Facilitating Engagement and Cultivating Active Learning
I am a project manager. I also teach project management to professionals and support them in developing skills and knowledge to transform ideas into meaningful outcomes through projects. I view myself primarily as a facilitator of the learning process rather than a traditional teacher. However, I frequently reflect on my responsibility for the success of a course, particularly after encountering a session that does not meet its objectives.
In the first chapter of the book Student Engagement Techniques, a statement resonated with my teaching experiences, addressing the role of a teacher (Barkley, 2020):
"Teachers can play a meaningful role in promoting student engagement and learning outcomes by incorporating active learning techniques." (p.15).
This statement motivated me to reflect on my experiences and explore the roles of an instructor and learner in the learning process.
The participants in my online and in-person workshops and courses are all adults, bringing diverse experiences and perspectives that can significantly enrich the learning environment. However, when I notice silent participants who refrain from sharing their experiences or asking questions, I feel a sense of responsibility as the facilitator to encourage their engagement and participation. While this approach sometimes succeeds, there are instances when it does not.
Engaging participants in online workshops poses even more significant challenges. Some participants keep their cameras off, leaving only a black screen, making it harder to gauge their interest or involvement. Silent participants in in-person sessions and 'black screen' participants in online workshops create the impression that they are not engaged and may not fully benefit from the course. This perception often leaves me feeling uneasy and, at times, demotivated during the session as I strive to create an inclusive and engaging learning atmosphere for all.
Workshops and courses in the business world often have a climate different from that of a high school classroom. Most adult learners join such workshops or training by their own will and expect short-term benefits; therefore, I would expect engaged participants in adult training. However, it is my observation that not all adult learners seem to be engaged in courses.
In her book, a Handbook of Reflective and Experiential Learning, Moon (2004) defines two different learner's approaches to learning: "… a learner seeks to engage with the meaning of a task, or simply tries to retain the surface characteristics of it." (p.66). Engaging learners in a classroom is a great advantage for any instructor as engagement is an essential aspect of learning, as Barkley (2020) highlighted. "Learning begins with student engagement …" (p.5).
Moon (2004) defines the factors influencing how learners approach and engage with learning tasks. Some of those factors are directly related to the learner, and an instructor may have almost no influence on those aspects, such as personal prior knowledge of the subject, the learner's relevant learning habits, or emotional orientation regarding self-management. On the other hand, there are some factors that an instructor may strongly influence the way a learner perceives them, such as teaching or assessment requirements, the learner's conception of the learning process, or the current physical or psychological environment. For example, some learners may perceive a classroom as a potentially intimidating space due to fear of judgment or risk of failure (Stanford Teaching Commons). In such an environment, engagement may also demand a degree of vulnerability, which may challenge some learners.
Moon (2004) also addresses the complex interaction between internal and external experiences shaping the approach of a learner to her studies, course, or workshop:
"…, the approach adopted by the learner relates not to the content of what the learner learns, but to the way in which she perceives and then enacts the learning process, which is the external experience of this learning."
Although learners bring their unique backgrounds, perceptions, and emotional experiences into the classroom, instructors can design and implement strategies that actively engage them in learning. My reflection has emphasized the dual nature of accountability in learning—where the instructor's efforts to create an inclusive, supportive environment and the learner's internal mindset and readiness both play vital roles in shaping the overall learning experience.
While learners bring their backgrounds and motivations to the learning process, teachers are responsible for creating an engaging environment. Effective learning outcomes result from a collaborative balance between teacher-led strategies and learner accountability.
Here are some related strategies that can be implemented to create an engaging environment;
Explore the prior knowledge of the learners by using some techniques, such as the Background Knowledge Probe technique (K. Patricia Cross Academy).
Organize assignments and assessments that do not present intellectual risks for learners (e.g., Incorporate surveys and quizzes with anonymous responses.)
Emphasize the course objectives and outcomes at the beginning of a session to align the learner's conception of the learning process.
Create a physically and psychologically safe classroom environment and build trust among the learners (e.g., together with the learners, define the shared values and principles of the course, such as "judgment is not allowed" or "failure is valued as it is an opportunity to learn and grow.")
There are other tools and techniques that you can explore to reduce barriers to improve learner engagement. Designing and implementing such strategies have become an art in this fast-changing world, and improving our performance in this area is a continuous journey.
References
Barkley, E.F., Major, C.H. (2020). Student Engagement Techniques: A Handbook for College Faculty (2nd ed.). Jossey-Bass
K. Patricia Cross Academy. Teaching Technique - Background knowledge probe. The University of Alabama. Retrieved December 06, 2024 https://kpcrossacademy.ua.edu/techniques/background-knowledge-probe/
Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice (1st ed.). RoutledgeFalmer.
Stanford Teaching Commons. Increasing Student Engagement. Stanford University. Retrieved December 06, 2024 https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/learning-activities/increasing-student-engagement