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Online Approaches for Family Engagement: TeleNGAGE
Abstract
Family engagement has been an integral part of education across the United States over decades. Research has shown evident benefits of effective family engagement on grade improvement and learning performance. Family engagement has a positive effect on student motivation, student behavior, student attendance and student optimism towards schooling. During COVID, schools had to close their doors. During this time, TeleNGAGE still connected families to school with an online approach. TeleNGAGE is an online environment for engaging families for student education. While benefits have emerged, there has been no research yet to present successful online elements of TeleNGAGE. The purpose of this study is to explore, through the lens of self-determination theory (Ryan & Deci, 2017), how components of TeleNGAGE facilitated engagement of participants as they collaboratively addressed problems associated with the pandemic. Main components through the online approaches include using case-based scenarios and didactic sessions, discussion, and accessibility. Implications for practice and directions for further research are discussed.
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Student engagement is understood to be an important benchmark and indicator of the quality of the student experience for higher education; yet the term engagement continues to be elusive to define and it is interpreted in different ways in the literature. This paper firstly presents a short review of the literature regarding online engagement in the higher education environment, moving beyond discipline-specific engagement. It then presents a conceptual framework which builds upon recurring themes within the literature, including students' beliefs, attitudes, and behaviors. The framework was developed by adopting a constant comparison method to analyse the literature, and to search for and identify current and emerging themes. The framework identifies indicators for five key elements of online engagement, and the authors propose that the framework provides a guide for researchers and academics when exploring online engagement from a conceptual, practical and research basis. Finally, the paper provides recommendations for practice, outlining how the framework might be used to reflect critically upon the effectiveness of online courses and their ability to engage students. This paper proposes a conceptual framework for online engagement. Student engagement in higher education has been an area highlighted consistently as having significant influence on student outcomes, including the successful completion of studies. Chen, Lambert, and Guidry (2010) suggested that student engagement in learning has a more significant impact on learning outcomes than who students are or where they enrol to study. As universities have increased their online presence and provided more opportunities for fully-online studies, student engagement in this mode requires further investigation and consideration. According to Coates (2009), student
Using data (N = 1,350) from the Head Start Family and Childhood Experiences Survey, this study examined sociodemographic predictors of parent involvement in educationally enriching activities at home for low-income children with disabilities compared with children without disabilities. Analyses examined whether associations were moderated by aspects of parent–school interactions. Parent involvement was greater for White compared with Black and Hispanic parents of all children. Higher parental education related to greater involvement at the end of the year only for parents of children with disabilities. Parent perceptions of teacher support and school communication differentially moderated associations between predictors and parent involvement for children with and without disabilities. Results inform an individualized approach to fostering involvement among low-income parents of children with disabilities in early education.
Many approaches, models and frameworks exist when designing quality online learning environments. These approaches assist and guide instructional designers through the process of analysis, design, development, implementation and evaluation of instructional processes. Some of these frameworks are concerned with student participation, some with motivation and some with student success. All these variables affect active participation and engagement of the student to some degree but the main concern is how to design online instruction conducive to high level of engagement. Therefore, this paper presents an instructional design framework along with a set of strategies that could be used to foster learner engagement in online learning. This framework is result of an extensive literature review on student engagement and is aimed at summarizing the results in a cohesive way for online instructors. For e-learning design and development to be successful online designers and instructors need better approaches to increasing student engagement and its authors hope that proposed framework provides such an approach.
Theoretical knowledge, visual perception, and sensorimotor skills are key elements in ultrasound education. Classroom-based presentations are used routinely to teach theoretical knowledge, whereas visual perception and sensorimotor skills typically require hands-on training (HT). We aimed to compare the effect of classroom-based lectures versus a case-based e-learning (based on clinical cases only) on the hands-on performance of trainees during an emergency ultrasound course.
This is a randomized, controlled, parallel-group study. Sixty-two medical students were randomized into two groups [group 1 (G1) and group 2 (G2)]. G1 (n=29) was subjected to a precourse e-learning, based on 14 short screencasts (each 5 min), an on-site discussion (60 min), and a standardized HT session on the day of the course. G2 (n=31) received classroom-based presentations on the day of the course before an identical HT session. Both groups completed a multiple-choice (MC) pretest (test A), a practical postcourse test (objective structured clinical exam), and MC tests directly after the HT (test B) and 1 day after the course (test C). The Mann-Whitney U-test was used for statistical analysis.
G1 performed markedly better in test A (median 84.2, 25%; 75% percentile: 68.5; 92.2) compared with G2 (65.8; 53.8; 80.4), who had not participated in case-based e-learning (P=0.0009). No differences were found in the objective structured clinical exam, test B, and test C.
e-learning exclusively based on clinical cases is an effective method of education in preparation for HT sessions and can reduce attendance time in ultrasound courses.
This article explores an urban partnership and service-learning project deliberately created to improve literacy and strengthen learning communities in an urban, Latino neighborhood of Chicago. The project aligns activities and objectives with resources and needs of university participants, a Latino community organization, and local public schools. The needs addressed include (a) improving literacy achievement in Latino students, (b) improving literacy instruction, (c) expanding students’ awareness and engagement with social injustices, and (d) exploring barriers to literacy access in students’ homes and community. This project serves as a model for developing partnerships and outreach between higher education institutions and the community.
This study examined the extent to which undergraduate engi-neering courses taught using active and collaborative learning methods differ from traditional lecture and discussion courses in their ability to promote the development of students' engineering design, problem-solving, communication, and group participa-tion skills. Evidence for the study comes from 480 students en-rolled in 17 active or collaborative learning courses/sections and six traditional courses/sections at six engineering schools. Re-sults indicate that active or collaborative methods produce both statistically significant and substantially greater gains in student learning than those associated with more traditional instruction-al methods. These learning advantages remained even when dif-ferences in a variety of student pre-course characteristics were controlled.
The policy forum brought to the center what is now on the periphery of education reform: family, school, and community engagement (FSCE) as a strategy to support student success. The forum sought to serve as a catalyst for reframing what FSCE should look like in the twenty--first century, and for repositioning this engagement as a major contributor to twenty--first century learning and school turnaround efforts. There is a substantial amount of innovation intentionally linking family engagement to learning, as well as a strong base of practice experience on which to build more systemic, integrated, and sustained approaches. This paper set the stage for the forum by presenting a research-based framing of family engagement. It examines the policy levers for change in promoting systemic FSCE, and focuses on data systems as a powerful tool to engage families for twenty-first century student learning. Because education reform will succeed only when all students are prepared for the demands of the twenty-first century, the forum also aimed to examine the role of families in transforming low-performing schools. This paper aims to start the conversation and to help shape what role federal policy will play in supporting FSCE efforts in schools across the country. (Contains 6 textboxes and 36 footnotes.)
The Internet provides a powerful delivery system for learning. With improvements in web-based applications and information technology come new opportunities and challenges for educators to design, develop, and deliver effective instruction. Over the past few years, an increasing amount of research has been devoted to the design of online learning communities that embrace learning as a social and constructive process. As online learning matures, it is important for both theorists and practitioners to understand how to apply new and emerging educational practices and technologies that foster a sense of community and optimize the online learning environment. To accomplish this goal, it is critical that researchers continue testing instructional-design theories and models in different online contexts and either build upon those theories and models or develop new ones that will provide appropriate and relevant guidance. This article proposes an instructional-design theory that supports a sense of community. The theory may also serve as the basis for further development of specific instructional design prescriptions for how to use some of the new and emerging web tools that are available in the Read/Write Web such as blogs, wikis, podcasts, and virtual worlds, to create a sense of community among adult learners. This theory originates from formative research conducted to design an online learning community for older adults in non-academic settings. In this article, situations that describe when a particular method works best were added to suggest how this theory might apply to adults enrolled in online graduate programs. (Contains 1 table.)
The articles included in the special series in this issue of
Developmental Psychology demonstrate that perceived self-efficacy for memory functioning is an important facet of metamemory. Self-beliefs of efficacy can enhance or impair performance through their effects on cognitive, affective, or motivational intervening processes. This commentary addresses a number of issues concerning the extension of self-efficacy theory to memory functioning. These include the following: the multidimensionality and measurement of perceived memory capabilities; the veridicality of memory self-appraisal; the efficacious exercise of personal control over memory functioning; the psychosocial processes by which people preserve a favorable sense of memory self-efficacy over the life span; and strategies for generalizing the impact of training in memory skills. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This research examined the idea that children's parent-oriented motivation underlies the benefits of parents' involvement on children's engagement and ultimately achievement in school. Beginning in the fall of 7th grade, 825 American and Chinese children (mean age = 12.73 years) reported on their parents' involvement in their learning as well as multiple dimensions of their motivation in school every 6 months until the end of 8th grade. Information on children's self-regulated learning strategies and grades was also obtained. Over time, the more involved parents were in children's learning, the more motivated children were to do well in school for parent-oriented reasons, which contributed to children's enhanced self-regulated learning and thereby grades. Although children's parent-oriented motivation was associated with their controlled and autonomous motivation in school, it uniquely explained the positive effect of parents' involvement on children's grades. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The literature related to online learning programs for K-12 students dates to the mid-1990s and builds upon a century of research and practice from K-12 distance education. While K-12 online learning programs have evolved and grown over the past decade, the amount of published research on virtual schooling practice and policy is limited. The current literature includes practitioner reports and experimental and quasi-experimental studies, both published and unpublished. This paper reviews open access literature in K-12 online learning and reports on a structured content analysis of the documents. Themes in the literature include steady growth and a focus on the benefits, challenges, and broad effectiveness of K-12 online learning. In addition, newly developed standards for K-12 online learning are emerging in descriptions of effective practices.
Unforeseen challenges caused by the COVID-19 pandemic have taken asignificant toll on people across the world. This essay deals with a holistic,multisectoral effort that one US higher education institution took to collaboratewith national, state, and local entities in order to serve their State’s constituentsduring the pandemic. The goal of this essay is to describe this endeavor as amodel that can serve other sectors, agencies and institutions worldwide.
When families are engaged in their education, children's academic , behavioral, and social-emotional development is indirectly supported. Many teacher-training programs (TTPs) focused on preparing teachers to communicate and work with families have been developed, although inconsistencies regarding their effectiveness exist. The current meta-analysis of 39 studies systematically analyzed the effects of TTPs on teachers' family-engagement practices, attitudes, and knowledge. TTPs included preservice university courses, teacher in-service, and professional development programs. Studies were coded for key sample, setting, and quality characteristics. Analyses revealed TTPs had a significant positive effect on all teacher family-engagement outcomes. Key intervention components were also determined (e.g., communication strategies, colla-borative planning, and problem solving) and can be used to inform the development of future TTPs. Although results are promising, future TTPs should aim to improve methodological rigor and study quality.
School attendance is a rising issue in public schools. Students regularly absent from school can end up involved in destructive behaviors and dropout of school. Family characteristics are strong determining factors in students’ school attendance. This presents the question, “Can family involvement improve public school students’ attendance?” One way to do this is through phone calls from the school faculty to students’ caregivers. Promoting attendance early in a student's life can encourage attendance and maintain this habit throughout his or her school career. The studies reviewed—using parent involvement—show promise to improving students’ attendance. When parents or caregivers are regularly apprised of their child's attendance, they can provide appropriate feedback at home. Other findings and implications for phone call interventions and attendance are discussed.
Although collaboration is often considered a beneficial learning strategy, research examining the claim suggests a much more complex picture. Critically, the question is not whether collaboration is beneficial to learning, but instead how and when collaboration improves outcomes. In this paper, we first discuss the mechanisms hypothesized to support and hinder group learning. We then review insights and illustrative findings from research in cognitive, social, and educational psychology. We conclude by proposing areas for future research to expand theories of collaboration while identifying important features for educators to consider when deciding when and how to include collaboration in instructional activities.
Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one's environment and interested in learning and developing one's knowledge. All too often, however, educators introduce external controls into learning climates, which can undermine the sense of relatedness between teachers and students, and stifle the natural, volitional processes involved in high-quality learning. This article presents an overview of SDT and reviews its applications to educational practice. A large corpus of empirical evidence based on SDT suggests that both intrinsic motivation and autonomous types of extrinsic motivation are conducive to engagement and optimal learning in educational contexts. In addition, evidence suggests that teachers' support of students' basic psychological needs for autonomy, competence, and relatedness facilitates students' autonomous self-regulation for learning, academic performance, and well-being. Accordingly, SDT has strong implications for both classroom practice and educational reform policies.
Using data from the U.S. Department of Education's (2000) Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), this study investigates the relationship between school efforts to engage parents, average socioeconomic status (SES) of families within a school, and kindergarteners' end-of-year reading and mathematics achievement. Drawing from Epstein's (200113.
Epstein , J.L. 2001. School, family, and community partnerships: Preparing educators and improving schools, Boulder, CO: Westview Press. View all references) parent involvement framework, the 4 types of engagement efforts explored are intended to promote communication, parent volunteering, parent influence in school decision making, and parenting skills. We apply multilevel methods to explore the impact of schools' efforts to engage parents on student achievement. Our findings indicate certain types of school efforts to engage parents influence achievement. Depending on average school SES, efforts to promote volunteering has a differential impact on reading achievement, efforts to involve parents in school decision making has a differential impact on mathematics achievement, and efforts to increase communication and promote parenting skills have a differential impact on reading and mathematics achievement.
This paper discusses initial ideas and observations about the development, use and pedagogy of computer-based case scenarios. We first outline two large computer-based case scenarios written to help students develop their skills and knowledge in the area of business information systems. The scenarios consist mainly of text and graphics delivered over the worldwide web. One scenario is a detailed representation of an equipment maintenance organization written to support the development of students’ systems modelling skills. The other is a broader but less detailed representation of a set of organizations illustrating the development and use of business information technology from around 1965 to the present day, written to help develop students’ knowledge and understanding of information systems theory. Although the reasons for developing the scenarios were mainly resource related, the scenarios bring to light a number of pedagogical issues relating to active learning, collaborative learning and case-based learning. In particular we consider factors in the design of computer-based case scenarios and activities based upon them that might influence depth and quality of learning. These issues seem likely to be relevant to a wider range of subjects than business information systems alone.
This paper discusses the findings of a literature review of case based learning (CBL) from a multidisciplinary health science education perspective and attempts to draw comparisons with the available literature relating to prehospital education and CBL.
CBL is an exciting educational prospect in which to develop research capacity, strategies, and opportunities. This paper provides an examination of the literature exploring the major consistencies and inconsistencies, and reveals areas of potential future research for prehospital education institutions.
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