期刊名称：Journal of the Scholarship of Teaching and Learning
印刷版ISSN：1527-9316
出版年度：2022
卷号：22
期号：3
语种：English
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：Abstract: Student learning approaches and level of engagement with the learning resources presented can have a significant impact on their overall understanding of the topic contents and their success in assessment items. This study used the student course engagement questionnaire (SCEQ) to assess the level of engagement of first-year undergraduate students at a regional Australian university who were studying three different introductory units: chemistry, biology and nursing. No significant differences in engagement were found between the units that students were studying, and gender also had minimal impact on engagement levels. One of the most notable factors influencing engagement was student age, with students under 20 years of age scoring significantly less than mature age students across nearly all measures of engagement. Tertiary educators could use several complementary approaches to improve engagement in this group of students, including the use of interactive multimedia and social media to connect with students, making the unit content relatable and relevant to students’ lives, providing authentic assessment items, and pursuing interactive approaches to lectures and tutorials.
