Image: FSB Marketing/Adobe Firefly

By Ms Nseobong Udokang, Business Lecturer, FSB Luton

To improve student engagement, institutions must foster a dynamic and supportive learning environment where both students and educators actively invest time, effort, and resources. Student engagement is defined as “the interaction between the time, effort, and other relevant resources invested by both students and their institutions, aimed at optimising the student experience, enhancing learning outcomes, and fostering the overall development of students, while also contributing to the institution’s performance and reputation” (Xiaoming et al., 2023). This interaction is key to promoting an enriching educational experience.

According to Advance HE (2020), student engagement reflects students’ motivation, curiosity, and passion for their course of study, their learning community, and the broader context of higher education. Visible signs of engagement include behaviours such as attending lessons, active listening, asking questions, and applying knowledge to real-world situations. Active participation in class discussions, collaborating with peers, and engaging in extracurricular activities also demonstrate a high level of engagement.

Dimensions of Student Engagement

Research suggests that engagement occurs in three dimensions: behavioural, emotional, and cognitive.

– Behavioural Engagement is demonstrated through participation in class activities, such as attending lessons, listening attentively, and contributing to discussions (Bond et al., 2020).

– Emotional Engagement involves students’ feelings towards their learning environment, including their relationships with peers and teachers. Involvement in extracurricular activities can foster a sense of belonging and strengthen these relationships (Bowden et al., 2021).

– Cognitive Engagement reflects students’ intellectual effort, such as their willingness to apply different learning strategies, solve problems, and develop deeper cognitive skills as outlined in Bloom’s taxonomy (Heilporn et al., 2022).

                                        Fig 1 – Dimensions of Student Engagement (Udokang, 2024)

Benefits of Student Engagement

Student engagement is a crucial indicator of success in higher education, leading to numerous academic and professional benefits. Engaged students are more likely to retain knowledge, remain motivated, and produce high-quality work. Engagement also encourages effective communication, fosters collaborative learning, and enhances resilience in the face of challenges. By creating strong connections with peers and educators, students build a foundation for lifelong learning and professional development.

Strategies to Improve Student Engagement

Enhancing student engagement requires a multifaceted approach. The following strategies have proven effective in boosting student involvement and outcomes:

– Connecting with the Real World: Emphasising the practical application of classroom concepts to real-life situations helps students relate to the material and stay engaged.

– Fostering Student-Teacher Interaction: Personalising the learning experience through regular one-on-one sessions (such as Personal Academic Tutor, or PAT, sessions) allows educators to understand students’ needs and provide tailored support, encouraging a stronger connection to their studies.

– Providing Opportunities for Practice: Offering experiential learning activities like presentations, simulations, and group projects helps students apply knowledge in practical settings. These experiences improve teamwork and presentation skills, which are vital for future success.

– Facilitating Two-Way Feedback: Timely and constructive feedback on assignments helps students recognise their progress and areas for improvement. Engaging students in formative feedback sessions provides further guidance and fosters ongoing development.

– Empathy and Flexibility: Flexible deadlines and comprehensive support systems—such as wellbeing teams and academic support services—ensure that students with different needs and challenges can access the help they require, reducing disengagement due to stress or personal difficulties.

– Investing in an Active Workforce: Institutions should seek out experienced educators who can deliver high-quality instruction and provide students with robust academic support.

– Utilising Technology: Learning management systems (LMS) allow students to access lecture materials and recorded sessions at their convenience, supporting self-directed learning and enabling students to catch up if they miss classes.

– Assessing Learning Regularly: Frequent assessments such as quizzes, tests, and exams keep students engaged by ensuring they actively participate and track their progress towards learning outcomes.

                                   Image: FSB Marketing/Adobe Firefly

Key Recommendations for Educators

To further promote engagement, educators should:

– Cultivate an inclusive, welcoming environment where students feel comfortable participating.

– Strengthen student-teacher relationships by monitoring emotional and social well-being.

– Encourage creativity and inquiry by posing thought-provoking questions.

– Integrate technology into the classroom to enhance interactivity.

– Provide clear objectives and structured guidance to help students navigate their learning journey.

– Offer support to students who struggle with deadlines or face learning difficulties, ensuring everyone can participate fully in their education.

In conclusion, improving student engagement is essential for optimising learning outcomes and creating a positive higher education experience. By implementing these strategies, educators can cultivate a learning environment that fosters curiosity, participation, and long-term success for students.

References

Advance HE, 2020. Student engagement through partnership in higher education. Advance HE.

Agarwal, P. K., & Bain, P. M. (2019). Powerful teaching: Unleash the science of learning. Jossey-Bass.

Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college faculty (2^nd ed.). San Francisco: Jossey-Bass.

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(2),pp 1–30.

Bowden, J. L. H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 46(6), pp 1207–1224.

Fletcher, A. (2019, March 29). Defining student engagement: A literature review. SoundOut. https://soundout.org/defining-studentengagement-a-literature-review/

Fredericks, J. A., Blumenfeld, P. C., & Paris, A.H. (2004). School Engagement: Potential of the Concept State of the Evidence.Retrieved June 2020, from https://doi.org/10.3102/00346543074001059

Heilporn, G., Lakhal, S., B´elisle, M., & St-Onge, C. (2020). Student engagement: A multidimensional measurement scale applied to blended course modalities at the university level. Mesure et Evaluation ´ en Education, ´

Li J., Xue, E. (2023) Investigating international students’ cultivation system for higher education sustainability in China: Stakeholders’ perspective. Sustainability. 2023;14:15335.

McDermott, K. B. (2021). Practicing retrieval facilitates learning. Annual Review of Psychology, 72(1), 609–633.

Udokang, N. (2024) Design of Dimension of Students Engagement diagram

Schindler, L.A., Burkholder, G.J., Morad, O.A. et al. Computer-based technology and student engagement: a critical review of the literature. Int J Educ Technol High Educ 14, 25 (2017).

Tracy Marcella Addy (2021) What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. Sterling VA: Stylus.  

Trowler, V.(2010) Student engagement literature review. Higher Educ Acad. 2010;11(1) 15

Xiaoming Xu, Zehua Shi ,Nicolaas A. Bos, Hongbin Wu, 2023. Student engagement and learning outcomes:an empirical study applying a four-dimensional framework. Medical Education online, 28(1).Xiaoming Xu, n.d. s.l.:s.n.