Proven Strategies to Engage Adult Learners in Blended Learning

Saikat Barua, Lecturer and Module Leader, Arden University

Every semester, I get the privilege of teaching hundreds of students, and most of them are brand new faces. At Arden University, most of the students are mature and non-traditional, so the challenge is substantially different. How do I ensure that my students feel confident, belong and engage in the classroom, either in-campus or online? I use the following seven strategies:

1. Knowing the students individually: I spent a significant amount of time, especially in the first two sessions, getting to know each student in the class. I provide them with a piece of paper where they write their name down and keep it on their desk. This allows me to call them by name appropriately. I noticed that when I call a student by their name, they feel connected, and it becomes almost impossible for them to ignore me. I learned this technique from an academic provost at a different workplace and have been using it ever since

2. Warm-up activities: I never start a class straightaway with a teaching material. Instead, I spent the first 10 minutes asking students how their day or week has been. Anything interesting happened since our last class that they can share with the class?

Moreover, we have a light-hearted moment where we discuss current world affairs. This not only ensures a relaxed start to the class but also allows any latecomers to not miss the important discussion of a lesson.

3. Being tech-accessible for all: At Arden, we take accessibility seriously. Our teaching slides are aligned with accessibility policies. Moreover, in the classes, either online or on campus, we use YouTube videos, especially to break down theories or models. I check with my students if they are comfortable with the video speed, sound and the requirement for closed captions or subtitles, considering most of the students are originally from non-English speaking countries.

When students do their individual activity on ilearn (Arden’s VLE), some struggle to find their way, especially if they are new to the system or not so tech-savvy. I ensure to help them individually. These minor yet impactful adjustments allow the students to get a sense of belonging despite their language and other barriers, and I can sense their gratefulness later.

4. Vary learning techniques: I use multiple methods to promote engagement, ranging from individual work on ilearn as well as group work in the class. In addition, at Arden, we lecturers have the privilege of using Mentimeter and Padlet, thanks to the university's membership in those learning tools. These tools help to build confidence among students, as they also have an anonymity feature. However, the university does not currently have Kahoot membership, but I bought a yearly membership for myself to use it among my groups, since the gamification of learning is quite popular among level 4 students.

5. Encourage collaboration: I actively encourage “role model” teaching in class. For example, if I see a student has a good grasp of knowledge on a certain topic, I ask him/her to collaborate with me and present it in the class if they are comfortable. This way, not only will the student develop his/ her presentation skill but also others will be inspired by it.

For example, this semester, I am teaching a module “Blockchain and Fin-Tech Applications for Managers” which does require some technical knowledge. Turns out, a couple of my students are actively investing in cryptocurrencies, and they did conduct research on blockchain. So, I asked them if they were happy to share their knowledge in the class, and they were pleased to do that. This allowed students to see not just the teacher’s point of view but their classmates' too.

6. Actively avoiding power struggles: As a young educator, I often find some students older than me in class. Coming from a conservative country myself, I am aware that older citizens usually tend not to listen to juniors. I am very cautious about this and ensure that all my students get respect from me. I am certain that on most occasions, they will return it. I avoid the power struggle by averting aggressive tones and gestures.

7. Acknowledging students outside the classroom: For me, the relationship between a student and a teacher goes beyond the classroom. I acknowledge my students when I see them in the lift, hallway or even on the street. This could be as simple as saying “Hi”, a fist-bump or just a nod. This tiny act of acknowledgement assures the students that the teacher is not ignoring them outside the classroom and helps build a robust relationship, which works like a treat for engagement and belonging.

Disclaimer: These strategies have worked for the writer, might not always work for others.

Blockchain

Gamification