Student EngagementOct-Dec 2023 module
Offered 16 Oct to 4 Dec, 2023
(First offered in 2021 and again in 2022)
Engaged and motivated students are fundamental to successful outcomes from WIL learning experiences. This module explores students’ behavioural, emotional and intellectual connection to their learning.
Engaged and motivated students are fundamental to successful outcomes from WIL learning experiences. This module explores students’ behavioural, emotional and intellectual connection to their learning. The dynamic nature of student engagement, and the impact of the educational interface and students’ personal characteristics on student engagement will be discussed.
Drawing on relevant models for enhancing student engagement and therefore facilitating success and retention will be considered. The module will include strategies for engaging diverse student cohorts including international students, students with a disability and Indigenous students for successful WIL outcomes.
- Describe the importance of student engagement and the impact on student outcomes in a WIL context.
- Describe the nature of an educational setting that facilitates student engagement and optimises outcomes ie peer assessment.
- Identify teaching, learning and support strategies for enhancing student engagement.
- Compare the features, benefits and challenges of student engagement.
- Discuss approaches that cater to the learning needs of diverse student cohorts.
- McMahon, B., & Portelli. J.P. (2004) Engagement for What? Beyond Popular Discourses of Student Engagement, Leadership and Policy in Schools, 3:1, 59-76, DOI: 10.1076/lpos.18.104.22.168841https://www.tandfonline.com/doi/abs/10.1076/lpos.22.214.171.124841
- Baron, P., & Corbin, L. (2012) Student engagement: rhetoric and reality, Higher Education Research & Development, 31:6, 759-772, DOI: 10.1080/07294360.2012.655711https://doi.org/10.1080/07294360.2012.655711
- Ducket, I. (2021). Class and Education. Academia Letters. https://www.academia.edu/47751574/Class_and_Education
- Esteban-Guitart, M. (2015). L. S. Vygotsky and education by Moll, L. C., Journal of Language, Identity & Education, 14:4, 295-297, DOI: 10.1080/15348458.2015.1070601https://www.tandfonline.com/doi/full/10.1080/15348458.2015.1070601
- Rowe, A., Jackson, D., & Fleming, J. (2021). Exploring university student engagement and sense of belonging during work-integrated learning. Journal of Vocational Education & Training. https://www.tandfonline.com/action/showCitFormats?doi=10.1080/13636820.2021.1914134
- Kay, J., McRae, N., & Russell, L. (2020). Two institutional responses to work-integrated learning in a time of COVID-19: Canada and Australia. International Journal of WIL, Special Issue, 21(5), 491-503. https://www.ijwil.org/files/IJWIL_21_5_491_503.pdf
- Quaye, S., Haper, S., & Pendakur, S. (2019). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations, Edition 3. Routledge.
- Ruskin, J., & Bilious, R. (2022). Engaging stakeholders in work-integrated learning. In S.J. Ferns, A.D. Rowe, and K.E. Zegwaard (Eds.). Advances in research theory and practice in work-integrated learning: Enhancing employability for a sustainable future. (pp 49-59). Routledge
Expected total participation time approximately 15 – 20 hours – including preparation and participation in online tasks/activities.
Certificate of completion:
On completion of the module, participants will receive a Certificate of Completion. This will be awarded to participants who complete all the required tasks/activities.
|Weeks||Aim of activity||Activity of participants|
|WEEK 1 - Oct 16||Introduction of participants to each other and the module. Outline how module will run. Reflect on engaging learning experiences and characteristics of the learning experiences that enhance engagement and outcomes.||Participants visit the online portal to become familiar with the platform and post a 200-word introductory paragraph about themselves (name, photo, location, job, interests etc.).
Participants reflect on their most engaging learning experience. Provide a brief description (max 300 words) of the experience online and highlight the aspects of the experience that made it engaging. Respond to online posts.
Participants complete pre-module survey.
Participants begin developing a reflective learning diary to stimulate thoughts about student engagement. Participants will consider personal learning experiences that were engaging and empowering:
• Why did I learn?
• How did I learn?
• With whom did I learn?
• What aspects of the learning were impactful?
• How can I use these ideas to engage students?
Participants register for the first webinar (week of 23 Oct)
|WEEK 2 - Oct 23||Describe the importance of student engagement and the impact on student outcomes in a WIL context. |
Describe the nature of an educational setting that facilitates student engagement and optimizes outcomes i.e. peer assessment.
Identify teaching, learning and support strategies for enhancing student engagement.
|Attend Webinar one.
Participants provide brief introductions and highlight personal interest in student engagement. Drawing on the self-reflection activity and the literature, each participant outlines personal perceptions of student engagement.
Following each participants’ ‘presentation’, focus questions will be discussed as a whole group with the overarching theme of student engagement in a WIL context:
• Considering the diverse perceptions of participants (which reflects classroom dynamics), how do you cater to student diversity to ensure optimal student engagement in WIL?
• How can this be transferred to the WIL environment? Describe the strategies that facilitate maximum student engagement in WIL.
• Why is student engagement particularly important in a WIL learning context?
• Reflect on implementing cultural inclusion and equity in all learning situations?
Working collaboratively, brainstorm themes emerging from discussions outlined above.
Participants will be allocated a group with three to four participants. Each group will convene a webinar session in week 4. The groups connect on LMS where a portal for each group has been created. Groups collaborate to explore their chosen theme and plan for webinar facilitation. Additional themes will be suggested.
|WEEK 3 - Oct 30||Discuss approaches that cater to the learning needs of diverse student cohorts.||Participants will work collaboratively with their group to plan for the webinar in week 4. Support will be available to participants as required. Participants will provide insights about how the theme they have chosen can be shaped to promote student learning.
Participants register for the second webinar (week of 23 May).
|WEEK 4 - Nov 6||Describe the importance of student engagement and the impact on student outcomes in a WIL context. |
Describe the nature of an educational setting that facilitates student engagement and optimizes outcomes i.e peer assessment.
Identify teaching, learning and support strategies for enhancing student engagement.
Discuss approaches that cater to the learning needs of diverse student cohorts.
Each group will facilitate a webinar on their chosen theme. Participants will provide insights about how the theme can be shaped to promote student learning and make connections to the WIL context.
Participants reflect on working with the group and the benefits and challenges of collaboration. How did the collaboration strengthen your learning and the group’s learning? How did you help to shape each other’s perspective’s? Relate to reflective diaries. Connect to social learning theories and active engagement (theoretical underpinnings of WIL).
Participants post 200-words highlighting what they learned from working with others. Respond to at least one other post.
|WEEK 5 - Nov 13||Identify teaching, learning and support strategies for enhancing student engagement.|
Compare the features, benefits and challenges of student engagement.
Students as partners – co-designing curriculum.
|Participants select a topic of personal interest. Participants are arranged into groups according to the chosen topic (3 – 7 participants per group). Participants will work collaboratively to plan and conduct a webinar which addresses their chosen topic. Each webinar session will comprise two groups - address two different topics. The intent of webinar is for participants to drive the content and the collaboration.
TASK: Prepare a webinar in collaboration with your group on the chosen topic. The webinar aims to promote discussion, thinking and ideas about the topic. Use the literature provided and add additional literature relevant to the topic. Share learnings with others.
1 Impact of COVID on student engagement in WIL
2 The benefits of successful student engagement in WIL.
3 The challenges of engaging students in a WIL context.
4 Students as partners for enhancing student engagement in WIL
5 Enhancing student engagement for different student cohorts.
Select relevant literature that pertains to your chosen topic from a list to be provided.
|WEEK 6 - Nov 20||Post discussion questions and respond to posts.||Preparation for webinar
Participants collaborate with their group to prepare facilitation of webinar session.
TASK: Participants will engage in an online discussion addressing questions posted by facilitators that prompt conversation about particular aspects of student engagement in a WIL context.
Participants register for third webinar week of 13 June.
|WEEK 7 - Nov 27||Prepare guidelines for group collaboration and conducting a webinar||Webinar three:
Participants attend a webinar where they facilitate some of the session.
During the webinars, module facilitators (Kristina and Sonia) will collate a summary of the key points that emerge from the topics about student engagement in a WIL context and share with participants. Each webinar will be recorded to ensure participants have access to all discussions.
|WEEK 8 - Dec 4||Reflection on learnings.|
Conclusion of module
|Post a 200-word reflection online outlining insights on student engagement in a WIL context. Respond to two to three reflections posted by other participants.
Participants will be informed of the upcoming survey from the Global WIL group with emphasis on the importance of their feedback for continual improvement.
Register your interest now. A month or two prior to commencement of the module we’ll offer you a place. You can then accept and pay, or decline – no obligation.
Cost, completion and certificate
- All modules contain a strong emphasis on application of academic WIL literature to practice.
- Modules are presented in English through online study – approx 20 hour’s preparation and participation.
- Administration and set-up charge (previously New Zealand dollars, now Canadian dollars):
CAD $250 – Members of the four National Association members
CAD $250 – Full Institutional Members of WACE and Global Partners of WACE
CAD $300 – Non-members
The charge is payable on acceptance for a module after registration.
- A certificate is issued to those people who complete the module.
Questions? Please use our contact form.