Student engagement

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Student engagement refers to student participation in learning activities inside and outside the classroom which leads to a range of measurable outcomes.

Engagement involves behavioural, emotional, and cognitive investment.

Trawler (2010) HEA

Key questions[edit | edit source]

  • What is the student doing to engage?
  • What is the staff-student dynamic doing to engage?
  • What is the institution/faculty/discipline/course/unit (instructors, structures, resources, timetables, usability etc.) doing to engage?

Why engage?[edit | edit source]

  • Research by Tinto (2000) showed that "engagement was the single significant predictor of persistence".
  • Improve learning
  • Improve throughput rates and retention
  • For equality/social justice
  • For curriculum relevance
  • For institutional benefit
  • As marketing - economics benefits of engagement

Planning for engagement[edit | edit source]

From Kraus (2005, pp. 12-14):

  1. Create and maintain a stimulating intellectual environment
  2. Value academic work and high standards
  3. Monitor and respond to demographic subgroup differences and their impact on engagement
  4. Ensure expectations are explicit and responsive
  5. Foster social connections
  6. Acknowledge the challenges
  7. Provide targeted self-management strategies
  8. Use assessment to shape the student experience and encourage engagement
  9. Manage online learning experiences with care
  10. Recognise the complex nature of engagement in your policy and practice

Teaching method for engagement[edit | edit source]

  • Academic challenge
    • Pre-reading
    • Higher-order thinking - Academically challenging
  • Active and collaborative learning
    • Active learning - physical movement
    • Peer interaction
    • A focus on outcomes
    • Research focused
  • Enriching educational experiences
    • WIL focused
    • Research focused
  • Student-faculty interaction
    • Personal
    • Staff interaction - rich communication

See also[edit | edit source]

External links[edit | edit source]