Active Learning

 

How does active learning relate to student engagement?

Barkley (2010, p. 6) describes student learning as the product of active learning and motivation.  She describes it as the product, rather than the sum, since both must exist.  An instructor might be using dozens of active learning techniques throughout a course, but if the students are not motivated to learn, then student engagement will not occur.  Likewise, an instructor who works to increase student motivation (i.e. through culturally responsive teaching) but uses non-active teaching techniques (i.e. lecture, reading assignments) may not be able to build engagement in the course.

Motivation and active learning work together synergistically, the whole being more than the sum of the parts.  Barkley further describes the relationship in a double helix model, in which “active learning and motivation are spirals working together in synergistically, building in intensity” (p. 7).

 Active learning techniques

Active learning techniques help reinforce course content through scaffolding.  They also help the students connect personally with the content, and can help build classroom community.

There are many techniques instructors use that lead to active learning since they call upon the learner to think, process, analyze, reflect, write, or problem solve.  They can increase motivation since most students will find them interesting or helpful for their learning, especially if aligned to the objectives.

These techniques can be found everywhere – books, websites, workshops, chatting with other instructors, and so forth.  Cornell’s Center for Teaching Innovation has some tips for getting started with active learning techniques.  The University of Central Florida Faculty Center for Teaching & Learning maintains a list of  101 active learning techniques (at last check, the list had grown to a few hundred).

All of the tools are useful for increasing student motivation and active learning – the two overarching goals of student engagement.

Professional development opportunities

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Additional resources and scholarship

• Highline faculty member Shana Friend presents on an active learning technique called ‘stand and talk’ designed to create classroom community, energize students and engage students in the upcoming lesson (Highline login required).  video recording     presentation notes      reflection examples
• Bob Scribner (former Highline LTC staff) presents on activating and assessing prior learning.  Learn how to help students activate their prior learning and how this benefits their present learning, and choose techniques to assess students’ prior learning to ensure students are appropriately challenged (Highline login required).  video recording    handouts
• Short descriptions/how-to of various active learning techniques. Includes filters for prep time, class size, etc.  (Teaching Tools)
• Active Learning (Cornell Univ.)
• Active Learning (Faculty Focus)
• Ten Steps to Better Student Engagement -Project-learning teaching strategies (Edutopia)
• Through the Shadow of the Valley How to Retain Attention in the Classroom (Univ. of Pennsylvania)
• Three Ways to Engage Students In and Outside the Classroom (Faculty Focus)
• Three Focusing Activities to Engage Students in the First Five Minutes of Class (Faculty Focus)
• Student Engagement Strategies for the Online Learning Environment (Faculty Focus)
• Six Things Faculty Can Do to Promote Student Engagement (Faculty Focus)
• Student Engagement in Online Learning (Univ. of Florida)

 

Reference

Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty.  Jossey-Bass.