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dc.contributor.authorBukoye, Oyegoke Teslim
dc.contributor.authorShegunshi, Anjali
dc.date.accessioned2020-11-06T09:31:22Z
dc.date.available2016-08-24T00:00:00Z
dc.date.available2020-11-06T09:31:22Z
dc.date.issued2016-08-24
dc.identifier.citationBukoye OT, Shegunshi A (2016) 'Impact of engaging teaching model (ETM) on students’ attendance', Cogent Education, 3 (1), 1221191.en_US
dc.identifier.issn2331-186X
dc.identifier.doi10.1080/2331186X.2016.1221191
dc.identifier.urihttp://hdl.handle.net/10547/624594
dc.description.abstractNon-attendance in Higher Education is not a new concept. In recent years with the exponential growth in digital learning, physical attendance has become a more complex issue. Educators are continually advocating an engaging teaching approach for students as a means of enhancing learning. This on-going study focuses on exploring the existing issues related to student non-attendance and the impact of a proposed engaging teaching model (ETM) on students’ attendance. This research questions whether an engaged learning session could make a positive impact on students’ attendance. The objectives highlighted in this study are to examine the reasons for non-attendance and generic measures for increasing attendance; and highlight the impact of an engaging teaching model on students’ attendance. The inference drawn from the qualitative method undertaken by 89 participants is the development of ETM to enhance students’ attendance. The study is beneficial to educators, researchers and policy-makers, in order for them to consider not only the content of their subjects, but also how students engage with these resources, which consequently facilitate students’ interest in attending lectures.en_US
dc.language.isoenen_US
dc.publisherTaylor and Francis Ltd.en_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/2331186X.2016.1221191en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectstudent engagementen_US
dc.subjectstudent attendanceen_US
dc.subjectteaching and learningen_US
dc.subjectSubject Categories::X342 Academic studies in Higher Educationen_US
dc.titleImpact of engaging teaching model (ETM) on students’ attendanceen_US
dc.typeArticleen_US
dc.identifier.eissn2331-186X
dc.contributor.departmentUniversity of Bedfordshireen_US
dc.identifier.journalCogent Educationen_US
dc.date.updated2020-11-06T09:22:25Z
dc.description.noteopen access


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Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International