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.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Arjomandi, Amir; Seufert, Juergen H.; O'Brien, Martin; and Rossetto, L. Celeste
(2021)
"An Empirical Study of Business Student Engagement with Active Teaching Strategies: A Comparison of First Year and Senior Students,"
American Business Review: Vol. 24:
No.
1, Article 5.
DOI: 10.37625/abr.24.1.67-89
Available at:
https://digitalcommons.newhaven.edu/americanbusinessreview/vol24/iss1/5
DOI
10.37625/abr.24.1.67-89
