Engaging learning – How to activate teacher students on a lecture course?

www.helsinki.fi/yliopisto

Engaging learning – How to activate teacher

students on a lecture course?

Kirsti Lonka & Elina Ketonen University of Helsinki, Finland

[email protected]: @kirstilonka

[email protected]

1Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway

mailto:[email protected]


Activating and diagnosing, catching interest, setting context and goals, starting the process.

Assessing change, deepening interest – what new was created? – what should be developed?

The goal, summative evaluation

Diagnostic evaluation, feed forward

Diagnostic evaluation, feed forward

Feedback

Fostering the learning process and reflective thinking, maintaining interest, (face to face, P2P, virtually etc.), creating new knowledge or new practices

DIAGNOSEACTIVATE

OBSERVECHANGE

FOSTER LEARNING

Student-activating and engaging learning (Lonka & Ahola, 1995; Lonka & Ketonen, in press)

2

www.helsinki.fi/yliopistoFaculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway 3

Aims

How to promote engagement and active learning in teacher education (in a lecture context)?

What was the level of interest and academic emotions experienced during a student-activating lecture course?

How were such variables related to experienced engagement, self-study time, and study success?


Participants and Context

The participants were 107 first-year teacher students who attended an introductory course in educational psychology at the University of

Helsinki.

The introductory course in educational psychology included 24 hours of student-activating lectures.

The final examination was based on two broad essays calling for understanding and application.


Faculty of Behavioural Sciences / Lonka & Ketonen / SIG 11 Teaching and Teacher Education Conference, June 14, 2012, Bergen, Norway 5

Method

Questionnaire measuring academic emotions, challenge experienced, sense of competence, and self-study time.

Data were collected five days before final examination.

Study success assessed on basis of course examination.

Step-wise cluster analysis and two ANOVA tests were conducted.



Variables

Academic emotions Challenge of the

taskInterest

Enthusiasm

Determination

Energy

AnxietyExhaustionNervousne

ssIrritation

Sense of compete

nce



Results 1/3: Cluster analysis

Figure 1. Emotional profiles (mean scores) of the groups.



Results 2/3: Student groups

Three clusters (emotional profiles) were identified:

Engaged students (36%)

Unstressed students (25%)

Anxious students (39%)



Results 3/3: Differences

Engaged Unstressed Anxious

Self-study time 16.6 h 8.5 h 10.4 h

Study success 3.9 3.3 3.5

Table 1. Between-group differences in self-study time and study success.

p = .010

p = .006


Conclusions

The course was experienced highly interesting and challenging.

Situational academic emotions played a role in successful studying

becoming engaged or even anxious was better than remaining unstressed.

How can we even better promote engagement?

designing ELE – Future learning environments for teacher education in 2012.

www.helsinki.fi/yliopisto 11



Activities in World Design Capital Year 2012 – ELE Living Lab

2011 developing the plans, interior design, technological plans, advertising the concept

2012 Finishing the facilities

Summer school (August 7-23, 2012)

Grand Opening (August 21, 2012)

Exhibitions and Happenings (fall 2012)

COLLABORATIVE KNOWLEDGE CONSTRUCION INA LARGE GROUP• SMART podium maintains eye contact with the audience

• The picture shows a traditional version!

• We intend to use Flinga application so that the students can join collaborative knowledge construction during lectures

• Also the products of e-learning can be shared here

SMART podium

13

Collaborative knowledgeconstruction

14

Performance i

Performance

xbox+Kinect

Backstage

1

2a 2b 2c

3

4

Yhte

isope

tus

mah

dollis

uus

Stre

ss Fr

ee

Groups Groups 2

SMART Board (5-6 kpl) + Podium (1kpl)Tila: hyvä, mutta vielä neuvoteltava

Screen

Touch table in the future

iPad

Led?

Flinga: Throwing ideas into Podium/Big Screen

Smart-bridgit: interaction between The Instructor and the students

Projector

Computers with SMART

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References

Heikkilä,. A., Lonka, K., Nieminen, J., & Niemivirta, M., (in press). Relations between teacher students’ approaches to learning, cognitive and attributional strategies, well-

being, and study success. Higher Education.

Litmanen, T., Lonka, K., Inkinen, M., Lipponen, L., & Hakkarainen, K. (in press). Capturing teacher students' emotional experiences in context: Does inquiry-based learning make a

difference? Instructional Science.

Lonka, K., & Ahola, K. (1995). Activating instruction: How to foster study and thinking skills in higher education. European Journal of Psychology of Education, 10(4), 351-368.

Lonka, K. & Ketonen, E. (in press). How to make a lecture course an engaging learning experience? Studies for the Learning Society.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research.

Educational Psychologist, 37(2), 91-105.


More information

Project Coordinator [email protected]

[email protected] (researcher)

[email protected] (PI)

http://blogs.helsinki.fi/wdc-2012

http://blogs.helsinki.fi/wdc-2012/helsinki-summer-school-eng/

http://blogs.helsinki.fi/wdc-2012/oppimisen-uudet-tilat-eng/




http://blogs.helsinki.fi/wdc-2012

Documents

Engaging learning – How to activate teacher students on a lecture course?