Practical Learning in a New Era: Enhancing Student Engagement Through Authentic Learning Experiences

Abstract

Student attendance and engagement in on-campus classes have become increasingly challenging in higher education, particularly when learning is delivered primarily through theoretical content. In the unit EDEC354 Young Children Mathematicians, low attendance prompted the redesign of learning experiences to include practical, school-based observations. Instead of relying solely on lectures and readings, students were provided with opportunities to visit schools implementing different educational approaches, including Reggio Emilia, Waldorf/Steiner, and Montessori philosophies.

During these visits, students observed diverse teaching practices, learning environments, and pedagogical interactions that supported children’s mathematical thinking and engagement. Following each visit, students participated in reflective discussions to critically analyse their observations and connect theory with practice. Attendance during these experiential learning sessions was consistently high compared to theory-only classes. Students also provided highly positive feedback, reporting that they learned significantly more through direct observation of quality teaching and authentic classroom interactions.

This approach aligns with the educational philosophy of John Dewey, who emphasised that meaningful learning occurs through experience and active participation. The presentation highlights how practical and reflective learning opportunities can increase student engagement, deepen understanding, and better prepare future educators for professional practice.