This study investigated student engagement by conceptualizing learning engagement and examining the inner mechanism that operates in the university English learning context. This study administered a questionnaire to 376 college students, and data analysis was conducted with SPSS 26.0 and AMOS 24.0. The findings revealed that student engagement can be conceptualized into behavioral, cognitive, affective, and interactive engagement. The results confirmed that cognitive engagement positively affected behavioral engagement, whereas affective engagement did not. Affective engagement had positive effects on both cognitive engagement and interactive engagement. Interactive engagement positively affected cognitive engagement but did not affect behavioral engagement. Further, the results showed that cognitive engagement acted as a full mediator between affective engagement and behavioral engagement, as well as between interactional engagement and behavioral engagement. The findings of this study propose implications for optimizing English teaching to facilitate student engagement and ultimately enhancing their learning satisfaction along with improving academic outcomes.

Over the last several years, the growing accessibility of VR has shifted its application from military and aviation to education as it provides the capability to create immersive learning experiences (Buń et al., 2017). However, VR simulations have mostly been used in the educational curriculum of “hard sciences” or the STEM disciplines (for a review, see Merchant et al., 2014). Most notable educational applications of VR have been used in medicine and science (e.g., Arora et al., 2014; Lindgren et al., 2016). This study develops and tests a VR marketing simulation designed for a second-year marketing unit at an Australian university. Within their respective tutorials, 150 students will experience the simulations and tutorial presentation on a pre-assigned topic in their marketing curriculum. A within-subject experimental design will be adopted to examine the feasibility of the simulation, which is measured by : (1) immersion; (2) e-learning enjoyment; (3) learning self-efficacy; (4) learning attitude; (5) intention to use; (6) student engagement; and (7) knowledge-based learning performance.

A predominantly positive view is shown in engagement literature in terms of positive actor engagement (PNE) expressions and outcomes. However, business practices indicate that the understanding of actors being negatively engaged is important. Yet a few studies in marketing, which attempt to conceptualise negative actor engagement (NAE), do not have a consensus as for whether NE and PE are reciprocal or NE is a distinct construct with a different nomological network and process. The purpose of this study is to conceptualise and operationalise NAE. Built on Li et al.’s (2018) conceptualisation of actor engagement valence, this paper follows Churchill’s (1979) methods of scale development and operationalises the construct of NAE. By developing and validating a NAE scale in specific online learning servcie platforms, we address this identified literature gap. Specifically, this study derives four NAE dimensions, including annoyance, anxiety, futitlity and failed expectation, which we proceed to validate within a nomological net of conceptual relationships in relation to the engagement behaviours (learning, sharing and endorsing). We conclude with an overview of key managerial and scholarly implications arising from this research. This marks the first study in the marketing discipline to operationalise NAE.

What is the connection between aesthetics or classroom design and engagement towards courses, teachers and groups? Students spend at least one quarter of their waking hours in schools, most of it in classrooms, which have become a potentially powerful setting for influencing them. Especially in recent years, where marketing classes are often projectbased and students are required to regularly interact in class and participate in group assignments, the role of classrooms and their design is crucial for improving learning and engagement (e.g. Abernethy and Lett III, 2005; Razzouk, Seitz and Rizkallah, 2003). Education research over the past decade has demonstrated that classroom designs have an effect on learning behaviors. Ample evidence suggested that classroom layout, technology and overall design can have a profound effect on student learning (e.g. Cheryan, Ziegler, Plaut and Meltzoff, 2014; Neill and Etheridge, 2008). So far, literature on classroom design and teaching has mainly focused on the relationship between quality of physical infrastructure and student achievement (Cheryan et al., 2014), on flexible learning spaces (Neill and Etheridge, 2008) and on the use of interactive technology (i.e. student response systems or clickers) for improving satisfaction, creative interaction, and achievement (e.g. Eastman, Iyer and Eastman, 2011). Little research has examined the role of classroom design on engagement (Kuh, 2001; Marks, 2000), investigating it primarily in the online or distance learning contexts (Chen, Lambert and Guidry, 2009). Unexplored in previous research is the role that a high vs. low technological classroom design may play in students’ engagement, and more specifically, in the general engagement level experienced by students towards a course, a teacher and a group. This work includes a comparison of two courses taught by the same instructor in a lowtechnology space (traditional class) versus a high-technology space, demonstrating counterintuitively that students perceive a higher engagement in a traditional classroom setting, evaluate the teacher more positively, and like to work in groups more.

This study adopts a flow theory perspective to investigate the learning engagement levels of 224 Korean high school students during EFL classes and the factors that may relate to differences in their engagement. Engagement was defined as the simultaneous experience of concentration, interest, and enjoyment. The experience sampling method was employed to measure 10th and 11th graders’ appraisals of instructional activities. Each participant was sampled twice randomly during each of three observed lessons. Momentary levels of engagement were examined in relation to students’ appraisals of activity qualities (importance for future goals, difficulty, possessed skills/competence in the area of the activity), and contextual factors (gender, grade, teacher, ability-track). Descriptive analyses, ANOVAs, and t-tests revealed that only 13% of the students were optimally engaged in lessons that were predominantly teacher-centered; increased engagement was associated with students’ appraisals of activity importance for future goals and with feelings of competence; and learner group engagement differed according to who taught them. Some teachers seemed to use an approach more conducive to engagement.

이 연구는 대학 신입생을 대상으로 그들이 지각하는 역량과 학습기대에 따라 유사한 특성을 갖는 잠재집단이 도출되는지 탐색하고, 잠재집단 간 학습참여의 차이가 나타나는지를 확인하고자 수행되었다. 이를 위해 한국교육개발원의 대학생 교수학습 과정 조사(NASEL) 자료를 활용하여, 2019년에 광주 지역 S 대학에 입학한 남녀 신입생 497명을 분석대상으로 잠재프로파일분석을 실시하였다. 연구결과는 다음과 같다. 첫째, S대학의 신입생은 3개의 잠재집단이 도출되었으며 첫째 집단은 역량-학습기대 높은 집단, 둘째 집단은 역량-학습기대 보통 집단, 셋째 집단은 비인지적 역량-학습기대 낮은 집단으로 명명하였다. 둘째, 잠재집단 간 학습참여는 통계적으로 유의한 차이가 나타났다. 역량에 대한 지각과 학습기대가 높은 신입생 집단일수록 인지적 참여(능동적⋅협력 적 학습활동), 정서적 참여(수업만족도, 교육지원서비스만족도), 행동적 참여(수업참여, 교수/동료 와의 상호작용, 교육지원서비스 활용)가 높았으며, 특히 비인지적 역량과 학습기대가 낮은 신입생 집단은 학습참여가 모두 낮은 것으로 나타났다. 이러한 연구결과에 근거하여 대학 신입생의 학습 참여 신장을 위한 교육적 시사점을 논의하였다.

본 연구는 대안적 수업 장학의 한 형태인 동료코칭 방식이 중학교 영어 교사의 수업 운영 및 구성에서의 변화와 이에 따른 학생들의 학습 참여에 미치는 효과에 대해서 탐색한다. 코치 를 받은 교사는 자신의 수업을 일 년 동안 총 3회에 걸쳐 비디오로 촬영하고 3명의 코치교사 로부터 수업 코치를 받았다. 코치교사들은 매 코칭 전 수업 동영상을 전사하여 교사와 학생 간 상호작용, 학생과 학생 간 상호작용을 중점적으로 분석한 뒤 코칭 하였다. 또한 온라인 카페를 개설하여 각 수업의 계획과 수업 운영 전반에 관하여 코치교사들이 함께 코칭을 하였다. 매 수 업 마다 코치를 받은 교사로 하여금 자신의 수업에서 잘 된 점과 개선할 점을 중심으로 수업 일지를 작성하도록 하였고 수업 동영상을 함께 관찰하며 코칭 함으로써 스스로 수업 실천의 전 과정을 성찰하도록 하였다. 이와 같이 여러 자료들을 종합하여 분석한 결과 코치를 받은 교 사의 수업 운영이 전체 학생을 대상으로 하는 교사주도의 정보 전달식 수업 형태에서 조별 학 습 형태를 바탕으로 조별 과업을 수행하는 방식으로 변화되었고 이는 점차 학생들의 학습 참 여가 높아지는 변화로 이어졌다. 이러한 연구 결과는 일회적이고 관행적인 성격을 띤 과거의 장학이 가진 한계를 넘어, 새로운 장학의 모형으로 동료코칭이 가져올 수 있는 긍정적인 효과 를 나타내고 있는바 앞으로의 현직 교사 교육과 통합 적용함으로써 교사의 수업 능력 함양과 최종적으로는 이를 통한 학생의 학업 성취 향상까지 가져올 수 있을 것으로 보고 이를 확대 적용할 필요성을 제안한다.