelong learners. This article presents an approach that combines learning and engagement strategies (LESs) in learning environments using different teaching modalities to improve student learning and engagement. We describe how LESs are integrated into face-to-face (F2F) and online class activities. The LESs currently used are collaborative learning , gamification , problem-based learning , and social interaction . We describe an approach used to quantify each LES used during class activities based on a set of characteristics for LESs and the traditional lecture-style pedagogical approaches. To demonstrate the impact of using LESs in F2F class activities, we report on a study conducted over seven semesters in a software testing class at a large urban minority serving institution. The study uses a posttest-only study design, the scores of two midterm exams, and approximate class times dedicated to each LES and traditional lecture style to quantify their usage in a face-to-face software testing class. The study results showed that increasing the time dedicated to collaborative learning, gamification, and social interaction and decreasing the traditional lecture-style approach resulted in a statistically significant improvement in student learning, as reflected in the exam scores.
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Jones, Jeffrey N., and Nancy L. Deutsch. "Relational Strategies in After-School Settings." Youth & Society 43, no. 4 (October 29, 2010): 1381–406. http://dx.doi.org/10.1177/0044118x10386077.
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Staff–youth relationships are a key strength of after-school settings, though more research is needed to understand the actual processes whereby these interpersonal connections lead to beneficial outcomes. This qualitative study focuses on the relational strategies that staff employ within an urban youth organization, and the ways in which those strategies contribute to a positive developmental climate. Researchers observed staff–youth interactions for a year and conducted a series of interviews with 17 youth between the ages of 12 and 18. We found three specific relational strategies that staff used to develop relationships with youth. These were minimizing relational distance, active inclusion, and attention to proximal relational ties. These strategies contribute to an overall supportive culture, suggesting a relational pedagogy in this after-school setting. The staff–youth relationships serve as the foundation for both youth engagement in programs and the promotion of positive developmental outcomes.