# data[].attributes.body
Question:

What would you do if your students did not engage with online activities? How are you going to stimulate them to participate? What engagement techniques would you use and why?

Why does it matter to me?
Student non-engagement is a big concern as I want to introduce the active-blended learning model and have both face-to-face and online sessions. I also believe that this format is particularly beneficial for final year/Master’s students who would enjoy some flexibility and interaction with their peers but also for international students from countries who still follow the traditional passive learning model.

Two journal articles:

The two articles I put demonstrate two different points but share some similarities. Tsay, Kofinas & Luo’s (2018) article (1.1) provides us with a very interesting case of technology-mediated gamification as a tool for engagement. Bryan et al. (2018) (1.2) however, argue that student engagement is not determined the number or types of technologies but the quality of the student–instructor interaction. Their findings also imply that students tend to engage in online classes more intensively when they frequently interact with peer students using technologies

# data[].attributes.body
Question:

Why does it matter to me?

Two Journal Articles:

See attached

# data[].attributes.body
Question:

What - if anything - do you do if students talk during your lecture and/or pay more attention to their Whatsapp or such like during your lecture or when you go over to help a group of students?

Why does it matter to me?

Hot topic for me as students give me negative feedback via Student Rep meetings for asking them to stop talking/put their phone away.  Different perspectives in the articles: the first article draws on theory re. communication and group dynamics and proposes strategies we can use to deal with disruptive behaviour but suggests that we also need to critically reflect on ourselves.  The 2nd article is written from a 'customer service' perspective and draws on the analysis of critical incident interviews with students to identify a range of strategies used by academics to deal with disruptive behaviour explaining which of these the students perceived to be effective.

Two journal articles:

See attached