Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value

Autor/inn/en	McCubbins, O. P.; Paulsen, Thomas H.; Anderson, Ryan
Titel	Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value
Quelle	In: Journal of Research in Technical Careers, 2 (2018) 1, S.8-21 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2118
Schlagwörter	Learner Engagement; Group Activities; Capstone Experiences; Student Attitudes; Teacher Attitudes; College Seniors; Farm Management; Agricultural Education; Cooperative Learning; Student Participation; Teaching Methods; Teacher Student Relationship; Teamwork; Iowa + Suchen Sie Ihr Suchwort? Gruppenaktivität; Schülerverhalten; Lehrerverhalten; College; Colleges; Senior; Hochschule; Fachhochschule; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Kooperatives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Student engagement is an important consideration across all levels of education. The adoption of student-centered teaching methods is an effective way to increase student engagement. Student engagement is at risk when instructor expectations and student participation in purposeful engagement activities are not aligned. Traditionally, student engagement is measured at the institutional level, which proves less than useful to instructors who wish to gauge engagement in specific courses in higher education. In this study, we sought to determine classroom level engagement in a capstone farm management course recently converted to the team-based learning format by comparing student perceptions regarding participation in engagement-specific activities with the instructors' perceived importance of those same activities. The Classroom-Level Survey of Student Engagement (CLASSE) was utilized to collect student participation and instructor importance data. Data were examined utilizing a 2x2 quadrant analysis. Congruence between student participation frequency and instructor importance was found between 73.7% of the educational activities, while discrepancies were found on 26.3% of educational activities. Overall, students who completed the team-based learning-structured farm management course were physically and psychologically engaged in the learning environment. It is recommended that team-based learning be implemented in other courses within agricultural education to examine its utility in other contexts. (As Provided).
Anmerkungen	UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01