|Source: Wikipedia Community of Inquiry model - image by Matbury (2014)|
I've been doing a lot of thinking about engagement lately. The term is used a lot in educational articles and materials but what does it mean? The Community of Inquiry model illustrates several components associated with engagement. In my reading of the literature, the presence of the teacher is pivotal for developing characteristics, associated with engagement, in students.
Attributes of student engagement
- Self-determination - take control, organising, setting goals and timelines, decide what they want to learn and when.
- Self-efficacy - belief in own abilities, persistence and prepared to take risks.
- Autonomy - able to work alone, or with peers, make own decisions, independent of teacher.
- Collaboration - work with others to create something, make decisions with peers.
- Peer interaction - connecting, communicating, sharing with peers.
- Problem-solving - sorting out challenges independent of teacher and asking for assistance, asking questions.
- Immersion in learning tasks - interested, emotionally connected, curious, actively learning.
- Curiosity and interest - students are motivated to learn and seek out information.
- Enjoyment - learning is regarded as fun.
- Positive attitude to learning - self-organised and willing to participate in the learning process.
- Satisfaction - happy with the learning experience.
- Willingness to respond to challenges - enjoys being questioned, problem-solving and when expected to do better.
Students may exhibit that they are engaged in different ways, but the role of teachers is known to be important in helping them to develop their capacity to take part in the learning process (Zepke, Leach & Butler, 2010). The main influencing factors for encouraging engagement are shown in the diagram. As you can imagine, the way in which the learning environment and the learning process is designed and facilitated is crucial.
Factors influencing student engagement
|Wordle by Bronwyn Hegarty (2018)|
A number of researchers have explored the components of engagement and how they influence students to take part in the learning process. These lists in this post include the main ideas I have gleaned from my reading and are also based on two seminal measures of engagement; the AUSSE (Australasian Survey of Student Engagment) and the SSES (Staff Survey of Student Engagement) (Richardson & Radloff, 2014).
This post is based on an article that is currently being prepared for publication, and a link to this will be provided (with all the references) once this is in press.
Richardson, S. & Radloff, A. (2014). Allies in learning:critical insights into the importance of staff-student interactions in university education. Teaching in Higher Education, 19(6), 603-615. DOI: 10.1080/13562517.2014.901960
Zepke, N., Leach, L. & Butler, P. (2010). Student engagement: what is it and what influences it? New Zealand: Teaching & Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9261-Introduction.pdf