Student engagement has been broadly defined as a construct that includes both academic and nonacademic aspects of the student experience ( Coates, 2007 ); under this umbrella term, institutions of higher education focus on high-impact practices (i.e., collaborative learning and enriching
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A Tale of Two Communities: Improving Student Engagement Through Experiential Learning
Sarah P. Shultz, Julius Moss, Lisa L. Hicks, and Robert B. Brubeck
Effects of Student Interests on Engagement and Performance in Biomechanics
Erika M. Pliner, April A. Dukes, Kurt E. Beschorner, and Arash Mahboobin
in pursuing a STEM degree. 5 , 6 The pipeline ignores student engagement, which can be modeled as the product of student motivation and active learning experiences. 7 Previous research has demonstrated success in engaging a diverse group of students in the STEM fields through student engagement
Individual and Instructional Determinants of Student Engagement in Physical Education
Katherine Bevans, Leslie-Anne Fitzpatrick, Betty Sanchez, and Christopher B. Forrest
This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5-8. Physical activity was directly affected by student engagement and perceived competence in PE and indirectly affected by students’ body image through its association with PE engagement. Multilevel analyses revealed that the proportion of class time devoted to game play was negatively associated with student engagement in PE. Although less frequently used during PE sessions, skill practice was positively associated with student engagement and inactive instruction was negatively associated with student engagement. These effects were particularly pronounced among students with poor competence beliefs. Implications for PE instructional practice and future research are presented.
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators
Thomas Curran and Martyn Standage
Motivation research is central to understanding why certain students exhibit high levels of behavioral, cognitive, and emotional engagement with learning, and why others lack interest, display boredom, and withdraw effort (i.e., are disaffected). In this review, tenets within self-determination theory (SDT) are used to provide a theoretically-informed account of student engagement and disaffection in the context of school physical education (PE). Our review centers on the proposition within SDT that the satisfaction of basic psychological needs (i.e., for autonomy, competence, and relatedness) provide the energizing basis for optimal motivational functioning and wellness. Teacher strategies and class structures are reviewed in the context of whether they satisfy or frustrate these psychological needs. To amalgamate the reviewed literature, a mediated model depicting a ‘student-teacher dialectical’ framework is presented. Several practitioner recommendations for supporting student engagement in PE are then offered. Lastly, findings of past interventions within the school context are presented and discussed.
Tweeting the Lecture: How Social Media Can Increase Student Engagement in Higher Education
Olan Kees Martin Scott and Alicia R. Stanway
The higher education sector increasingly uses social media as an educational tool to develop a sense of community and foster student engagement, particularly as social networking sites have become an integral part of the lives of digital natives. The current study sought to explore whether the use of Twitter could foster student engagement in a sport marketing course, specifically by embedding Twitter through two assessments, online lectures and weekly tasks. Mean score comparisons indicated that over a 13-week semester, students (N = 68) felt more engaged and included in the course because it had Twitter, found Twitter to be relatively easy to use, and the use of social media aligned with course objectives. The results of the current study have salience in sport management education, because the effective use of Twitter within a higher education context demonstrates how the use of social media can foster engagement with course materials.
Integration of Experiential Learning and Leadership Development in a Sport Management Classroom
Joanne Williams and Heidi M. Parker
Experiential learning has been widely used to impact student engagement and provide opportunities to apply theory to practice (Bower, 2013). Sport management faculty regularly use experiential learning in event management, sales classes and internships (Charlton, 2007; McKelvey & Southall, 2008). In addition, educators often include leadership development within their student learning outcomes (COSMA, 2014; MacKie, 2014). This study examines the effectiveness of leadership development activities implemented in an experiential event management course. A case study approach was selected to demonstrate in-depth development and analysis of the course and the integration of strengths-based leadership activities. Students completed the StrengthFinder assessment (Rath & Conchie, 2009), the Strengths Awareness Measure (Schreiner, 2004), and the Strengths of Self Efficacy Scale (Tsai et al., 2014). Significant increases in strengths awareness were reported along with generally high self-efficacy scores. Students reported positive perceptions of the experiential learning experience and increased levels of engagement.
Enhancing the Student Experience in Online Sport Management Programs: A Review of the Community of Inquiry Framework
J. Michael Martinez and Christopher R. Barnhill
Although scholars have explored sense of community in both online and face-to-face education, there has been little research of this topic in online sport management education. The community of inquiry (CoI) framework focuses on three aspects of overall student engagement in online education: social presence, cognitive presence, and teaching presence. It is through the interaction of these areas that a community of learning can be developed in online courses, and effective higher levels of learning can be implemented. The purpose of this review is to provide an overall perspective of the CoI framework as a means to enhance the student experience through discussion of social, cognitive, and teaching presence. In addition, implications for practical application in sport management programs and directions for future research of the CoI framework within sport management education will be provided, and related outcomes will be explored.
An Examination of the Relationship Between Instruction Type and Course Outcomes in Sport Management Courses
Megan B. Shreffler, Adam R. Cocco, and Jacob R. Shreffler
online classrooms is particularly important, as scholars suggest social presence is empirically linked to the quality of learning, levels of student participation, satisfaction, and student engagement ( Cobb, 2009 ; Cui, Lockee, & Meng, 2013 ). In addition to the role social presence plays with respect
Assessing a Two-Pronged Approach to Active Learning in Sport Sociology Classrooms
Emily Dane-Staples
increase student engagement and success in learning spaces ( Patrick et al., 2016 ). Active learning classrooms (ALCs) were found to be effective in promoting student collaboration and teamwork, discussion, and participation ( Park & Choi, 2014 ). In this way, active learning can help to facilitate
Female Undergraduate Students’ Experiences Facilitating an Out-of-School Physical Activity Program for Middle School Girls
Peter Stoepker, Duke Biber, and Jaimie McMullen
leader perspective of how to increase female student engagement in programming. Undergraduate leaders in this study perceived the development of meaningful relationships between themselves and the middle school girls enrolled in GEM. This is important because support from PA leaders has been found to
