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There is an extensive literature conducted from a range of theoretical perspectives and methodologies on the role of groups and student learning in higher education. However here the concept of the ‘group’ is heavily contested at a theoretical level but within higher education practice, characterizing the group has tended to be clear cut. Groups of students are often formed within the parameters of specific educational programs to address explicitly defined learning objectives. These groups are often small scale and achieve tasks through cooperative or collaborative learning. Cooperative learning involves students dividing roles and responsibilities between group members, so learning becomes an independent process and outcome. On the other hand, collaborative learning involves students working together by developing shared meanings and knowledge to solve a task or problem. From this perspective, learning is conceptualized as both a social process and individual outcome. That is, collaborative learning may facilitate individual student conceptual understanding and hence lead to higher academic achievement. The empirical evidence is encouraging as has been shown that students working collaboratively tend to achieve higher grades than students working independently. However the above perspectives on student engagement assume that groups are formed within the confines of formal learning environments (e.g. lecture theaters), involve students on the same degree program, have the explicit function of achieving a learning task and disband once this has been achieved. However, students may also use existing social networks such as friendship groups as a mechanism for learning, which may occur outside of formal learning environments. There is an extensive literature on the role and benefits of friendship groups on student learning within primary and secondary education but there is a distinct lack of research within higher education. This ebook is innovative and ambitious and will highlight and consolidate, the current understanding of the role that student based engagement behaviors may serve in effective pedagogy. A unique aspect of this research topic will be the fact that scholars will also be welcome to submit articles that describe the efficacy of the full range of approaches that have been employed to facilitate student engagement across the sector.

Students --- Attitudes. --- Conduct of life. --- student engagement --- Learning Technology --- Social Behavior --- relational learning

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There is an extensive literature conducted from a range of theoretical perspectives and methodologies on the role of groups and student learning in higher education. However here the concept of the ‘group’ is heavily contested at a theoretical level but within higher education practice, characterizing the group has tended to be clear cut. Groups of students are often formed within the parameters of specific educational programs to address explicitly defined learning objectives. These groups are often small scale and achieve tasks through cooperative or collaborative learning. Cooperative learning involves students dividing roles and responsibilities between group members, so learning becomes an independent process and outcome. On the other hand, collaborative learning involves students working together by developing shared meanings and knowledge to solve a task or problem. From this perspective, learning is conceptualized as both a social process and individual outcome. That is, collaborative learning may facilitate individual student conceptual understanding and hence lead to higher academic achievement. The empirical evidence is encouraging as has been shown that students working collaboratively tend to achieve higher grades than students working independently. However the above perspectives on student engagement assume that groups are formed within the confines of formal learning environments (e.g. lecture theaters), involve students on the same degree program, have the explicit function of achieving a learning task and disband once this has been achieved. However, students may also use existing social networks such as friendship groups as a mechanism for learning, which may occur outside of formal learning environments. There is an extensive literature on the role and benefits of friendship groups on student learning within primary and secondary education but there is a distinct lack of research within higher education. This ebook is innovative and ambitious and will highlight and consolidate, the current understanding of the role that student based engagement behaviors may serve in effective pedagogy. A unique aspect of this research topic will be the fact that scholars will also be welcome to submit articles that describe the efficacy of the full range of approaches that have been employed to facilitate student engagement across the sector.

Students --- Attitudes. --- Conduct of life. --- student engagement --- Learning Technology --- Social Behavior --- relational learning

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This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact

Medicine --- Public health & preventive medicine --- high-impact practices --- integrative learning --- student engagement --- undergraduate public health education --- workforce development --- high-impact practices --- integrative learning --- student engagement --- undergraduate public health education --- workforce development

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Today, students are becoming more demanding towards their learning experience. With the emergence of sophisticated information and communication technologies (ICTs), they are more than ever distracted and quickly bored when their needs are not fulfilled. Moreover, learners are impatient with typical and traditional styles. They are aspiring for innovative and new learning methods that optimize their experience. At the same time, teachers and instructors are actively aiming for approaches that engage students as they are more aware of their motivational needs. However, lecturers face severe challenges in engaging and motivating students, especially in online environments. 
Hence, gamification evolves as an innovative approach that uses game principles to increase users’ engagement and motivation. Through game elements, gamification introduces fun, feedback, and challenge elements. In an educational setting, this method aims to promote interest, engagement, and motivation of students towards learning activities. Therefore, this master thesis attempts to explore how gamification enhances the students’ learning experience from an empirical perspective. Through an experiment in a higher education context that uses a blended learning approach, 38 students participated in a gamified course at the University of Liège using the learning management system (LMS). We introduced game-elements such as levels and missions, badges, progress visualization, and character in the online environment to investigate their potential effect on students’.
The findings of the qualitative and quantitative research suggest that the game elements positively affect the students’ motivation and engagement. They improve the interactions between students, with the instructor, as well as with the learning management system. Moreover, gamification is perceived as an engaging, interactive, and a modern approach that fosters motivation. However, the study points out that gamification could be a discriminatory approach and highlights the need to consider contextual elements when designing a gamified experience.

Gamification --- Game elements --- Learning experience --- Student engagement --- Student motivation --- Learning management systems (LMSs) --- Sciences sociales & comportementales, psychologie > Education & enseignement

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Learning and Not Learning in the Heritage Language Classroom, a critical ethnography, describes the first year of a teacher-founded charter high school and presents a case-study of compulsory Spanish heritage language instruction with two Spanish-language teachers, one English dominant and the other Spanish dominant. The study follows the same cohort of Mexican-origin students to their humanities-English class, bringing into focus what works and what does not with this group of learners. Unlike many Spanish heritage language studies, the students in this book did not choose to take part in Spanish class and thus provide unusually raw feedback on their teachers and classes. The engagement and resistance of these students suggests pedagogical directions for engaging Spanish heritage language learners. The book will be of interest to scholars, administrators, students and teachers involved in the delivery and assessment of heritage language classes.

Mexican Americans --- Education (Secondary) --- Charter Schools. --- Engaging Latinx learners. --- Ethnographic research. --- High school teaching. --- Language maintenance and acquisition. --- Language pedagogy. --- Place-based Pedagogy. --- Spanish as a heritage language. --- classroom engagement. --- spanish heritage language. --- student engagement.