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„Angażująca nauka na studiach filologicznych” w opiniach nauczycieli akademickich (wyniki badania fokusowego)

100%
Karolczuk M., Sańczyk-Cruz A., Wajda E.
Acta Neophilologica
|
2024
|
vol. 1
|
issue XXVI
191-206
EN
The purpose of this study is to present academic teachers’ understanding of activities involving students in the teaching process in philology studies. The authors of the study conducted qualitative research collecting data through focus group interviews. This article discusses 11 codes assigned to the category “Engaging Learning at the University.” The results of this study showed that the understanding of engaging learning in philology studies corresponds to the latest trends in contemporary higher education. It was also found that the elements identified by teachers classified as “engaging learning” are more often instrumental and less frequently conscious and do not take into account the concept of transformative learning.
2

How to make a lecture course an engaging learning experience?

72%
Lonka K., Ketonen E.
Studies for the Learning Society
|
2012
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vol. 2
|
issue 2-3
63-74
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.
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