Evaluation of First-Year University Students' Engagement to Enhance Student Development
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ERIC Institute of Education Sciences
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| Autori principali: | , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2021
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| _version_ | 1867181843180158977 |
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| author | Chong, Yenwan Sin Soo, Hooi |
| author_facet | Chong, Yenwan Sin Soo, Hooi Chong, Yenwan Sin Soo, Hooi |
| collection | Education Resources Information Center |
| contents | Evaluation of First-Year University Students' Engagement to Enhance Student Development Chong, Yenwan Sin Soo, Hooi College Freshmen Learner Engagement Student Development Student Adjustment Transitional Programs Academic Achievement Study Habits Electronic Learning Computer Mediated Communication Public Colleges Foreign Countries The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students' engagement were evaluated namely Academic Engagement (AE), Beyondclass Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen's Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students' engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation. |
| format | Recurso educativo Open Access |
| id | eric_EJ1304340 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2021 |
| record_format | eric |
| spellingShingle | Evaluation of First-Year University Students' Engagement to Enhance Student Development Chong, Yenwan Sin Soo, Hooi College Freshmen Learner Engagement Student Development Student Adjustment Transitional Programs Academic Achievement Study Habits Electronic Learning Computer Mediated Communication Public Colleges Foreign Countries Evaluation of First-Year University Students' Engagement to Enhance Student Development Chong, Yenwan Sin Soo, Hooi College Freshmen Learner Engagement Student Development Student Adjustment Transitional Programs Academic Achievement Study Habits Electronic Learning Computer Mediated Communication Public Colleges Foreign Countries The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students' engagement were evaluated namely Academic Engagement (AE), Beyondclass Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen's Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students' engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation. |
| title | Evaluation of First-Year University Students' Engagement to Enhance Student Development |
| topic | College Freshmen Learner Engagement Student Development Student Adjustment Transitional Programs Academic Achievement Study Habits Electronic Learning Computer Mediated Communication Public Colleges Foreign Countries |
| url | https://eric.ed.gov/?id=EJ1304340 |