An investigation of the use of student-generated digital video to support students' engagement in their own learning

Abstract

This thesis is situated within a pragmatic view of abductive explanation (Peirce, 1998; Mantere & Ketovki, 2013; Martela, 2015). It draws on a qualitative case study that investigates the use of student-generated digital video (SGDV) in higher education pedagogy, where SGDV is designed to enhance student engagement in learning activities. The study focuses on lecturers’ and students’ views on integrating SGDV into teaching at the College of Basic Education, which forms part of the Public Authority for Applied Education and Training (PAAET) in Kuwait; a higher education institution dedicated to teacher training and education. The resulting research is both significant and distinct in its approach to gaining an understanding of how students engage in learning tasks when creating digital videos (SGDVs). The study findings indicate that student engagement can be enhanced if lecturers, as facilitators of learning, use active learning strategies and motivate students through authentic scenarios, tasks and projects. The findings also confirm that student engagement is a multi-dimensional concept. This current work revealed that student engagement involves collaboration and group dynamics, which are presented as an integrated theme associated with active learning. The findings consequently led to the development of an SGDV model of student engagement, portraying the most universal approaches to engagement emerging within the research context. In brief, this study is aimed at informing the design of pedagogical models for the enhancement of student engagement.

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ORCID for William Woollard: orcid.org/0000-0002-4518-0784

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