How to make a lecture course an engaging learning experience?

• Autorzy: Kirsti Lonka , Elina Ketonen
• Języki publikacji: EN

Abstrakty

EN

This paper investigates engagement and active learning in university mass education. It presents the results of an empirical study on the level of interest and the academic emotions that were experienced during an engaging lecture course, and how such variables were related to flow experience, self-study time, and study success.The participants (n=107) were Finnish first-year teacher students in an educational psychology lecture course. The data were collected by using a questionnaire that measured interest, academic emotions, sense of competence, challenge experienced, and self-study time five days before the final examination. Correlations among variables were measured, a step-wise cluster analysis and two ANOVA tests conducted.The participants were highly engaged and interested during the course. Interest, enthusiasm, sense of competence, and self-study time correlated positively with the grade awarded for the course. Three clusters (emotional profiles) were identified: engaged (36 %), unstressed (25 %), and anxious (39 %) student groups. Engaged students spent the most hours in self-study and received the best grades. Unstressed students were the least active in self-study and also achieved the lowest grades.Interest and sense of competence were decisive variables in successful studying during an engaging lecture course. Opportunities to develop blended learning environments that foster active learning in lectures were further discussed.

Słowa kluczowe

EN

academic achievement; academic emotions; engagement; engaging learning; flow; interest; higher education; lecture; teacher education

• Wydawca: Sciendo
• Czasopismo: Studies for the Learning Society
• Rocznik: 2012
• Tom: 2
• Numer: 2-3
• Strony: 63-74

Daty

wydano

2012-01-01

online

2012-05-11

Twórcy

autor

Kirsti Lonka

• University of Helsinki, Finland

autor

Elina Ketonen

• University of Helsinki, Finland

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Identyfikatory

DOI

10.2478/v10240-012-0006-1