NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1152659
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2158-6195
EISSN: N/A
What Drives Student Engagement: Is It Learning Space, Instructor Behavior, or Teaching Philosophy?
Sawers, Kimberly M.; Wicks, David; Mvududu, Nyaradzo; Seeley, Lane; Copeland, Raedene
Journal of Learning Spaces, v5 n2 p26-38 2016
This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influence instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the active learning classroom (ALC) than in the traditional classroom. In addition, we found that instructors with a more constructivist philosophy perceived that students engaged more actively in learning. On closer analysis, however, the difference in perceived student engagement was only significant between more versus less constructivist philosophy when in the ALC. Finally, we found that the relationship between teaching philosophy and student engagement in the ALC was mediated by instructor behavior.
University Libraries, University of North Carolina at Greensboro. PO Box 26170, Greensboro, NC 27402. Tel: 336-334-5880; Fax: 336-334-5399; e-mail: erhelp@uncg.edu; Web site: http://libjournal.uncg.edu/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A