TY - BOOK

T1 - Student engagement in learning in Higher Education, QAA Cymru Collaborative Enhancement Project.

AU - Davies, Myfanwy

AU - Ahn, Mi Young

AU - Samuel, Rob

AU - Owen, Joanne

PY - 2022/4/28

Y1 - 2022/4/28

N2 - In November 2021, the first Welsh QAA Collaborative Enhancement Project led by Bangor University in collaboration with Wales’ largest HE in FE providers (GLlM). This study explored several aspects of student engagement that represented institutional priorities for the University, GllM and other members of the Wales Quality Network. The project comprised of three strands:• profiling the engagement of students using data • a review of well-designed interventions. • disciple-based focus group interviews with students from both institutions.We found that orientation and assessment drove students’ use of learning materials and attendance at learning events. Focus groups revealed how social and peer learning was crucial to core learning processes such as checking one’s understanding of core concepts, orientation nd direction, testing approaches to assessment, dealing with uncertainty in approaching exams, and understanding feedback and experiences of exams. The literature review developed a definition of a good intervention and had identified a corpus of 50 interventions most of which use student performance as a measure of success, followed by retention. The largest group of studies report on classroom interventions led by lecturers. Some address student perceptions (including a sense of belonging and the value of their learning). A smaller group of papers addresses wellbeing, per learning and the performance of at risk groups. Ongoing work sorts the interventions into a searchable tool-kit linked to outcomes (for strategic decision makers) or methods (for educators).

AB - In November 2021, the first Welsh QAA Collaborative Enhancement Project led by Bangor University in collaboration with Wales’ largest HE in FE providers (GLlM). This study explored several aspects of student engagement that represented institutional priorities for the University, GllM and other members of the Wales Quality Network. The project comprised of three strands:• profiling the engagement of students using data • a review of well-designed interventions. • disciple-based focus group interviews with students from both institutions.We found that orientation and assessment drove students’ use of learning materials and attendance at learning events. Focus groups revealed how social and peer learning was crucial to core learning processes such as checking one’s understanding of core concepts, orientation nd direction, testing approaches to assessment, dealing with uncertainty in approaching exams, and understanding feedback and experiences of exams. The literature review developed a definition of a good intervention and had identified a corpus of 50 interventions most of which use student performance as a measure of success, followed by retention. The largest group of studies report on classroom interventions led by lecturers. Some address student perceptions (including a sense of belonging and the value of their learning). A smaller group of papers addresses wellbeing, per learning and the performance of at risk groups. Ongoing work sorts the interventions into a searchable tool-kit linked to outcomes (for strategic decision makers) or methods (for educators).

KW - engagement

KW - learning styles

KW - social learning

M3 - Commissioned report

BT - Student engagement in learning in Higher Education, QAA Cymru Collaborative Enhancement Project.

PB - Prifysgol Bangor University

ER -