An Empirical Study of Business Student Engagement with Active Teaching Strategies: A Comparison of First Year and Senior Students

Amir Arjomandi (), Juergen Seufert (), Martin O'Brien () and L. Celeste Rossetto ()
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Amir Arjomandi: University of Wollongong
Martin O'Brien: University of Wollongong
L. Celeste Rossetto: University of Wollongong

American Business Review, 2021, vol. 24, issue 1, 67-89

Abstract: The quantitative evaluation of student engagement has been difficult to achieve. This study uses Kahu’s (2013) conceptual framework to investigate the effectiveness of active teaching strategies and how they influence Business students’ engagement in a blended learning environment. First, we quantify the influence of various in-class active teaching activities and out-of-class support tools upon student engagement. The link between engagement and student outcomes in terms of academic results and personal and professional skills development is then captured in our empirical modelling. Results are compared between first year and senior students to understand significant differences in their engagement and experience. Our findings suggest that first year students display a higher propensity to utilize in-class learning activities and out-of-class support tools. This in turn, establishes a strong link with their engagement patterns. However, there is a weaker link between first year student engagement and outcomes compared to senior students. Overall, this study reinforces the usefulness of Kahu’s framework to guide curricula developments that cater for learners’ different needs.

Keywords: Undergraduate Teaching; Student Engagement; Active Teaching Strategies; First Year Students; Senior Students; Simultaneous Equations (search for similar items in EconPapers)
JEL-codes: A22 C30 I21 (search for similar items in EconPapers)
Date: 2021
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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