Journal Article10.21449/ijate.1215747
Deconstructing Learner Engagement: An Expanded Construct Model for Higher Education Learners
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TL;DR: The study proposes a multidimensional model for assessing higher education learner engagement, comprising academic-functional, cognitive, meta-cognitive, collaborative-social, and collaborative-academic engagement dimensions.
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Abstract: Despite the unanimous agreement regarding the positive outcomes of learner engagement, theorists and researchers draw attention to the disparate conceptualizations and structural models of “engagement” construct. The present study, in this respect, attempts to contribute to the development of a theoretical framework by suggesting a multidimensional overarching model for assessing higher education learner engagement. Following the descriptive research design, the study reports the initial model construction and validation results. The findings show significant differences from the earlier conceptualizations indicating a five-dimension model: academic-functional, cognitive, meta-cognitive, collaborative-social, and collaborative- academic engagement. While metacognitive engagement indicators form a distinct but integral dimension in the construct, the social dimension displays an idiosyncratic structure, implying that the multidimensional nature of the engagement construct has a situated nature. Pedagogical implications are discussed based on the engagement model validated.
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Higher education student engagement, leadership potential and self-perceived employability in the United Arab Emirates
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TL;DR: In this paper, the authors review and critique four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective which highlights the critical role of the socio political context; and, finally, the holistic perspective which takes a broader view of engagement.
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