STUDENT ENGAGEMENT

 

2022 

  • Brown, C.L., Grussendorf, J., Shea, M.D. and DeMas, C.J., 2022. Changing the paradigm? Creating an adaptive course to improve student engagement and outcomes in introductory political science classes. Journal of Political Science Education, 18(3), pp.301-326. Available at: https://doi.org/10.1080/15512169.2022.2069573 

 

 

2021 

 

  • Breunig, C., Klüser, K.J. and Yang, Q., 2021. Can students be encouraged to read? Experimental evidence from a large lecture. European Political Science. Available at: https://doi.org/10.1057/s41304-021-00351-9 

 

  • Cohen, J., 2021. Teaching effectively with Zoom: A practical guide to engage your students and help them learn. Journal of Public Affairs Education. 27(2), pp. 260-262. Available at: https://doi.org/10.1080/15236803.2020.1834676 

 

  • Glover, R.W., Lewis, D.C., Meagher, R. and Owens, K.A., 2021. Advocating for Engagement: Do Experiential Learning Courses Boost Civic Engagement?. Journal of Political Science Education, 17(sup1), pp.599-615. Available at: https://doi.org/10.1080/15512169.2020.1831932 

 

  • Rajabalee, Y.B., Santally, M.I., 2021. Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 26, pp. 2623–2656. Available at: https://doi.org/10.1007/s10639-020-10375-1 

 

  • Young, D.G., Baum, M.A. and Prettyman, D., 2021. vMOBilize: Gamifying Civic Learning and Political Engagement in a Classroom Context. Journal of Political Science Education, 17(1), pp.32-54. Available at: https://doi.org/10.1080/15512169.2019.1609486 

 

2020 

  • Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O. and 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). Available at: https://doi.org/10.1186/s41239-019-0176-8 

 

  • Baranowski, M., 2020. The Daily Show vs. the New York Times: Comparing Their Effects on Student Political Knowledge and Engagement. Journal of Political Science Education, 16(3), pp.300-313. Available at: https://doi.org/10.1080/15512169.2019.1578225 

 

 

2019 

  • Berg, L. and Chambers, J., 2019. Bet Out the Vote: Prediction Markets as a Tool to Promote Undergraduate Political Engagement. Journal of Political Science Education, 15(1), pp.2-16. Available at: https://doi.org/10.1080/15512169.2018.1446342 

 

2018 

  • Bryan, T.K., Lutte, R., Lee, J., O’Neil, P., Maher, C.S. and Hoflund, A.B., 2018. When do online education technologies enhance student engagement? A case of distance education at University of Nebraska at Omaha. Journal of Public Affairs Education, 24(2), pp.255-273. Available at: https://doi.org/10.1080/15236803.2018.1429817 

 

  • Dumford, A.D., Miller, A.L., 2018. Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30, pp.452–465. Available at: https://doi.org/10.1007/s12528-018-9179-z 

 

  • Kahu, E.R. and Nelson, K., 2018. Student engagement in the educational interface: understanding the mechanisms of student success. Higher Education Research & Development, 37(1), pp.58-71. Available at: https://doi.org/10.1080/07294360.2017.1344197 

 

  • Martin, F. and Bolliger, D.U., 2018. Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning, 22(1), pp.205-222. Available at: https://eric.ed.gov/?id=EJ1179659 

 

  • Redmond, P., Abawi, L., Brown, A., Henderson, R., Heffernan, A., 2018. An Online Engagement Framework for Higher Education. Online Learning, 22(1), pp.183-204. Available at: https://eric.ed.gov/?id=EJ1179626 

 

 

2017 

 

  • Clark, N., Van Dyke, G., Loedel, P., Scherpereel, J. and Sobisch, A., 2017. EU Simulations and Engagement: Motivating Greater Interest in European Union Politics. Journal of Political Science Education, 13(2), pp. 152-170. Available at: https://doi.org/10.1080/15512169.2016.1250009 

 

 

  • Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R. and Swaim, K., 2017. A Systematic Literature Review of Students as Partners in Higher Education. International Journal for Students As Partners, 1(1). Available at: https://doi.org/10.15173/ijsap.v1i1.3119 

 

 

  • Stone, C., 2017. Opportunity through online learning: improving student access, participation and success in higher education. National Centre for Student Equity in Higher Education. Available at: https://apo.org.au/node/94591 

 

  • Thiele, T., Pope, D., Singleton, A., Snape, D. and Stanistreet, D., 2017. Experience of disadvantage: The influence of identity on engagement in working class students’ educational trajectories to an elite university. British Educational Research Journal, 43, pp.49-67. Available at: https://doi.org/10.1002/berj.3251 

 

  • Weidenfeld, M.C. and Fernandez, K.E., 2017. Does Reacting to the Past Increase Student Engagement? An Empirical Evaluation of the Use of Historical Simulations in Teaching Political Theory. Journal of Political Science Education, 13(1), pp.46-61. Available at: https://doi.org/10.1080/15512169.2016.1175948 

 

  • Zanjani, N., 2017. The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector. Australasian Journal of Educational Technology, 33(1). https://doi.org/10.14742/ajet.2938 

 

 

2016 

  • Gray, J.A. and DiLoreto, M., 2016. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments. International Journal of Educational Leadership Preparation, 11(1). Available at:  https://eric.ed.gov/?id=EJ1103654 

 

  • Jack, A. A., 2016. (No) Harm in Asking: Class, Acquired Cultural Capital, and Academic Engagement at an Elite University. Sociology of Education, 89(1), pp. 1–19. Available at:https://doi.org/10.1177/0038040715614913 

 

 

  • Lee, E. and Hannafin, M.J., 2016. A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Education Tech Research Development, 64, pp.707–734. Available at: https://doi.org/10.1007/s11423-015-9422-5 

 

  • Masika, R. and Jones, J., 2016. Building student belonging and engagement: insights into higher education students’ experiences of participating and learning together. Teaching in Higher Education, 21(2), pp.138-150. Available at: https://doi.org/10.1080/13562517.2015.1122585 

 

  • Rashid, T., Asghar, H.M., 2016. Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, pp.604-612. Available at: https://doi.org/10.1016/j.chb.2016.05.084 

 

  • Savin-Baden, M., 2016. The Impact of Transdisciplinary Threshold Concepts on Student Engagement in Problem-Based Learning: A Conceptual Synthesis. Interdisciplinary Journal of Problem-Based Learning, 10(2). Available at: https://doi.org/10.7771/1541-5015.1588 

 

2015 

  • Dixson, M.D., 2015. Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Online Learning, 19(4). Available at: https://eric.ed.gov/?id=EJ1079585 

 

  • Forestiere, C., 2015. Promoting Civic Agency Through Civic-Engagement Activities: A Guide for Instructors New to Civic-Engagement Pedagogy. Journal of Political Science Education, 11(4), pp.455-471. Available at: https://doi.org/10.1080/15512169.2015.1066684 

 

  • Gilboy, M.B., Heinerichs, S., Pazzaglia, G., 2015. Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), pp.109-114. Available at: https://doi.org/10.1016/j.jneb.2014.08.008 

 

  • Shea, J., Joaquin, M.E. and Gorzycki, M., 2015. Hybrid Course Design: Promoting Student Engagement and Success. Journal of Public Affairs Education, 21(4), pp.539-556. Available at: https://doi.org/10.1080/15236803.2015.12002219 

 

 

2014 

  • Buckley, F. and Reidy, T., 2014. Practicing Politics: Student Engagement and Enthusiasm. European Political Science, 13, pp.340–351. Available at: https://doi.org/10.1057/eps.2014.17 

 

  • Carr, M., 2014. The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment. Journal of Effective Teaching, 14(1), pp.99-110. Available at: https://eric.ed.gov/?id=EJ1060450 

 

  • Harrington, K., Flint, A. and Healey, M., 2014. Engagement through partnership: students as partners in learning and teaching in Higher Education. Other. Higher Education Academy, York, UK. http://repository.londonmet.ac.uk/id/eprint/5176 

 

 

  • Lightfoot, S. and Maurer, H., 2014. Introduction: Teaching European Studies – Old and New Tools for Student Engagement. European Political Science, 13, pp.1–3. Available at: https://doi.org/10.1057/eps.2013.28 

 

 

  • Wang, M.T. and Degol, J., 2014. Staying Engaged: Knowledge and Research Needs in Student Engagement. Child Dev Perspect, 8, pp.137-143. Available at: https://doi.org/10.1111/cdep.12073 

 

2013 

  • Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, J., 2013. Using clickers in class: The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, pp.102-110. Available at: https://doi.org/10.1016/j.compedu.2012.10.019 

 

  • Dingli, S., Khalfey, S. and Leston-bandeira, C., 2013. The Effectiveness of Incentive-Driven Role-Play. European Political Science, 12, pp.384–398. Available at: https://doi.org/10.1057/eps.2013.19 

 

  • Donnelly, P., Hogan, J., 2013. Engaging Students in the Classroom: ‘How Can I Know What I Think Until I See What I Draw?’. European Political Science, 12, pp.365–383. Available at: https://doi.org/10.1057/eps.2013.12 

 

  • Guerrero, M. and Rod, A.B., 2013. Engaging in Office Hours: A Study of Student-Faculty Interaction and Academic Performance. Journal of Political Science Education, 9(4), pp.403-416. Available at: https://doi.org/10.1080/15512169.2013.835554 

 

  • Herrmann, K. J., 2013. The impact of cooperative learning on student engagement: Results from an intervention. Active Learning in Higher Education, 14(3), pp. 175–187. Available at: https://doi.org/10.1177/1469787413498035 

 

  • Kearney, S., 2013. Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), pp.875-891. Available at: https://doi.org/10.1080/02602938.2012.751963 

 

  • McCormick, A.C., Kinzie, J., Gonyea, R.M., 2013. Student Engagement: Bridging Research and Practice to Improve the Quality of Undergraduate Education. In: Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 28. Springer, Dordrecht. Available at: https://doi.org/10.1007/978-94-007-5836-0_2 

 

2009 

  • Kaunert, C., 2009. The European Union Simulation: From Problem-Based Learning (PBL) to Student Interest. European Political Science, 8, pp.254–265. Available at: https://doi.org/10.1057/eps.2009.8 

 

 

2008 

  • Krause, K. and Coates, H., 2008. Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), pp.493-505. Available at: https://doi.org/10.1080/02602930701698892 

 

  • Kuh, G.D., Cruce, T., Shoup, R., Kinzie, J. and Gonyea, R.M., 2008. Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, 79(5), pp.540-563. Available at: https://doi.org/10.1080/00221546.2008.11772116