Abstract:

The importance of students engaging in higher education and the need for enhancing the quality of the student experience is well researched and is increasingly recognised as a valuable research avenue (Cook-Sather & Luz, 2015; Buultjens & Robinson, 2011). This focus has given rise to questions on how best to inspire and support students in taking greater interest in, and more active responsibility for, their learning (Cook-Sather & Luz, 2015).

This paper takes an applied approach and examines some of the 'academic instruments' that are used in third level institutions that impact directly on the student experience and consequently their levels of engagement. For the purpose of this study, 'academic instruments' are examined under the following headings: Teamwork, Learning Management System, and Self-Directed Study.
Adopting a qualitative approach, the research explored these issues with a representative sample of students from one department in a third level college in Ireland.

The findings illustrate that student-centred approaches are key to engaging students and enhancing the overall quality of their college experience. Resulting from the empirical research are a number of interventions that when actioned, could result in a more motivated and engaged student population and consequently have the potential to improve student learning and the overall student experience. The changing needs of a diverse student population and their interaction with the learning environment must be understood fully to inform strategic decision making.

References:
[1] Buultjens, M. & Robinson, P. (2011). Enhancing aspects of the Higher Education student experience. Journal of Higher Education Policy and Management, 33 (4):337-346
[2] Cook-Sather, A. & Luz, A. (2015). Greater engagement in and responsibility for learning: What happens when students cross the threshold of student-faculty partnership. Higher Education Research & Development, 34 (6)

Keywords:

Student Experience, Student Engagement, Third Level Education.