Best practice for engagement

Engaging students has to do with holding their attention and requiring intense effort and concentration so as to achieve meaningful learning. 

The Community of Inquiry Model

One way to achieve this is to create the conditions for an effective community of inquiry (see Rourke et al and Hutchins in the Further reading section).

 

In this model, learning is facilitated through the interaction of three types of presence:

1. Students are cognitively present to the extent that they are actively engaged in critical thinking about content through their interactions with the learning materials and/or with one another and/or and/or with the educator;

2. Teachers are present as subject matter experts, through their planning, and through the supports that they provide for students e.g. feedback on assignments, marking rubrics;

3. Participants (teachers and learners) are socially present to the extent that they project themselves socially and emotionally in a community of inquiry to support cognitive aims (e.g. instigating and supporting critical thinking) and to support affective aims (motivating, supporting, rewarding, encouraging).

If we think about the community of inquiry model we can see that there are various ways that students might be engaged in learning. You might find it useful to take a look at the work of Covington (2000) to see how Covington's idea of Mastery Learning fits into the model of three types of presence.

Covington posed some useful ideas for the medical learning environment. He argued that education strategies need to emphasise mastery learning rather than focussing on performance. Ways to develop mastery learning can include encouraging self-determination, autonomy, self-defined goal setting, and student participation. It is also important to reward improvements in learning either through considered feedback or other appropriate methods.

Principles for Good Practice in Undergraduate Education

Another framework for enhancing student engagement and that has become a 'best practice' standard, is Chickering and Gamson's (1987) Seven principles for good practice in undergraduate education . It is based on a review of over fifty years of educational research and states that good practice in undergraduate education:

1. Encourages contacts between students and faculty.
2. Develops reciprocity and cooperation among students.
3. Uses active learning techniques.
4. Gives prompt feedback.
5. Emphasises time on task.
6. Communicates high expectations.
7. Respects diverse talents and ways of learning.

Malcolm Knowles established 7 principles to help adults learn. The term adult covers a wide age range and level of maturity; however, the common denominator is that we expect to see a greater degree of independence and self-direction in adult learners. Our job as a teacher is to facilitate this. Knowles suggested that this can be achieved by:

1. Establishing an effective learning climate, where learners feel safe and comfortable expressing themselves;
2. Involving learners in mutual planning of relevant methods and curricular content;
3. Involving learners in diagnosing their own needs - this will help to trigger internal motivation;
4. Encouraging learners to formulate their own learning objectives - this gives them more control of their learning;
5. Encouraging learners to identify resources and devise strategies for using the resources to achieve their objectives;
6. Supporting learners in carrying out their learning plans; and
7. Involving learners in evaluating their own learning - this can develop their skills of critical reflection.

Your approach to engaging and teaching adult students might be based on these 7 principles.