The changing dynamics of student engagement
The changing dynamics of student engagement
The overall aim of this chapter is to provoke reflection around how higher education (HE) engaged students in online learning during COVID-19. Discussion will outline the challenges that HE faced in engaging students in a complex and uncertain COVID-19 landscape and how this changed the dynamics of student engagement and support. It also discusses the role of the academic in the use of inclusive pedagogies to ensure that learning and support met the needs of the students’ in their online learning journeys. The chapter concludes that while COVID-19 meant wide scale change for HEIs that these best practices should create the “new norm” in curriculum design and is an era where HE professionals should be proud of the legacy they leave and the support they gave to ensure that students could continue their learning journeys.
Student engagement, Digital Natives, Emotional intelligence, Academic support, Digital Literacy, student support, Digital poverty
91-105
Emerald Publishing Limited
Hughes, Claire
f742e33e-63ae-4c23-b645-835a43e6872c
15 May 2023
Hughes, Claire
f742e33e-63ae-4c23-b645-835a43e6872c
Hughes, Claire
(2023)
The changing dynamics of student engagement.
In,
Sengupta, Enakshi
(ed.)
Pandemic pedagogy: preparedness in uncertain times.
(Innovations in Higher Education Teaching and Learning, 49)
Emerald Publishing Limited, .
(doi:10.1108/S2055-364120230000049006).
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Book Section
Abstract
The overall aim of this chapter is to provoke reflection around how higher education (HE) engaged students in online learning during COVID-19. Discussion will outline the challenges that HE faced in engaging students in a complex and uncertain COVID-19 landscape and how this changed the dynamics of student engagement and support. It also discusses the role of the academic in the use of inclusive pedagogies to ensure that learning and support met the needs of the students’ in their online learning journeys. The chapter concludes that while COVID-19 meant wide scale change for HEIs that these best practices should create the “new norm” in curriculum design and is an era where HE professionals should be proud of the legacy they leave and the support they gave to ensure that students could continue their learning journeys.
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Published date: 15 May 2023
Keywords:
Student engagement, Digital Natives, Emotional intelligence, Academic support, Digital Literacy, student support, Digital poverty
Identifiers
Local EPrints ID: 495971
URI: http://eprints.soton.ac.uk/id/eprint/495971
PURE UUID: 8c84a74e-f889-44e5-aaf8-5a998844c573
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Date deposited: 28 Nov 2024 17:44
Last modified: 30 Nov 2024 03:15
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Contributors
Author:
Claire Hughes
Editor:
Enakshi Sengupta
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