I recently read the article by Karen C.H Zhoc et al. (2018): “Higher education student engagement scale development and psychometric evidence”, and here is my take on student engagement and greater academic success.
In my profession as a senior corporate business trainer and university fellow teacher, covering the subjects of business and communication, it is paramount that my students learn how to find and apply knowledge to solve business needs in the 21st century. We are overwhelmed by information, and knowing how to find the right information and how to transform inputs to competitive outputs for career as well as business success is crucial in the 21st century.
Another discussion states that being better prepared for career success requires a combination of teachers with PhDs and MBAs; they are a strong unity combining the business world with the depth and breadth of the academy. Don’t fall into the trap of only hiring full-time Ph.D. teachers!
Do you think that investing time and energy to study guarantee good academic results?
Not necessarily, according to Karen C.H Zhoc et al. and with my experience having taught more than 1000 higher education students and professionals last 3 years, I totally agree. Karen C.H Zhoc et al. imply that higher education institutions shall let students be intellectual inspired and engaged, and institutions shall encourage students to be engaged in beyond class activities. Students involved in cognitive and social engagement show better study results and higher education institutions need to create programs that give students time to engage in such activities, without been stuck at the table studying all day long according to my own view.
Student engagement leads to an improved learning outcome in a higher educational context. Engagement = efforts + participation + interest + a feeling of belonging with a positive attitude about learning. The impact on learning outcome is also dependent on self-regulation, and to set learning goals and to invest in learning. (Karen C.H Zhoc et al.)
Moreover, time spent on tasks, and homework completion are important factors leading to better academic results according to Karen C.H Zhoc et al. In addition, attendance and extracurricular participation help students to enjoy their time at the campus and the motivation for learning and doing well increase.
In addition, appropriate interaction with teachers and peers are other vital aspects for better academic results in higher education (Karen C.H Zhoc). Connect learning with personal experiences such as asking questions in class, and doing group activities with presentations and roleplays help students to remember what they learned.
It is also important that students come to class prepared and with the right material, and that students make an effort with persistence into learning to contribute with a better learning experience. (Karen C.H Zhoc et.al)
Peer engagement implies collaboration and discussions around homework, and discussions about course content, and to work on group projects with equally divided tasks. This improves students’ analytical problem-solving skills, and self-esteem which contributes to stronger final study results.
Another aspect is to make friends at the campus (or online); people you can count on. They are friends or study buddies that help you in situations where you may face subjects that are hard to understand, or, technical problems viewing videos at home, or, if you happen to miss classes. Friends who are willing to share their answers on homework and quiz make the learning much more fun and engaging.
Interaction with teachers is important as it creates bonds with institutions, and teachers are encouraged to talk about a wider range of topics. Besides this, feedback on coursework helps students with an understanding of subjects, but it also gives students confidence in the teachers’ and the institutions’ ability and interest to support a learner.
Antonios Papadimitriou (Anthony Eric)