Element #3: Teaching and Learning Activities that Engage Students in the Process of Learning

Element #3: Teaching and Learning Activities that Engage Students in the Process of Learning

The third quality course element focuses on the importance of appropriately combining technology tools, teaching materials and assessment strategies to engage students in the learning process (Gagne, Briggs, & Wager, 1992). Designing learning activities and lessons that provide opportunities for students to draw on and build upon their prior knowledge (Tobias, 1994), articulate new knowledge (Wittrock, 1992), and apply theoretical concepts to practice (Kolb, Boyatizis & Mainemelis, 1999) can further enhance student learning. Using the full potential of the learning environment and newly emerging tools, instructors can create more authentic learning environments (Lombardi, 2007) and enhance the student learning experience.

The established course organization, structure, and learning activity design should engage students in interaction on multiple levels (i.e., student/student, student/content, and student/instructor levels) (Moore,1993), and incorporate a framework which involves opportunities for the integration of 21st century real world skills such as communication, teamwork, and interpersonal skills development (AACU, 2007).

 To engage students in the learning activities, instructors should:

  • Define the activity outcomes that are aligned with the course objectives;
  • Employ the appropriate methods and media to present and demonstrate new information;
  • Provide an opportunity for practice with individualized feedback; and
  • Assess achievement of the stated objective

Model of A Complete Learning Activity.png

  
  Figure 3.  Model of A Complete Learning Activity  


More information about teaching and learning activities is available at Phase 2 Build.


Element #3 References 

Association of American Colleges and Universities (2007). College Learning for the New Global Century.Washington, DC: AACU.

Gagne, R., Briggs, L. Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers.

Kolb, D.A., Boyatizis, R.E., Mainemelis, C. (1999) Experiential learning theory: Previous research and new directions. In R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum, 2000.

Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause Learning Initiative. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3009.pdf Links to an external site.

Moore, M. J. (1993). Three types of interaction. In Harry, K., John, M., Keegan, D. (Eds.), Distance Education Theory (pp. 19-24). New York: Routledge.

Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research, 64, 37-54.

Wittrock, MC. (1992). Generative learning process of the brain. Educational Psychologist 27(4), 531-541.