Author: Alexandra Zayden (TA), MA Sociology
When university faculty and staff members open library doors, light up lecture theatres, and work to prepare other forms of resources for learning, it is hoped that students will make use of such resources to advance their learning (Coates & McCormick, 2014). To succeed, it is crucial that those in charge of higher education have university students engage in a variety of educational activities that lead to learning (Coates & McCormick, 2014). This is evident in the way professors are responsible with the ability to support students and provide engaged learning in their classrooms (Coates & McCormick, 2014). This can be understood as what’s referred to as “student engagement” or in other terms, engaging learners throughout their learning experiences and academic journeys (Coates & McCormick, 2014). Thus, this paper will explore the theme of engaged learning with a discussion highlighting ways we can provide forms of engaged learning aimed towards university students while promoting successful ways of learning.
Engaged learning opportunities have become powerful ways in which university students can build lifelong skills and other capacities in higher education (Dean & Wright, 2017). Engaged experiences can vary in intensity and can include a variety of learning activities including class discussion, breakout group work, role plays, and simulations (Dean & Wright, 2017). Additionally, engaged learning also embraces learning beyond the classroom including internships, community experiences, and mentoring experiences (Dean & Wright, 2017). Many of us have heard the terms “active” and “engaged learning” within many academic institutions in which the term refers to new techniques to make large classes seem small while “simulating” the feeling of a seminar, despite being in a room of five hundred faces in a lecture hall (Dean & Wright, 2017). But how do we begin to promote engaged learning within small and large university classrooms? Most importantly, how can we get students to engage and actively learn material? This next section will discuss this in further detail.
Dean & Wright (2017) discuss a variety of ways to promote active learning for university students in the classroom, whether big or small, with a focus on highlighting tips that lead to student success and engagement. Primarily, pre-class planning is suggested by Dean & Wright (2017) which required significant planning and time, despite if was a past activity used before in smaller classes. This makes clear that promoting engaged learning in small versus larger classrooms do not work in the same way which suggests the need for proper planning before lecturing or planning classroom activities (Dean & Wright 2017). Secondly, Dean & Wright (2017) suggest the importance for noting any changes in pedagogy and being transparent with students about learning outcomes for the course. This is because the syllabus is a significant document that sets the tone for the course goals, assignments, and what’s expected of the learners (Dean & Wright, 2017). Thirdly, another suggestion is to plan on a page and identify each activity’s structure, the time allocation, who is responsible for listed parts, and the goals and importance of the activity (Dean & Wright, 2017). This makes clear to students what to expect along with what they should gain from in doing the activity (Dean & Wright, 2017). However, more time should be allocated if preparing activities for larger classes. Fourthly, Dean & Wright (2017) suggest keeping things simple and that engaged learning for 200 students in a lecture does not allow for the same type of nuance that might happen compared to a class of 25 students. This overall means to list and prioritize two to three learning goals that lecturers and professors want students to get from the activity and staying within those two to three goals (Dean & Wright, 2017). Fifthly, it is important to ensure that material is being understood by students which varies between small and large classrooms where small classrooms allow for easier space to check in and ensure students understand material compared to larger lecture halls (Dean & Wright, 2017). Therefore, it is advised to provide instructions on a screen and offer handouts if required for the activity (Dean & Wright, 2017). Lastly, student voices is essential in considering the ways they can better learn course material and become engaged through the process (Dean & Wright, 2017). For instance, asking feedback on activities assigned and seeing how students react helps assert whether activities are promoting course goals.
Overall, this short paper provided a discussion of engaged learning and ways to promote efficient and productive ways of learning in the university classroom, whether in small tutorials or in larger lecture halls. However, much more discussion is needed on finding ways to actively integrate student engagement that appeals to both professors and students. This means that having students provide feedback on forms of learning they prefer prior to beginning lectures or tutorials could aid professors in providing relevant material.
References
Coates, H., & McCormick, A. C. (2014). Engaging University Students: International Insights from System-Wide Studies. Springer Singapore.
Dean, K. L., & Wright, S. (2017). Embedding engaged learning in high enrollment lecture-based classes. Higher Education, 74(4), 651–668. https://doi.org/10.1007/s10734-016-0070-4