NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1138281
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: EISSN-2331-186X
Impact of Engaging Teaching Model (ETM) on Students' Attendance
Bukoye, Oyegoke Teslim; Shegunshi, Anjali
Cogent Education, v3 n1 Article 1221191 2016
Non-attendance in Higher Education is not a new concept. In recent years with the exponential growth in digital learning, physical attendance has become a more complex issue. Educators are continually advocating an engaging teaching approach for students as a means of enhancing learning. This on-going study focuses on exploring the existing issues related to student non-attendance and the impact of a proposed engaging teaching model (ETM) on students' attendance. This research questions whether an engaged learning session could make a positive impact on students' attendance. The objectives highlighted in this study are to examine the reasons for non-attendance and generic measures for increasing attendance; and highlight the impact of an engaging teaching model on students' attendance. The inference drawn from the qualitative method undertaken by 89 participants is the development of ETM to enhance students' attendance. The study is beneficial to educators, researchers and policy-makers, in order for them to consider not only the content of their subjects, but also how students engage with these resources, which consequently facilitate students' interest in attending lectures.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom