1. An evaluation of how student engagement is facilitated on digital platforms Adaora Nwankwo-Onyiuke Department of Strategy, Marketing and Hospitality

2. Research problem……. This research examines how student engagement can be improved on an MBA strategy module.

3. Kolb and Kolb (2005) states that to “improve learning in higher education the focus should be on engaging students in a process that best enhances learning”. Melville et al. (2009) also states that digital platforms creates a strong sense of community that aid learners to develop skills that integrates 21st century learning skills with 21st century employability skills - “communication, collaboration, creativity, leadership and technology”. Therefore facilitating student engagement by integrating digital platforms have been both encouraged and critiqued (Gray et al. 2013; Prensky 2001; Koutropoulos, 2011). Digital Platforms and Student engagement

4. Platforms used Socrative quizzes were used each week to test students on the topic covered each week, their engagement with directed pre-reading like case studies and current business news. Google docs was used for directed group research-focused activities; the document was structured in a way that each group had specific columns for their group contributions. Colour coding was encouraged to motivate every member of the group to make contributions to the activity.

5. Methods…. A questionnaire was used to get feedback from students. A total of 85 students which is 72% of the total student number, completed the questionnaire

6. Students Feedback on Socrative....

7. Students Feedback on Google docs…..

8. The integration of digital platforms in the delivery of the seminars is a key driver of student engagement. This was also highlighted in the campus students survey which saw an improvement from previous terms with 100% student satisfaction Conclusion……. It is consistent with Koutropoulos (2011) that argues that digital platforms can only motivate student engagement when it is appropriate for the module and the subject matter

9. Implications for Practice…. It should have clear learning outcomes and is very effective when it is linked to an assessment (formative or summative) To improve student engagement with the quizzes, students should be shown their grades each week with the top students recognised With google docs activities, it is important to clearly explain the task requirements before the activity to ensure a clear direction Google docs activities can be integrated in flipped classrooms because students can effectively work on the same document from different locations and the lecturer can monitor their progress from any location

10. Gray, B.; Stein, S. J.; Osborne, P. and Aiken, R. (2013) Collaborative learning in a Marketing Strategy Education Context. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 8(1), 35-55. Koutropoulos, A. (2011) Digital Natives: Ten Years After. MERLOT Journal of online Learning and Teaching, 7(4), 525-538. Kolb, A. Y. and Kolb, D. A. (2005) The Kolb Learning style Inventory - Version 3.1 Technical Specifications. Melville, D.; Allan, C.; Crampton, J. and Fothergill, J. (2009) Higher Education in a Web 2.0 World. Report of an Independent Committee of Inquiry into the Impact on Higher Education of Students’ widespread use of Web 2.0 technologies. http://www.jisc.ac.uk/media/documents/publications/heweb20rpt v1.pdf. Retrieved on 23 September 2014. Prensky, M. (2001) Digital Natives, Digital Immigrants. MCB University Press, 9(5). References