- Title
- University student engagement in learning: Insights from academic fieldtrips in the Malaysian tropical rainforests
- Creator
- Lau, Patricia; Lee, Christina; Ho, ChyeKok
- Date
- 2019
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/168557
- Identifier
- vital:13854
- Identifier
-
https://doi.org/10.1108/ET-02-2018-0045
- Identifier
- ISBN:0040-0912
- Abstract
- Purpose: The purpose of this paper is to explore how university fieldtrips progressively deepen student engagement, and explain that stage-by-stage using the organismic integration theory. Design/methodology/approach: Using reflective logs, follow-up focus groups after two years and facilitator observations, this Malaysian qualitative study followed 12 business students across two three-day rainforest fieldtrips. Findings: Students progressed toward greater – and enduring – engagement, and transferable socio-cognitive skills, via three thematic stages. Voice and self-reflection – motivated by protecting group harmony – were key, enabled by facilitator and peer encouragement. Research limitations/implications: This exploratory study invites research in specified education cultures. Further, a longitudinal, quantitative study could be designed to examine the conceptual framework developed in Figure 1. Practical implications: University curricula, especially in collectivist high power distance cultures, should include fieldtrips as a particularly powerful form of experiential learning. Benefits of deeper engagement extend beyond present to future courses and the workplace. Higher student attraction/retention and employability may follow. Intrinsic motivation grows through the student–instructor interaction, watching theoretical principles in action, and having eureka moments through reflection, expression and exchange of ideas. Originality/value: The research fills a gap by mapping student engagement progressively from extrinsic to intrinsic motivation along with socio-cognitive competencies. The authors reveal the centrality of voice and reflection to promote group harmony, explain the roles of facilitators and peers and show long-lasting transferable benefits to learning. Novelly, the authors provide empirical support for existing conceptual frameworks but also extend these.
- Publisher
- Emerald Group Publishing Ltd.
- Relation
- Education and Training Vol. 61, no. 3 (2019), p. 342-358
- Rights
- Copyright © 2019, Emerald Publishing Limited.
- Rights
- This metadata is freely available under a CCO license
- Subject
- 0601 Biochemistry and Cell Biology; 1103 Clinical Sciences; 1112 Oncology and Carcinogenesis; Experiential learning; Fieldtrips in Malaysia; Impression management; Student engagement; Teamwork; Voice
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