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Strategy Sessions: Improving student engagement through active participation
- 1. Improving Student Engagement Through Active Participation Dr Nicholas Harris Discipline of Psychological Sciences, ACAP Nicholas.Harris@acap.edu.au
- 2. The Story Some subjects and subject areas are inherently interesting, e.g., Clinical psychology Counselling skills Social work practice Applied units Practical placements Some aren’t, e.g., Statistics Research methods Measurement: reliability and validity Theoretically driven units
- 3. The Problem I teach things like… Correlations T-tests ANOVA’s Reliability Validity Experimental designs Zzzzz The students Online and on campus Age and background
- 4. Things I Tried Unsuccessfully Including quizzes at the end of each lecture (in the slides) Online students weren’t engaging On campus students suggested they didn’t have enough time to consolidate before attempting the quiz Providing supplemental materials and readings Students didn’t engage and found the amount of material overwhelming
- 5. Successes: Active Learning 1 Allowing for student interaction and engagement, including Providing opportunities for questions during and after lectures Explicitly leaving question time Offering to answer questions in breaks Discussions and questions during the lectures But not mere repetition.. Otherwise I get this… Instead, tap into understanding Discussion: What are the key differences between internal and external reliability?
- 6. Successes: Active Learning 2 Allowing for student interaction and engagement, including Providing opportunities for consolidation during lectures Providing revision questions during the lesson Providing opportunities for reflection during the lesson C.f. rushing to get through the content If I have a sample of 15, and they have been assessed on two continuous personality measures, which type of correlation would I use? A. Pearson Product Moment B. Spearman C. Intra-class D. Cohen’s kappa Reflection: Is a high or low face validity good? Why? Is this always the case?
- 7. Successes: Active Learning 3 Allowing for student interaction and engagement, including Weekly reflection quizzes via echo Online consultation times Reduced e-mail workload Increased student engagement Increased UTE response rate (and responses)
- 8. Interactive lecture and tutorial content E.g., for statistics: correlation and t-test tutorials Successes: Active Learning 4
- 9. Interactive lecture and tutorial content E.g., for statistics: correlation and t-test tutorials E.g., for measurement: paper aeroplane reliability tutorial Successes: Active Learning 4
- 10. Interactive lecture and tutorial content E.g., for statistics: correlation and t-test tutorials E.g., for measurement: paper aeroplane reliability tutorial E.g., for measurement: ice-cream validity tutorial Successes: Active Learning 4
- 11. Interactive lecture and tutorial content E.g., for statistics: correlation and t-test tutorials E.g., for measurement: paper aeroplane reliability tutorial E.g., for measurement: ice-cream validity tutorial E.g., for research methods: scenarios/vignettes Successes: Active Learning 4
- 12. Successes: Real-World Connections Demonstrating the practicality of the unit, including Incorporating case studies to demonstrate practical implications E.g., court cases, clinical cases, etc. The first & last lecture: Establishing the importance of the unit Relation to career goals/role Importance of knowledge to distinguish the profession
- 13. Take-Home Messages Any topic can be engaging Make it relevant and demonstrate the practicality Provide opportunities for consolidation and clarification Spend time considering how to deliver your content
- 14. Questions?