A University-Based Reading Clinic and the Pivot to Online Instruction

This chapter describes the conversion of a face-to-face reading clinic held on a university campus to one implemented fully online. Two faculty members, in different disciplines, worked collaboratively with a local elementary school principal to transition the program to the new format. Teacher candidates from several certification areas worked together in pairs to tutor a shared tutee. The transition to virtual instruction involved rethinking ways to prepare candidates to conduct assessments, plan and implement engaging instruction, and monitor progress in a virtual environment. This chapter will provide a description of this model, along with the logistical and pedagogical decisions made and the lessons learned along the way.

Engaging Instructions in History Classrooms: Exploring University Teachers' Perceptions and Practices

This interview study aimed to explore the perceptions and practices of the university teachers regarding student engagement in History & Pakistan Studies classrooms. Data were collected from four PhD professors from a public sector university. A qualitative research design was used, and semi-structured interviews were conducted. Thematic analysis was done to extract findings from the qualitative data. The finding is arranged into three themes, i.e., student engagement, instructional strategies, and classroom management. The finding suggested that teachers use different strategies and practices to improve student engagement. Moreover, teachers used different practices to make their classes interesting. It is reported that having a cordial teacher-student relationship is beneficial for enhancing student engagement level and overall performance at the postgraduate level of education. Effective classroom management plays a significant role in creating a positive learning environment for engaging instruction.

Theory and Application in the Design and Delivery of Engaging Online Courses

For the last quarter of a century, online learning has emerged as a viable and, in many cases, preferable instructional option for higher education students. As this wave of educational change became more prevalent and sought after by students and faculty, at times the implementation, driven by financial benefit as well as student demand, may have advanced beyond the preparation. Research and experience have now exposed numerous issues that may hinder the effectiveness of online learning for all involved stakeholders. Designing effective online courses is the first step, but too often the preparation for and focus on engaging instruction and learning ends as the course design is concluding. Recognizing the key principles behind effective student and instructor engagement may add to the overall stakeholder experience in the online learning environment.

Designing Engaging Instruction for the Adult Learners

Instructional design for the adult learner is a growing field of study in higher education. Engaging instruction for adult learners will be defined in this chapter in two ways: designing courses using the significant learning taxonomy, and a paradigm shift to support faculty to involve student participation. The discussion of engaging instruction will be presenting using several research-based foundations such as Baxter-Magolda's self-authorship, Palmer's open learning environments, and Fink's significant learning taxonomy.

Designing Engaging Instruction for the Adult Learners

Instructional design for the adult learner is a growing field of study in higher education. Engaging instruction for adult learners will be defined in this chapter in two ways: designing courses using the significant learning taxonomy, and a paradigm shift to support faculty to involve student participation. The discussion of engaging instruction will be presenting using several research-based foundations such as Baxter-Magolda's self-authorship, Palmer's open learning environments, and Fink's significant learning taxonomy.

Exploring Instructors’ Practices in Student Engagement: A Collective Case Study

Instructors use various strategies to improve learning. To explore what instructors perceived as critical aspects of engaging instruction, we conducted a qualitative case study with seven instructors in the United States. Data was collected through individual face-to-face interviews. The conversations were audio-taped and transcribed verbatim. The analyses of the transcriptions were conducted using the constant comparative method. Findings from the study varied. Yet, participants agreed that an engaging instructor must focus on learning; consider various aspects of students’ personal development including their cognitive, social, and emotional development; and take care of different student learning styles, for example, visual, auditory, and kinesthetic. Participants stressed the importance of student engagement. Body language, verbal and non-verbal cues, and eye contact were the main parameters used by the participants to evaluate student engagement. Participants also emphasized the importance of asking questions and assessing instructional effectiveness by evaluating the questions asked by students.

Delivering Engaging Instruction

classroom management (physical setup, movement between classes, and group activities) and classroom discipline (the creation of rules and the application of consequences). Disruptions obviously interfere with instruction, and effective teachers employ instructional delivery strategies to limit disruptions and maximize learning. These strategies include organizing the classroom, establishing various routines, managing teacher-student interactions, asking questions that encourage thoughtful responses, guiding student-focused work, keeping the students engaged in the learning process, and differentiated instruction—customizing teaching to meet diverse students’ needs. The principles of guided practice are explained.