Engagement in Learning: Supporting Female Students at a UAE University
Date
2020-06-29
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Abstract
Student engagement is widely seen as positively influencing learning in higher education. The purpose of this study was to investigate female Emirati student perspectives regarding factors that affected their engagement or disengagement in learning during their undergraduate programs at a public federal university in the United Arab Emirates. The aim of the study was to suggest how to improve support and cultivate student engagement in learning in the specific cultural context. The study used a qualitative approach and critical incident technique within a constructivist-interpretive paradigm. Interviews were conducted with 21 female undergraduate students across all years and many programs in one university. Participants were asked to recount two critical incidents: a time they were particularly engaged in learning, and a time they were particularly disengaged. Data was analyzed in three phases, resulting in main themes connected to both personal and social factors, as well as substantial wish lists for future improvement. A cross-comparison of themes suggested antecedents and impacts of the critical incidents. A contextualized model is proposed with four environmental levers that participants perceived might affect their engagement. The levers are: (a) accessible language, (b) positive instructor-student relationships, (c) a balance of independence, and (d) personal development and relevance.
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Keywords
Student engagement, Student perceptions, Critical incident technique, United Arab Emirates
Citation
Davison, C. J. (2020). Engagement in Learning: Supporting Female Students at a UAE University (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.