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STUDENT ENGAGEMENT Watch this space…
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STUDENT ENGAGEMENT Watch this space… Kelly Matthews Peter Adams Deanne Gannaway The impact of social learning spaces on student engagement Blended Learning Conference, UQ, Australia June 18 2009
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The impact of social learning spaces on student engagement. STUDENT ENGAGEMENT Watch this space…. Kelly Matthews Peter Adams Deanne Gannaway. Blended Learning Conference, UQ, Australia June 18 2009. The impact of social learning spaces on student engagement. - PowerPoint PPT Presentation
Transcript of STUDENT ENGAGEMENT Watch this space…
STUDENT ENGAGEMENT Watch this space…
Kelly Matthews
Peter Adams
Deanne Gannaway
The impact of social learning spaces on student engagement
Blended Learning Conference, UQ, Australia June 18 2009
Blended learning commonly describes learning that combines traditional teaching and learning
approaches with information and communication
technologies.
WHAT IS BLENDED LEARNING?
Graham, 2006, listed on the UQ Blended Conference website, http://www.tedi.uq.edu.au/blendedlearning/aboutBlended.html
The impact of social learning spaces on student engagement
WHAT IS THE AIM OF BLENDED LEARNING?
To make learning independent, useful, sustainable and ever growing.
Garrison, D. R.; H. Kanuka (2004). "Blended learning: Uncovering its transformative potential in higher education". The Internet and Higher Education 7 (2): 95-105
The impact of social learning spaces on student engagement
Why?To enhance the student experience
Social Learning Spaces
SCIENCE LEARNING CENTRE
BIOLOGICAL SCIENCES LIBRARY
CHEMISTRYPODIUM
The impact of social learning spaces on student engagement
The impact of social learning spaces on student engagement
This project?
1. Users?
2. Non-users?
3. Differences?
The impact of social learning spaces on student engagement
What we know?
First year experience
Social learning spaces
Student engagement
Academicability
Social integration
Student effort
Universityculture
The impact of social learning spaces on student engagement
What did we do?
Framework: Student Engagement
Phase 1: survey
Phase 2: observations and interviews
The impact of social learning spaces on student engagement
The survey?
16 engagement questions
Reasons for use and non-use
3058 undergrad sciencestudents
30% response rate
77% of students 23% of students
EMPLOYMENT STATUS
GENDER
AGE
YEAR LEVEL
LIVING ARRANGEMENTS
The impact of social learning spaces on student engagement
Users? Non-users?
64% Females 57% Females
96% below 25 years96% below 25 years
40% first years 49% first years
8% on campus 16% on campus
26% not working 34% not working
The impact of social learning spaces on student engagement
Why users use?
0%10%20%30%40%50%60%70%80%90%
Biological Sciencelibrary
Science LearningCentre
Chemistry Podium
Individual-based activities Group-based activities
The impact of social learning spaces on student engagement
Why users use?
0%10%20%30%40%50%60%70%80%90%
Biological Sciencelibrary
Science LearningCentre
Chemistry Podium
Individual-based study Group-based study Social-based activities
The impact of social learning spaces on student engagement
Why non-users don’t use?
0%10%20%30%40%50%60%70%80%90%
Biological Scienceslibrary
Science LearningCentre
Chemistry Podium
Too noisy Too full Not my way of studying
The impact of social learning spaces on student engagement
Engagement?
YES
The impact of social learning spaces on student engagement
Active learningStudent-staff interactionSupportive learning environmentDeparture intentionsGeneral learning outcomesOverall satisfaction
AUSSEAustralasian Survey of Student Engagement
Social support
Academic support
The impact of social learning spaces on student engagement
Social learning spaces
Student engageme
nt
Social learning spaces are positively correlated with increased engagement
The impact of social learning spaces on student engagement
STUDENT ENGAGEMENT Watch this space…
The impact of social learning spaces on student engagement
The impact of social learning spaces on student engagement
THANKS David Klug (stats guru)
Alan Cody, Gimme Walter, Lawrie Gahan, Phil Long (project team)DVC_A (funding for project)
UQ science students (participants)
QUESTIONS, COMMENT, SUGGESTIONS
Kelly at [email protected]
