By: Angel Mackenzie
Student engagement is an important and necessary component of effective learning. Without being engaged, students will lack the intrinsic motivation that will allow them to connect with and invest in the material in order to optimize their learning. This is particularly important for first and second year students as this early stage in their academic careers is a critical point during which learning experiences may largely impact their later success in university. One can imagine that it is possible to stimulate student engagement in small classes, where participatory techniques such as discussions can take place more readily. Unfortunately, early year undergraduates are often faced with enrollment in classes with an immense number of students. How does one increase engagement in these courses? The typical large, first year introductory course is lecture-based with little student-teacher interaction or indeed interaction among students. It is not difficult to imagine, then, how students in large classes could easily become disengaged and disinterested in attending class or learning the course material. Therefore, it is important to consider strategies for fostering student engagement in the context of a large class.
A number of studies have indicated that student engagement can be facilitated in large classes using techniques that would typically be employed in small class settings (Exeter et al., 2010; Raymond, 2012). One such strategy involves the use of discussion groups. Large classes can be subdivided into smaller groups, so students can have the opportunity to discuss a topic of interest with their peers in a “safer”, more restricted environment than the context of the entire class.
Individual activities conducted in the classroom are also useful for increasing engagement. Problem- or case-based learning has been demonstrated to be an effective teaching and learning technique, and this method can be applied in any size of class. The instructor may describe a case or example and students then take the time to individually solve the problem or come up with an example of their own. This type of activity also lends itself to being a paired activity: a student may be given time to discuss the case/problem with his/her neighbour, thereby providing a new perspective and a certain amount of discussion without the involvement of the entire class (Exeter et al., 2010).
Providing continuous assessments in class, both formative and summative, is an effective tool for increasing engagement. Cole and Spence (2012) used a strategy that included small group tutorials in a large classroom setting with a quick test following the tutorial, applying this teaching and assessment method over a number of weeks of course duration. Including ongoing assessments where feedback is provided (such as small but frequent tests) can A) encourage attendance and participation for throughout the course, B) ensure that assessment fits course content and C) “scaffold” learning more effectively for later assessments (Winstone & Millward, 2012). Frequent and immediate feedback should also be provided as much as possible, as this will help students learn to self-assess and feel more confident in their course-related skills and knowledge. Engagement and interest is largely tied to confidence and reduced anxiety in course requirements, so it is important to employ techniques that address these concerns. Tasks that provide immediate feedback, such as in-class activities with response “clickers”, are ideal and can be incorporated into large classes (Cotner et al., 2008).
It must be recognized that much of student learning occurs outside the classroom. Therefore, it is important to encourage motivation to learn in a context external to class lectures or activities. The use of online tests or tasks which can be completed on the students’ own time is an example of how to accomplish this. Some textbooks and course packages also include supplementary CD-ROMs that have interactive exercises for students to complete that will help them engage in the material. The instructor may also encourage students to form study groups and provide an online forum for students to create groups amongst themselves (Wright & Lawson, 2005; Exeter et al., 2010).
In conclusion, student engagement is a requisite element of learning; therefore, teachers must aim to achieve this in all classes, regardless of class size. There are a number of techniques which can facilitate student engagement in course material, including problem/case-based learning, discussion groups, as well as online tests or exercises that can be utilized outside the classroom context. Applying these types of learner-centered approaches cannot only increase the likelihood that students will engage in a particular course, but by employing these in all courses including those with very large class sizes teachers can also encourage the skills and intrinsic motivation necessary for students to be successful throughout their academic careers.
References:
Cole, J.S. & Spence, S.W. (2012). Using continuous assessment to promote student engagement in a large class. European Journal of Engineering Education, 37(5), 508-525.
Cotner, S.H., Fall, B.A., Wick, S.M., Walker, D.J. & Baepler, P.M. (2008). Rapid feedback assessment methods: Can we improve engagement and preparation for exams in large- enrollment courses? Journal of Science Education and Technology, 17(5), 437-443.
Exeter, D.J., Ameratunga, S., Ratima, M, Morton, S., Dickson, M., Hsu, D. & Jackson, R. (2010). Student engagement in very large classes: the teachers’ perspective. Studies in Higher Education, 35(7), 761-775.
Raymond, W.R. (2012). Engaged: Making large classes feel small through blended instructional strategies that promote increased student performance. Journal of College Teaching and Learning, 9(2), 147-152.
Winstone, N. & Millward, L. (2012). Reframing perceptions of the lecture from challenges to opportunities: Embedding active learning and formative assessment into the teaching of large classes. Psychology Teaching Review, 18(2), 31-41.
Wright, E.R. & Lawson, A.H. (2005). Computer mediated interaction and student learning in large introductory sociology classes. Teaching Sociology, 33(2), 122-135.