This document discusses how to transform student engagement through active learning by connecting experiences before, during, and after class. It recommends (1) blending in-class and online learning, (2) engaging students during class with tools, (3) connecting out-of-class learners, (4) providing instructors with real-time feedback, and (5) merging learning across the entire experience. This holistic approach can personalize learning, improve outcomes, and increase student satisfaction through enhanced interaction and flexibility.

1. Transforming in-class
and out-of-class
student engagement
through active
learning
Dr John Couperthwaite
Solutions Engineer (EMEA), Echo360
jcouperthwaite@echo360.com
@johncoup

2. • asking questions
• answer questions
•exit polls
•probe limits of
understanding
•demonstrate
success, and review
• tackle
misconceptions
• exercise skills
• conceptual
understanding,
judging etc
• provoke thinking
• stimulate discussions
• induce cognitive
conflicts
Challenge
and reflect on
prior
knowledge
Develop
knowledge
Communicate
Assess
learning
Some characteristics of active learning
Colin Montpetit (2015)

3. A. Montpetit, 2016; B. Harvey et al, 2016; C. Freeman et al, 2014
A
B
C

4. “Faculty members need to shift from
‘What did I teach?’ to ‘What did my students learn?’
They must aim to create engaging learning.”
(Bradforth et al. 2015)

5. Current and emerging digital
active learning solutions
Sample features:
- Conversational space
- Formative assessments
- Instant feedback for staff and students
- BYOD and institutional platforms
- Social media and gamification elements

6. FIVE steps to
connect active
learning experiences
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7. 5 steps to connect active
learning experiences
1. Blend in-class and online
‘coalesced’ learning
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ShareAlike 4.0 International License.

8. Mobile device use in class
Ban
‘students will engage better without digital distractions’
Ignore
‘not a problem for me because my content/charisma/good looks
keeps them sufficiently engaged’
Embrace and Use
‘give shy students a voice, help students learn at their pace, give
instructors more tools to engage students’

9. (David White, 2016)
Use of digital tools in classroom spaces

10. Use of digital tools as shared digital spaces within classrooms
(David White, 2016)

11. A ‘coalesced’ pedagogy
“…design pedagogy which coalesces physical and
digital spaces. Accept that students can, and will, be
present in multiple spaces if they have a screen with
them and find ways to create presence overlaps.”
(David White, 2016)

12. 5 steps to connect active
learning experiences
1. Blend in-class and online
‘coalesced’ learning
2. Engage students during class
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13. Confused
Has a question
Not interested
Cant understand
the lecturer
Too easy
Distracted by social
media
Has difficulty making
notes

14. Make notes
Bookmark a
moment
Post a question
or respond
Tell the
lecturer you
are confused
Participate in a
quiz

15. (Samson, 2016)
Successful students behave differently
In-class performance

16. Introducing an online, anonymous, discussion
space changes engagement dynamics
(Samson, 2016)

17. 5 steps to connect active
learning experiences
1. Blend in-class and online
‘coalesced’ learning
2. Engage students during class
3. Connect out-of-class learners
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ShareAlike 4.0 International License.

18. (Bill and Melinda Gates Foundation, 2015)
“The Nontraditional Majority”
The majority of US college students are
employed at least twenty hours a week,
and more than a third work full time
(Baum, 2010)
“We will need new models of
engaged pedagogy…expanding
on the creativity that led to the
development of high-impact
practices on traditional
campuses” (Scobey, 2016)

19. 5 steps to connect active
learning experiences
1. Blend in-class and online
‘coalesced’ learning
2. Engage students during class
3. Connect out-of-class learners
4. Provide real-time feedback for
instructors
This work is licensed under a Creative Commons Attribution-NonCommercial-
ShareAlike 4.0 International License.

25. Early warning
identification of at-risk
students
Analyse learning trends across courses

26. 5 steps to connect active
learning experiences
1. Blend in-class and online
‘coalesced’ learning
2. Engage students during class
3. Connect out-of-class learners
4. Provide real-time feedback for
instructors
5. Merge before, during and after
class learning
This work is licensed under a Creative Commons Attribution-NonCommercial-
ShareAlike 4.0 International License.

27. during class
post class
before class
Live class experience
available for all on-
campus and distance
learners
Interaction between
instructor and peers
Place and pace to
suit each learner
Recap/Reflection/Revision
on recording, discussions
and activities
Instructor review
of class analytics
Instructor review
of class analytics
Instructor review
of class analytics
Class follow-up
discussion
Recording,
discussion and
activities released
In-class engagement
tools: discussion,
quiz, flagging
Active learning
captured
Connecting active learning
before, during and after class

28. Conclusions
Active learning before, during and after the
lecture can transform learning pathways, giving
greater flexibility for learners.
The lecture-based learning experience can be
personalised through enhanced instructor
feedback and interaction.
Improvements to learning outcomes, students
engagement and satisfaction scores are
achievable.

29. …this presentation: http://bit.ly/altalc_activelearning
Baum, S. 2010. “Student Work and the Financial Aid System.” In Perna 2010, 3–20.
Bill and Melinda Gates Foundation, 2015 https://postsecondary.gatesfoundation.org/areas-of-focus/incentives/policy-
advocacy/advocacy-priorities/america-100-college-students/
Bradforth et al. 2015. "Improve undergraduate science education: It is time to use evidence-based teaching practices at all levels by
providing incentives and effective evaluations." Nature, vol. 523, no. 7560, p. 282.
Freeman S. et al, 2014. Active learning increases student performance in science, engineering, and mathematics.
http://www.pnas.org/content/111/23/8410.abstract
Harvey et al. 2016. Encouragement for Faculty to Implement Vision and Change http://www.lifescied.org/content/15/4/es7.full
Montpetit, C. 2015. Learning fearlessly: does fearless engagement translate into class performance? Blog post for Echo360, 10th
March. http://blog.echo360.com/learning-fearlessly-part-2
Samson, P. 2017. Student behaviours during class predict student success.
https://umich.app.box.com/s/0mpnapcn3nwfxih6c472rvdx9ang1u22
Scobey, D. 2016. Marginalized Majority: Nontraditional Students and the Equity Imperative.
https://www.aacu.org/diversitydemocracy/2016/winter/scobey
White, D. 2016. Coalescent spaces. http://daveowhite.com/coalescent/
References

30. Transforming in-class
and out-of-class
student engagement
through active
learning
Dr John Couperthwaite
Solutions Engineer (EMEA), Echo360
jcouperthwaite@echo360.com
@johncoup