When we think
of student engagement in learning activities, it is often convenient to
understand engagement with an activity as being formed by good behaviour
(behavioural engagement), positive feelings (emotional engagement), and, above
all, deep thinking (cognitive engagement) (Fredricks, 2014). This is because
students may be behaviourally and/or emotionally invested in a given activity
without actually exerting the necessary effort to understand and master the
knowledge, craft, or skill that the activity promotes.
In light of
this, research suggests that considering the following interrelated elements
when designing and implementing learning activities can increase student
engagement behaviourally, emotionally, and cognitively, thereby positively
affecting academic achievement.
1. Make It Meaningful
In aiming for
full engagement, it is essential that students perceive activities as being
meaningful. Research has shown that if students do not consider a learning
activity worthy of their time and effort, they might not engage in a
satisfactory way, or even disengage in response (Fredricks, Blumenfeld, Paris,
2004). To ensure that activities are personally meaningful, we can, for
example, connect them with students' previous knowledge and experiences,
highlighting the value of an assigned activity in personally relevant ways.
Also, expert modelling can help demonstrate why a certain activity is worth
pursuing, and when and how it is used in real life.
2. Foster a Sense of Efficacy
The notion of
self-efficacy refers to a student's ongoing personal evaluation of whether he
or she can succeed in a learning activity or challenge. ("Can I do
this?") Researchers have argued that effectively performing an activity
can positively impact subsequent engagement (Bandura & Schunk, 1981). In
order to strengthen students' sense of efficacy in learning activities, the
assigned activities should:
·
Be only
slightly beyond students' current levels of proficiency
·
Regularly
demonstrate students’ understanding throughout the activity
·
Use peer modelling
·
Include
feedback that helps students make progress.
3. Provide Autonomy Support
Autonomy
support refers to nurturing the students' sense of control over their own
behaviours and goals. When teachers promote an internal locus of control rather
than compliance with directives and commands, student engagement levels
increase as a result (Reeve, Jang, Carrell, Jeon, & Barch, 2004). Autonomy support can be implemented by:
·
Welcoming
students' opinions and ideas into the flow of the activity
·
Using
informational, non-controlling language with students
·
Giving students
the time they need to understand and absorb an activity by themselves.
4. Embrace Collaborative Learning
Collaborative
learning is another powerful facilitator of engagement in learning activities.
When students work effectively with others, their engagement is consequently
amplified (Wentzel, 2009), mostly due to experiencing a sense of connection to
others during the activities (Deci & Ryan, 2000). To make group work more
productive, strategies can be implemented to ensure that students know how to
communicate and behave in that setting. Teacher modelling is one effective
method, while avoiding homogeneous groups and grouping by ability, fostering
individual accountability by assigning different roles, and evaluating both the
student and the group performance also support collaborative learning.
5. Establish Positive
Teacher-Student Relationships
High-quality
teacher-student relationships are a key factor in determining student
engagement (Fredricks, 2014), especially in the case of difficult students and
those from lower socioeconomic backgrounds. When students form close and caring
relationships with their teachers, they are fulfilling their developmental need
for a connection to others and a sense of belonging in society (Scales, 1991). Teacher-student relationships can be
facilitated by:
·
Caring about
students' social and emotional needs
·
Holding positive attitudes and enthusiasm
·
Increasing
one-on-one time with students
·
Treating students fairly
·
Avoiding the
use of deception or promise-breaking.
6. Promote Mastery Orientations
Finally,
students' perspective of learning activities also determines their engagement.
When students pursue an activity because they want to learn and understand
(i.e. mastery orientations), rather than simply to obtain a good grade, look
smart, please parents, or outperform peers (i.e. performance orientations), their
engagement is more likely to be full and thorough (Anderman & Patrick,
2012). To encourage this mastery orientation mindset, consider various
approaches, such as framing success in terms of learning (e.g.
criterion-referenced) rather than performing (e.g. obtaining a good grade).
Also, place the emphasis on individual progress by reducing social comparison
(e.g. making grades private) and recognising student improvement and effort.
Do you normally
consider any of the above facilitators of engagement when designing and
implementing learning activities? If so, which ones? If not, which are new to
you? How do you think they can help you increase student engagement in learning
activities?
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