Author: Myar Mosleh (TA), BEng (Biomed and Mech)
Engaged learning transforms passive listeners into active participants, encouraging curiosity, collaboration, and deeper understanding. It goes beyond traditional teaching methods by actively involving students in their own learning journey. Engaged learning promotes active learning experiences, allowing students to apply knowledge outside of the classroom through cooperative learning, frequent feedback, and learning communities. In university classrooms, engaged learning is now needed more than ever as students increasingly seek meaningful, interactive, and relevant learning experiences that prepare them for real-world challenges and professional careers. Teaching Assistant (TA) roles extend beyond just delivering content; they should strive to create an environment where students actively engage in the learning process and develop a deeper understanding of the material. This article argues that TAs can enhance engaged learning in the classroom by implementing active teaching strategies, such as collaborative learning, problem-based learning, and formative assessments. These methods cultivate student motivation, encourage deeper learning, and improve knowledge retention, contributing to a more dynamic and effective classroom experience.
Collaborative learning involves students working together in groups to solve problems, complete tasks, or create projects (Johnson, Johnson, & Smith, 2014). Research suggests that collaborative learning enhances critical thinking skills and promotes a sense of community, which is essential for engagement (Laal & Ghodsi, 2012). TAs can facilitate this by designing structured group activities, assigning roles to ensure participation, and creating an inclusive atmosphere where students feel comfortable sharing ideas, answering questions, and involving themselves in discussions. One practical example is the use of the think-pair-share strategy, where students first reflect individually, then discuss with a peer, and finally share their ideas and insights with the class. This method encourages participation from all students, including those who may be hesitant to speak in larger groups (Kaddoura, 2013). By incorporating collaborative learning, TAs can shift classrooms from passive, lecture-driven environments—where information is simply delivered—to dynamic, interactive spaces where students actively engage, contribute, and take ownership of their own learning.
Furthermore, problem-based learning engages students in real-world problems that require critical analysis and creative solutions (Barrows, 1996). Problem-based learning encourages students to develop flexible knowledge, effective problem-solving skills, self-directed learning, and intrinsic motivation (Hmelo-Silver, 2004). TAs can implement problem-based learning by designing case studies or scenarios related to course content. For instance, in a biology lab, instead of simply following a predetermined experiment, students could be presented with a real-world scenario, such as an outbreak of antibiotic-resistant bacteria in a hospital. Working in teams, they would analyze patient data, research potential causes, and propose treatment strategies based on their understanding of microbiology and genetics. By guiding discussions and encouraging students to justify their decisions, TAs can help them develop critical thinking skills and problem-solving abilities.
Finally, low-stake formative assessment of student learning plays a crucial role in engaged learning by providing immediate feedback and encouraging self-reflection (Black & Wiliam, 1998). Effective formative assessments, such as concept maps, online quizzes, exit tickets, and polls allow TAs to evaluate student understanding and adjust their teaching accordingly. For example, using anonymous polling tools like Wooclap or Kahoot during tutorials can provide real-time insights into student comprehension and encourage participation.
In conclusion, engaged learning requires active participation from both students and instructors. By incorporating collaborative learning, problem-based learning, and formative assessments, TAs can create an interactive and stimulating classroom environment. These strategies not only improve student engagement but also contribute to their long-term academic and professional success.
References
Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3-12.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1)
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Active learning: Cooperation in the college classroom. Interaction Book Company.
Kaddoura, M. (2013). Think pair share: A teaching learning strategy to enhance students’ critical thinking. Education Research Quarterly, 36(4)
Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia – Social and Behavioral Sciences, 31