Designing meaningful student engagement with course readings
| Field | Value | Language |
| dc.contributor.author | Zeivots, Sandris | |
| dc.date.accessioned | 2026-02-09T02:03:50Z | |
| dc.date.available | 2026-02-09T02:03:50Z | |
| dc.date.issued | 2026 | en |
| dc.identifier.uri | https://educational-innovation.sydney.edu.au/teaching@sydney/designing-meaningful-student-engagement-with-course-readings | |
| dc.identifier.uri | https://hdl.handle.net/2123/34826 | |
| dc.description.abstract | Course readings are central to student learning, yet they’re often treated as a routine, grudging task rather than a designed learning experience. On average, only 20-30% of students engage with assigned readings, which impacts class interaction, development of ideas and assessment quality. This post discussed a framework that brings together six dimensions that help educators design purposeful, relational engagement with course readings. These dimensions operate as an entangled assemblage rather than discrete elements and draw on the lenses of what, how and why. | en |
| dc.language.iso | en | en |
| dc.publisher | The University of Sydney | en |
| dc.relation.ispartof | Teaching@Sydney | en |
| dc.rights | Other | en |
| dc.subject | active learning | en |
| dc.subject | course readings | en |
| dc.subject | design | en |
| dc.subject | engagement | en |
| dc.subject | meaningful learning | en |
| dc.subject | participative integration | en |
| dc.title | Designing meaningful student engagement with course readings | en |
| dc.type | Article | en |
| dc.type.pubtype | Publisher's version | en |
| usyd.faculty | SeS faculties schools::The University of Sydney Business School | en |
| workflow.metadata.only | No | en |
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