| dc.description.abstract | This study is focused on understanding student engagement in a portfolio-based course, and consequently understanding more of student engagement. A study of this nature is needed as there is currently scarce empirical evidence on this topic. In addition, student engagement has most often been studied through large survey studies, where it is viewed as a set of desirable traits and a list of targets for students. By conducting such studies, the argument in this study is that student engagement is viewed as a product. What this study wishes is to bring forth a view of student engagement where it is seen as more of a process. In this study, this is addressed by adopting a qualitative nature and conducting a smaller, in-depth study of participants in a course. The study aims to answer what forms of engagement that are visible in a portfolio-based course, and understanding what relations seem important for student engagement. This is done through employing aspects from a student engagement framework developed by Kahu (2013) and by using sociocultural theory as the theoretical background of the study. The data set used for analysis is a collection of semi-structured interviews conducted in three groups with 9 participants. The empirical setting is a biology course, which is part of a bachelor, at a Norwegian university. The course in the empirical setting was based on a portfolio design, where the final grade was determined on the collection of work in the portfolio throughout the duration of the course. Main findings include how the influence of students’ emotions and thoughts about interest should not be overlooked, as they are important factors that may affect students’ engagement. Further, it was found that students mostly enjoy working with assignments as these provide good opportunities for learning and engagement. Another factor found to be important for students’ learning was how they had to take responsibility, and be actively engaged. It was found that students saw it as a necessity to be responsible in their approach to their learning, in order to maximise their learning process. This was done especially by attending activities, using feedback, and working with assignments. Group work was important to students, as a way of learning and increasing their overall satisfaction and engagement with the course. It was found that students learn a lot by working with others, and that this is something they value. Subconsciously, students employ strategies when working and learning together that relates to peer-mediated learning and scaffolding. Finally, in order to understand more of student engagement and to avoid disengagement among students, some challenges for students to either become, or remain, engaged were found. These included disinterest with lectures, feedback not serving the function students expect, clarity of assignments, and influence of timing and workload. What was found to be a key factor which affected students’ engagement is their need to see the use of what they are doing. This may arguably show that the student body of today has become strategic in their choices, and are not willing to “waste their time” on engaging with something that does not benefit them in a more distal perspective. This study concludes with a need to strengthen the view of student engagement as a process, and a look ahead for further studies continuing this line of thought. In addition, a recommendation is made that more longitudinal studies of the concept is needed, as well as more studies focused on understanding some of the challenges for students to remain engaged. In particular, students’ need to see usefulness and their somewhat strategic behaviour towards engagement is highly interesting. Key words; student engagement, portfolio, portfolio-based course, student perspective, challenges for students to remain engaged, process view of student engagement, strategic behaviour of students | eng |