Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use

By Stephanie Ahlfeldt *, S. Mehta, Timothy Sellnow. 2005

580 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/eaa1afc142174c744e8b2b0b3f01b43b87aa438f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. David Boud
2. D. Carless
3. Michael Henderson
4. E. Kahu
5. Tracii Ryan
6. Karen Handley
7. Elizabeth Molloy
8. M. Price

Citations in the corpus

• Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model (2017, background): “Giesbers et al. (2013) and Ahlfeldt, Mehta, and Sellnow (2005) confer that students who are motivated would be more confident to engage in class activities and are able to better understanding the course concepts.”
• Framing student engagement in higher education (2013, background): “For example, how is the number of assigned readings or length of written assignments, both items in the academic challenge scale, relevant to a design or mathematics student? This problem has led to claims that mathematics and science students are less engaged (Ahlfeldt et al. 2005), while others ha”
• Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships (2020, background): “It seems to exemplify a dissonance between teachers and students illustrated in the literature (Adcroft, 2011) in that the content and manner of teacher commentary was not what the student wanted.”
• Beyond hard outcomes: ‘soft’ outcomes and engagement as student success (2010, background): “Ahlfeldt, Mehta, and Sellnow ( 2005 ) found that students’ levels of cognitive challenge and the development of personal skills were highly correlated.”
• Beyond ‘doing time’: investigating the concept of student engagement with feedback (2011, background): “Ahlfeldt et al , 2005 ; Dancer & Kamvounias, 2005 ).”
• Investigating the impact of video games on high school students' engagement and learning about genetics (2009, background): “Ahlfeldt, Mehta, and Sellnow (2005) suggested student engagement is higher with more problem-based activities.”
• Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013, background): “Ahlfeldt, Mehta, and Sellnow (2005) highlight the importance of developing engagement not only for student motivation but also to increase the richness of the student’s learning environment that leads to better student performance.”
• Factors affecting students’ learning performance through collaborative learning and engagement (2021, background): “Engagement not only motivates students but also increases the richness of students’ learning environment which leads to better performance of students (Ahlfeldt et al., 2005). Jones and Carter (2019) in their study reveal that students’ perception of class predicts their engagement which, in turn, p”
• The role of engagement in inspiring teaching and learning (2007, background): “participation by asking questions or collaborative work with other students (Ahlfeldt et al , 2005 ).”
• Developing a learning-centred framework for feedback literacy (2019, background): “For example, it has been documented that students and teachers have different views about what feedback refers to (Carless 2006; Adcroft 2011; Dawson et al. 2019), and that feedback designs in higher education are wanting (Esterhazy and Damşa 2019).”
• Feeling feedback: students’ emotional responses to educator feedback (2017, methodology): “…were selected, and permission to use and modify items was obtained from the authors of the following six: the 15-item Feedback Questionnaire (Adcroft 2011), the Teachers’ Conceptions of Feedback Inventory (Harris and Brown 2008), the Student Conceptions of Feedback Inventory (Version 3)…”
• The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “Through dialogue, teachers can strive to reduce dissonances between teacher and student views about feedback, in that academics see it as more central to ongoing learning than students (Adcroft 2011).”