Increasing Student Engagement
"Effective teaching methods can stimulate student engagement, and that student engagement is associated with positive learning outcomes" (Bryson & Hand, 2007; Jang, 2008; Troisi, 2014). This week, I would like share this article by Collaco (2017) as a continued discussion with faculty on how we can further engage our students. The research reminds us that "teaching requires not only a command of the subject matter, but just as important, effective teaching methods that are necessary to engage their students." The Research Questions are
How is student engagement perceived among college students?
What can teachers do to influence student engagement?
"Participants characterized student engagement in terms of behavioral, interpersonal, and affective components. From the behavioral perspective, student engagement was described as being present and attentive."
Chickering and Gamson (1987) presented a framework that could be used to increase student engagement. According to this framework, students are more engaged when the instruction (1) increases student-teacher interaction, (2) stimulates cooperation among students, (3) encourages active learning, (4) provides timely feedback, (5) requires students to invest time in their assignments, (6) establishes high expectations, and (7) respects diverse talents and ways of learning.
In summary, the author finds that "Teachers need to create a safe learner-centered environment that respects diverse talents, and ways of learning. They need to set clear goals, establish high expectations, and provide timely feedback."
Collaço, C.. (2017). Increasing student engagement in higher education. Journal of Higher Education Theory and Practice, 17(4).
http://www.na-businesspress.com/JHETP/CollacoCM_Web17_4_.pdf
References
Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349-362. doi: 10.1080/14703290701602748
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.
Jang, H. (2008). Supporting students motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100(4), 798-811. doi: 10.1037/a0012841
Troisi, J.D. (2014). Making the grade and staying engaged: The influence of student management teams on student classroom outcomes. Teaching of Psychology, 41(2), 99-103. doi:10.1177/0098628314530337
