Engaging students in learning: a review of a conceptual organiser

Abstract

Student engagement in learning is a complex process influenced by many factors. This article introduces a conceptual organiser developed from a review of the literature. It captures four key perspectives – motivation and agency, transactional engagement, institutional support and active citizenship – and suggested indicators for each perspective. Data from a project researching student engagement with first‐time enrolled students in Aotearoa New Zealand is then used to review the conceptual organiser. Findings show that the four perspectives were all evident, though some indicators were more clearly supported than others. As a result of the evaluation, changes were made to the organiser. We argue that it has value as a way for teachers and institutions to inform and evaluate their efforts to engage students in learning.

Keywords:

• conceptual organiser
• student engagement

Acknowledgements

We warmly acknowledge the Teaching and Learning Research Initiative for funding the project this article is based on as well as our research partners in each of the nine institutions for their involvement in the project: Helen Anderson, Jerry Hoffman, Peter Isaacs, Judy Henderson, Catherine Ross, Barbara Russell, Gloria Slater, Kiri Solomon, Stewart Wilson and Adelle Wiseley.