Engaging University Students: Strategies For Active Learning

Student engagement is a critical aspect of the learning experience, and it is linked to improved achievement, persistence, and retention. However, with the transition to virtual course formats and the varying learning contexts of diverse learners, maintaining student engagement in university settings has become increasingly challenging. This is further compounded by the short attention spans of students, with the average attention span in a traditional lecture class being around 15 minutes. To address this, educators need to employ creative strategies to capture and sustain student interest, attention, and involvement in learning activities. This involves incorporating interactive elements, such as peer reviews, open-ended questions, and activities that promote active learning, while also fostering a sense of autonomy and community within the classroom.

Encourage active learning through activities, discussions, and student-led contributions

To encourage active learning through activities, discussions, and student-led contributions, it is important to recognise and address the fear of failure and judgment that students may have. Students are more likely to engage when they feel comfortable and respected. Therefore, it is crucial to establish an environment where students feel safe to express their ideas and ask questions.

One way to achieve this is by modelling respectful behaviour and active listening. Demonstrate how to make connections between different contributions and build on each other's ideas. Invite students to disagree respectfully, providing a space for academic and personal growth. Additionally, encourage active listening by maintaining eye contact with various students while a peer is speaking, signalling that you expect them to listen attentively and formulate their own responses.

To promote active learning, incorporate a range of activities such as jigsaws, brainstorming sessions, partner activities, think-pair-share, and informal debates. These activities can be designed to sequence materials in a way that piques students' curiosity and encourages them to shape discussions with their contributions. For example, you can ask students to write down their answers to open-ended questions, allowing them to generate new ideas and questions. Subsequently, invite volunteers to share their thoughts, creating a dynamic and interactive learning environment.

Furthermore, facilitate smaller discussions or activities before transitioning to the entire class. This provides students with the opportunity to try out their ideas in a less intimidating setting, increasing the likelihood of participation. You can also use note cards to allow students to ask questions or share ideas anonymously, addressing any concerns about speaking out. Additionally, encourage students to learn each other's names to foster a sense of community and encourage direct interactions between peers.

Finally, when it comes to grading participation, ensure you communicate the specific criteria you will be using. This could include evaluating the frequency and quality of contributions, as well as the effectiveness of their responses to others' comments. By providing clear guidelines, students will have a better understanding of your expectations and be more engaged in the course.

Use storytelling to illustrate concepts and help students process information in their own words

Stories are a powerful tool for learning and can be used to illustrate concepts and help students process information in their own words. They can convey culture, history, and values, and help to forge connections between people and ideas. Storytelling can also help students move past rote memorization and promote a sense of community, creating a safe environment for sharing and taking risks.

When incorporating storytelling into lectures, it is important to consider the different types of learners in the class. Visual learners may appreciate the mental pictures that storytelling evokes, while auditory learners will focus on the words and the storyteller's voice. Kinesthetic learners, on the other hand, will remember the emotional connections and feelings from the story. By incorporating storytelling, instructors can appeal to all types of learners and increase student engagement.

To illustrate concepts and help students process information, instructors can use storytelling techniques such as asking students to paraphrase a story or definition, explain a concept in their own words, or provide analogies to further illustrate a course concept. For example, in a change management course, narratives or storytelling about change and management development can provide students with a deeper understanding of the real impacts of change on employees. This type of story-based learning encourages critical analysis and helps students understand the perspectives of others.

Instructors can also invite students to create their own stories based on their research or personal experiences. This helps students make personal connections to the curriculum and develop their critical thinking skills. It also allows them to embrace their natural sense of curiosity and evaluate what matters most to them. When creating stories, students should be encouraged to reflect on their own experiences and emotions to develop powerful narratives that can engage and inspire their peers.

Apply the Community of Inquiry (CoI) model to stimulate cognitive presence in online discussions

The Community of Inquiry (CoI) model is a framework for creating a meaningful and collaborative learning experience. It comprises three essential elements: cognitive presence, social presence, and teaching presence.

Cognitive presence, as defined by Garrison, Anderson, and Archer (2001), is the extent to which students can "construct and confirm meaning through sustained reflection and discourse". In other words, it is about students' ability to grasp and retain information by creating assignments and activities centred around a particular topic. For example, students in a graduate class on Strategic Media Analysis compared two films of their choice in a PowerPoint presentation, allowing them to apply their knowledge and understanding.

To stimulate cognitive presence in online discussions, the following strategies can be employed:

• Encourage Critical Thinking and Inquiry: Create an environment that fosters critical thinking and encourages students to develop their own questions and responses. Help them engage in "practical inquiry and critical thinking" (Beck, 2015), allowing them to explore concepts through collaborative discussion.
• Facilitate Sustained Communication: As cognitive presence revolves around students' ability to construct meaning through sustained communication, create opportunities for students to engage in meaningful discussions. Encourage them to express their thoughts, listen to others, and participate actively.
• Combine Social and Teaching Presence: Recognise that cognitive presence is interdependent with social and teaching presence. Build relationships and community with your students, and add a human dimension to your course. Help students connect with each other and apply their learning to their lives.
• Promote Active Learning: Incorporate activities that engage students in the learning process, such as problem-based learning or project-based learning. These activities have been associated with increased exam performance and lower failure rates (Freeman et al., 2014).
• Incorporate Open-Ended Questions: Use open-ended questions that invite engagement and encourage students to interpret readings or justify their opinions. These types of questions can generate interesting discussions and deepen students' understanding of the material.

By applying these strategies and incorporating the CoI model, instructors can stimulate cognitive presence in online discussions and create a more engaging and meaningful learning experience for students.

Set clear expectations at the beginning of a course and strive to meet them

Setting clear expectations at the beginning of a course is a powerful way to engage students in university. It is important to remember that students are more engaged when they have a good relationship with the instructor. Therefore, asking students about their expectations at the beginning of a course and striving to meet them is a great strategy to build a good relationship with the students.

To set clear expectations, instructors can start by outlining the course objectives, their teaching style, and the assessment criteria. They can also provide a detailed course outline, including topics, assignments, and due dates. This helps students understand what is expected of them and enables them to plan their work effectively. Additionally, instructors can encourage students to ask questions and seek clarification if they have any concerns or uncertainties.

Instructors can also foster engagement by creating a safe and respectful environment for peer review. Students should understand the importance and potential benefits of participating in such activities. Establishing norms and expectations for peer review ensures that students trust that their work will be treated with respect and that they are open to receiving feedback. Instructors should also provide timely feedback on student work, reinforcing the value of peer feedback and highlighting where students have successfully integrated suggestions.

Furthermore, instructors can increase engagement by incorporating activities that promote active learning. This could include problem-based learning, where students are tasked with solving a problem and determining the necessary resources. Instructors can also use visual representations, such as animations and concept maps, to help students visualize complex subjects. Encouraging students to discuss and interpret readings, rather than simply memorizing definitions, can also foster engagement.

By setting clear expectations and utilizing these strategies, instructors can enhance student engagement, build student confidence, and increase comprehension of the course material.

Break content into manageable chunks to maintain engagement and allow for breaks

Student engagement is a multifaceted concept that involves students' level of interest, attention, and involvement in learning activities, both in person and online. It is linked to improved academic achievement, persistence, and retention. To maintain student engagement, it is essential to address the challenge of attention spans, which is a prevalent issue in higher education.

The average attention span of university students is estimated to be between 10 and 15 minutes, which poses a challenge when considering the typical length of lectures, ranging from one to three hours. To overcome this hurdle, it is recommended to break down the content into manageable chunks and allow for breaks in between. This strategy helps to sustain engagement and provides a more effective learning experience.

By dividing the material into segments, lecturers can introduce new concepts at regular intervals, ensuring that students remain focused and engaged. This approach also enables instructors to create a well-structured learning environment, which is particularly beneficial for first-year students who are still developing essential study skills. Breaking content into manageable portions allows for a more dynamic and interactive teaching style, encouraging student participation and fostering meaningful discussions.

In addition to breaking content into manageable chunks, instructors can employ various techniques to enhance student engagement. This includes incorporating activities, sequencing materials to spark curiosity, and integrating disciplines to provide a more holistic understanding of the subject matter. By combining these strategies with well-timed breaks, instructors can create a learning environment that promotes active learning, lowers failure rates, and improves exam performance.

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