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Difference between revisions of "Engaging the disengaged: Exploring the use of course- specific learning analytics and nudging to enhance online student engagement"

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===How to use this template===
 
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#Start by inserting '''Bibliographic data''' in the corresponding Section below. Using APA-style is preferred. Most important, however, is that the data is correct and allows to locate the publication.
 
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#If the publication is available for download on the internet insert the corresponding link in the Section '''External reference'''.
 
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#Add abstract if available# When done editing, save page.
 
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#When in reading mode, add suitable tags/categories by pressing the tag symbol on the top of the page. The following types of tags are needed:
 
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#*The tag [[:Category:PublishedWork|PublishedWork]] which will be used automatically if you use this template.
 
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#*A tag referring to the [[:Category:PublicationType|PublicationType]] such as e.g. [[:Category:Article|Article]], [[:Category:Book|Book]], or [[:Category:Poster|Poster]]. See [[:Category:PublishedWork]] for a full list of currently available tags.
 
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#*Tags to the academic discipline the publication is related to like Linguistics or Physics. If the published work is not related to a specific discipline, use the tag [[:Category:General|General]].
 
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==Abstract==
 
==Abstract==
 
''Universities increasingly implement online delivery to strengthen students’ access and flexibility. However, they often do so with limited understanding of the impact of online pedagogy on student engagement. To explore these issues, a research project was conducted investigating the use of course-specific learning analytics to ‘nudge’ students into engaging more actively in their courses. Drawing on perspectives emanating from communication and critical theories, the research involved a staged intervention strategy conducted across three courses (n=892) focussing on a range of timely, strategic communication interventions. Research findings revealed benefits for students who felt supported by explicit expectation management and the strategic use of early nudging to enhance their prioritisation of key course-specific resources. Academics benefited by making use of nudging templates/principles to increase student engagement in their courses. The course-specific context meant that academics and students explicitly shared ways of working in the one place where learners ultimately succeed – the course.  ''
 
''Universities increasingly implement online delivery to strengthen students’ access and flexibility. However, they often do so with limited understanding of the impact of online pedagogy on student engagement. To explore these issues, a research project was conducted investigating the use of course-specific learning analytics to ‘nudge’ students into engaging more actively in their courses. Drawing on perspectives emanating from communication and critical theories, the research involved a staged intervention strategy conducted across three courses (n=892) focussing on a range of timely, strategic communication interventions. Research findings revealed benefits for students who felt supported by explicit expectation management and the strategic use of early nudging to enhance their prioritisation of key course-specific resources. Academics benefited by making use of nudging templates/principles to increase student engagement in their courses. The course-specific context meant that academics and students explicitly shared ways of working in the one place where learners ultimately succeed – the course.  ''
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<nowiki>https://doi.org/10.5204/ssj.v10i2.1295</nowiki><br />
 
<nowiki>https://doi.org/10.5204/ssj.v10i2.1295</nowiki><br />
 
[[Category:PublishedWork]]
 
[[Category:PublishedWork]]
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[[Category:Higher education]]
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[[Category:Online learning]]
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[[Category:2019]]
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[[Category:Article]]
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[[Category:Lawrence, J]]
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[[Category:Brown, A]]
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[[Category:Redmond, P]]
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[[Category:Basson, M]]

Revision as of 22:13, 27 November 2024

Abstract

Universities increasingly implement online delivery to strengthen students’ access and flexibility. However, they often do so with limited understanding of the impact of online pedagogy on student engagement. To explore these issues, a research project was conducted investigating the use of course-specific learning analytics to ‘nudge’ students into engaging more actively in their courses. Drawing on perspectives emanating from communication and critical theories, the research involved a staged intervention strategy conducted across three courses (n=892) focussing on a range of timely, strategic communication interventions. Research findings revealed benefits for students who felt supported by explicit expectation management and the strategic use of early nudging to enhance their prioritisation of key course-specific resources. Academics benefited by making use of nudging templates/principles to increase student engagement in their courses. The course-specific context meant that academics and students explicitly shared ways of working in the one place where learners ultimately succeed – the course.  

Bibliographic data

Lawrence, J., Brown, A., Redmond, P., & Basson, M. (2019). Engaging the disengaged: Exploring the use of course-specific learning analytics and nudging to enhance online student engagement. Student Success, 10(2), 47–58.

External source

https://doi.org/10.5204/ssj.v10i2.1295

Retrieved from "http://www.decodingthedisciplines.de/w/index.php?title=Engaging_the_disengaged:_Exploring_the_use_of_course-_specific_learning_analytics_and_nudging_to_enhance_online_student_engagement&oldid=2269"