Assessing student behaviour during active-learning activities for improved student outcomes

Abstract

The success and impact of active-learning strategies in the classroom may depend heavily on how students perceive and engage in these activities. In high-enrolment classes, without direct observation, it can be particularly difficult to assess whether students are engaging as the instructor intended. However, recent studies assessing the effectiveness of active learning in live teaching contexts focus on measurement of cognitive learning or student reflections using surveys and do not include behavioural observation (Nguyen 2021; Winkler 2019; Hodgson 2013; McClanahan 2002; Autin 2013). To investigate student engagement and disengagement behaviours during active-learning, we have designed and implemented a novel observational research study conducted in two large first-year blended STEM courses. Student engagement and disengagement behaviours were tracked by 6 trained observers using a strategically designed rubric. Inter-rater reliability showed excellent agreement across observers (Kappa = 0.7-0.9) providing evidence of consistency. We also surveyed students, measuring perceptions of active learning and any changes in beliefs about learning. We will discuss the results of our observational study and student surveys and how they demonstrate that student engagement clearly depends on what goes on in the classroom and how this aligns with their beliefs about learning. Participants will have the opportunity to respond to synchronous polling provided they bring a personal device (smartphone, laptop, tablet) to the session. This study has been reviewed and received ethics clearance through a University of Waterloo Research Ethics Board (REB #45550)