107 Learning from the experts participants learned about these qualities and needs, they could use that information to personalize the active learning process and stimulate engagement at the same time. [when starting a learning activity] I do not demand students to speak in a certain order or give them turns. I try very much to steer on what I know of a student: ‘so you told me you would like to try a certain role. Take on that role today and contribute from there’. So if they are a bit reserved or a bit hesitant, they can take on that other role and ask questions. I challenge them to do that, because the study group would benefit from it. (Participant 11) Participants explained that the more they knew about their students, the more effectively they could stimulate engagement. Participants gained insight into the engagement requirements of their students, as well as cues indicating their disengagement, including students’ expressions and reactions. This enabled them to implement strategies to re-engage students in such situations. Course design elements Participants reported knowing the course design very well. They knew the objectives, assignments, roles, methods, activities, and assessment. Although some parts of the course design were non-negotiable boundaries, participants took the initiative to choose and adapt their approach wherever possible, to optimally stimulate student engagement. Participants often mentioned that in the first sessions with a new study group, not enough time was dedicated to getting to know the students. They used their experience to make changes to the given schedule and assignments and created time for what they found important. As a teacher you should be able to think beyond the rules and the specifics of one assignment and reflect on the purpose of the sessions and the course itself. The purpose is not to brainstorm a certain number of cases in a given time, or to follow a certain method to the letter. […] The purpose is that students learn to think in a certain way, and you should focus on that. (Participant 2) 3) Facilitating the active learning process Observing Participants commented on the importance of observing the students to regulate their engagement. They described observing as the active perception of what is happening in the moment. It involved recognizing and understanding subtle signals and behaviors. The teachers said they always did something, because at the very least they were observing. I am always observing. In the beginning I aim to understand the dynamics of the groups and the roles of each of the students. Just to get to know them […] To understand what kind of a group they are and how they collaborate. I am looking for indications of how the learning process unfolds and if they are making progress. […] I look for who is contributing and who is not. (Participant 8) 5
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