The effect of 'here and now' learning on student engagement and academic achievement

Commitment, persistence and effort have long been considered critical components for an individual's academic success. Yet, according to the old proverb, two heads are better than one and collaborative learning may yield greater benefits than what might be achieved by an individual. Because of...

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Bibliographic Details
Published in:British journal of educational technology 2018-03, Vol.49 (2), p.321-333
Main Authors: Northey, Gavin, Govind, Rahul, Bucic, Tania, Chylinski, Mathew, Dolan, Rebecca, van Esch, Patrick
Format: Article
Language:English
Subjects:
Academic Achievement
Active control
Active learning
Asynchronous communication
Between-subjects design
Blended Learning
Collaborative learning
Cooperative Learning
Critical components
Design factors
Educational Technology
Facebook
Instructional Design
Learner controlled teaching
Learner Engagement
Learning
Locus of Control
Outcomes of Education
Quasiexperimental Design
Student engagement
Student participation
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Summary:Commitment, persistence and effort have long been considered critical components for an individual's academic success. Yet, according to the old proverb, two heads are better than one and collaborative learning may yield greater benefits than what might be achieved by an individual. Because of this, collaborative learning has been labelled a 'social imperative' (DuFour and Marzano, [DuFour, R., 2016]) that has a positive impact on individual learning behaviours, academic outcomes and the overall level of group knowledge. As such, the need for collaborative learning has become an increasingly important factor in instructional design. This is especially so in the modern technologically advanced world, where learning is no longer constrained by time or place. Instead porous boundaries that allow round-the-clock, 'here and now' learning (Martin and Ertzberger, [Martin, F., 2013]) are shifting the locus of control from instructor to student and creating a new breed of active learners. The current study involves a quasi-experimental, between-subjects design, where the effects of 'here and now' learning on student engagement and academic achievement are examined. The study develops and tests a low-investment blended learning approach, using Facebook as the asynchronous engagement platform to facilitate collaboration outside the classroom. Findings from the study show 'here and now' learning has a positive influence on student learning behaviours, student engagement and academic outcomes. [Author abstract]
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.12589