Fostering student engagement with feedback: An integrated approach

What Are the Foundations of an Integrated Approach to Teaching and Learning?

10.1093/oso/9780197546772.003.0001 ◽

2021 ◽

pp. 1-15

Author(s):

Shawna Longo

Keyword(s):

Student Engagement ◽

Teacher Collaboration ◽

Teaching And Learning ◽

Integrated Approach ◽

Music Technology ◽

Pragmatic Approach ◽

Content Areas ◽

Approach To Learning ◽

The Arts ◽

Approach To Teaching

This chapter lays the foundation for an authentic integrated approach to learning. Music technology is a key component in most approaches that integrate STEM with Music. The connecting of multiple content areas through the arts, or music, can be used to increase teacher collaboration. The key areas of arts integration, STEM, STEAM, and how these can effectively and authentically exist together in the classroom to increase student engagement and connections to the content areas and concepts, are defined through a research-based and pragmatic approach. By incorporating the fundamental definitions and understandings posited by this chapter into one’s teaching students will be given opportunities to connect STEM concepts to the artistic processes.

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Workplace Simulation

Business and Professional Communication Quarterly ◽

10.1177/2329490616660814 ◽

2016 ◽

Vol 79 (4) ◽

pp. 487-510 ◽

Cited By ~ 4

Author(s):

Norhayati Ismail ◽

Chitra Sabapathy

Keyword(s):

Higher Education ◽

Student Engagement ◽

Real Estate ◽

Communication Skills ◽

Teaching And Learning ◽

Integrated Approach ◽

Task Design ◽

Professional Communication ◽

Workplace Communication ◽

Communication Course

In the redesign of a professional communication course for real estate students, a workplace simulation was implemented, spanning the entire 12-week duration of the course. The simulation was achieved through the creation of an online company presence, the infusion of communication typically encountered in the workplace, and an intensive and integrated approach to task design. An analysis of students’ and tutors’ perceptions of the changes shows higher student engagement, with the redesigned course resulting in learning that is both relevant and meaningful to workplace communication, which has implications for the teaching and learning of professional communication skills in higher education.

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