Learning How to Learn: A Six Point Model for Increasing Student Engagement

Abstract

Students in higher education are being taught pedagogically. Moreover, pedagogy has long persisted as the basis for the entire educational system. Education is, however, discovering that adults learn differently than children learn even though they have been taught as children were taught. Students tend to behave dependently when they are in a structured, pedagogical educational setting. This dependent behavior may be because these learners do not know how to learn, they only know how to be taught. In pedagogy, the instructor is in charge and held entirely responsible for all learning: what is to be taught, how it is to be taught, when it is to be taught, how it is to be measured, etc. Adult students need to be taught how to learn in order to become lifelong , autonomous learners. Research demonstrates that adult students being taught andragogically become engaged in the learning process. They are ready for learning, learn more, experience more meaningful learning, and enjoy learning. This paper presents a six point plan for promoting engagement for students in the college classroom: create a safe environment for learning; ask students what they need to know; explain why students are learning certain concepts, theories, skills, etc.; provide real-life learning opportunities; offer opportunities for collegial collaboration; and have students evaluate their own learning. Collaboration between educators on the six points will also increase the likelihood of engaging students. Student engagement leads to improved retention and ultimately to student success.

Human Capital and Innovation Ability in Medical Education: An Empirical Study

“…Caruth (2014) pointed it out as the organizational restructuring process when an organization was affected by external technologies and political environments, i.e. the continuous processes of successful insight and thinking when organizational members dealing with problems related to organizational patterns and output.…”

“…In this case, a successful learning organization should present continuous learning culture and provide the employees with an environment for learning to further cultivate the employees' learning attitudes and accelerate all organizational members' learning so as to constantly strengthen the organizational human capital. Caruth (2014) indicated that it was not adequate for an organization possessing the most excellent human capital; instead, an organizational learning environment for supporting the employees sharing knowledge was necessary so that the enterprise could commonly share human capital with the employees. Zahoor (2012) also indicated that.…”

Opinions of Primary Education Programme Students on the Development of Competence for Teaching Effective Learning Strategies and Methods

“…In addition to the motivation, it is necessary to teach the students how to manage the time available for learning. Research so far has shown that numerous students do not know how to manage the time available for learning, so it is very important to teach students how to organise their time and form plans for learning (Binder, Keller, & Thiel, 1999;Caruth, 2014). In addition to the abovementioned, we must also emphasise the importance of appropriately organised and stimulating environment for learning, as learning can only take place effectively and without interruptions in such an environment.…”