How to make a lecture course an engaging learning experience?

Abstract

This paper investigates engagement and active learn ing in university mass education. It presents the results of an empirical study on the level of interest and the academic emotions that were experienced during an engaging lecture course, and how such variables were related to flow experience, self-study time, and study success. The participants (n=107) were Finnish first-year teacher students in an educational psychology lecture course. The data were collected by using a ques tionnaire that measured interest, academic emotions, sense of competence, challenge experienced, and self-study time five days before the final examina tion. Correlations among variables were measured, a step-wise cluster analysis and two ANOVA tests conducted. The participants were highly engaged and interest ed during the course. Interest, enthusiasm, sense of competence, and self-study time correlated positively with the grade awarded for the course. Three clusters (emotional profiles) were identified: engaged (36 %), unstressed (25 %), and anxious (39 %) student groups. Engaged students spent the most hours in self-study and received the best grades. Unstressed students were the least active in self-study and also achieved the lowest grades. Interest and sense of competence were decisive variables in successful studying during an engaging lecture course. Opportunities to develop blended learning environments that foster active learning in lectures were further discussed.