Organization: IGI Global
Prof. Despo Ktoridou, University of Nicosia
Dr. Elli Doukanari, University of Nicosia
Dr. Nikleia Etepkleous, Frederick University
Call for Chapters
Proposals Submission Deadline: November 25, 2019
Full Chapters Due: March 24, 2020
Submission Date: July 17, 2020
The educator’s role is no longer focused on just content development and delivery. Educators are continuously seeking ways to engage their students in active learning processes and are faced with challenges such as: How do we engage students in learning activities and promote meaningful learning experiences? Will learning experiences be effective for every individual student? Can students enrich their own knowledge? Which approach is more appropriate for the specific course/audience? Will students be able to understand the purpose of their learning?
Student engagement is a complex construct influenced by multiple factors. Fredricks, Blumenfeld & Paris (2004) identify Engagement across three dimensions:
• Behavioral Engagement: Students’ participation in education, including the academic, social and extracurricular activities of the school;
• Emotional Engagement: Students’ emotional reactions in the classroom and at school (a sense of belonging to the school);
• Cognitive Engagement: Students’ investment in their learning (motivation and self-regulation).
According to Fredricks (2014), in their effort to engage students in learning activities and promote meaningful learning experiences, educators need to understand Student Engagement as an activity being represented by:
• good behavior (i.e. behavioral engagement);
• positive feelings (i.e. emotional engagement);
• critical thinking (i.e. cognitive engagement).
Research shows that using effective teaching methods can stimulate student engagement, and that student engagement is associated with positive learning outcomes (Eteokleous, Ktoridou & Orphanou, 2012; Ktoridou 2014; Ktoridou & Doukanari 2015, 2016 & 2017; Collaço 2017). However, studies that investigate instructors’ experiences are limited since more focus is given on students. Future research calls for teachers’ innovative contributions in introducing new strategies and teaching approaches to further involve students, increase student attendance in online sessions, and employ a variety of technological tools
The proposed book is an essential research publication for the latest scholarly information on curriculum development, instructional design, and pedagogical methods fostering student engagement learning initiatives. Thus, the book will open new doorways to future research activities regarding both face-to-face and online instructor roles.
The book is ideally designed for academics, researchers and professionals who believe that stronger or improved student engagement should be their instructional objectives as well as for teachers who wish to engage students in learning activities that promote meaningful learning experiences.
The chapters will cover a range of topics that fall under the scope of engaging students in learning activities and promoting meaningful learning experiences; The topics covered will include, but will not limited to:
• Student Engagement Practices
• Active Learning
• Teaching Models
• Student-centered Learning
• Multidisciplinary Learning
• Interdisciplinary Learning
• Experiential Learning
• Curriculum Development
• Computer-based Learning
• Web 2.0
• Social Web technologies in education
• Online Communities
• Cloud Computing practices in education
• Innovative Research Methods in Student Engagement
• Online Learning
• Mobile Communication practices
Researchers and practitioners are invited to submit on or before November 25, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by December 9, 2019, about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by March 24, 2020, and all interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Fostering Meaningful Learning Experiences through Student Engagement. All manuscripts are accepted based on a double-blind peer review editorial process.
All proposals should be submitted through the eEditorial Discovery®TM online submission manager.
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2021.
November 25, 2019: Proposal Submission Deadline
December 9, 2019: Notification of Acceptance
March 24, 2020: Full Chapter Submission
May 22, 2020: Review Results Returned
July 3, 2020: Final Acceptance Notification
July 17, 2020: Final Chapter Submission
Prof. Despo Ktoridou, firstname.lastname@example.org
Dr. Elli Doukanari, email@example.com
Dr. Nikleia Etepkleous, firstname.lastname@example.org