Maximising student engagement

Lecturers lecture, lectures happen in lecture halls or theatres and students know that they have been lectured (because that's what their timetable told them was happening).

But how many students were learning? how many were engaged? and for how long?

Skinner et. al. (2008) - see above diagram - encourage us to think about the components of classroom engagement - and whilst their study was of schoolchildren there are aspects that transfer readily to HE.

So, how can we make sure that those events that happen in lecture rooms, in timetabled lecture slots and delivered by lecturers are designed to engage, rather than disaffect; impact not only the behaviour and actions of students but also their emotions?

Are my learning events (lectures) redolent with my own enthusiasm and interest? do I expect students to listen passively or to undertake actions, attempt problem solving and actually enjoy the experience?

Skinner E, Furrer C, Marchand G and Kindermann T, (2008), Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic? Journal of Educational Psychology, Vol. 100(4), pp 765-781