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Students learn in so many ways outside the classroom, from DIY or how-to, to engaging in a hobby, to playing sports, to reading and studying the world without a textbook. 

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Students learn in so many ways outside the classroom, from DIY or how-to, to engaging in a hobby, to playing sports, to reading and studying the world without a textbook. 

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I try to share how what we do in the classroom is valuable to the world outside the classroom, and how learning strategies have value beyond the academic, and success skills can be applied to personal and professional realms, too.

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Students learn in groups - discuss course projects and review lessons together with their peers. They also apply what they've learnt in different means and establish connections between knowledge they've learnt from different classes.

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Students learn in groups - discuss course projects and review lessons together with their peers. They also apply what they've learnt in different means and establish connections between knowledge they've learnt from different classes.

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I try to encourage students to explore various out-of-class learning opportunities like workshops and programmes. Also, I encourage them to interact and engage with their peers to expose themselves to more collaborative learning opportunities.

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What do your students do beyond the classroom to support their learning?

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What do your students do beyond the classroom to support their learning?

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Students support their learning outside of the classroom in a couple of different ways in my classes. In one class, they observe for use of teamwork communication skills in a real-world clinical setting. Another class includes a group project that requires the students to work together outside of schedules class time.

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What strategies do you use to encourage students to engage in out-of-class learning?

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What strategies do you use to encourage students to engage in out-of-class learning?

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I provide several different resources to the students to reinforce content covered in class such as short videos, stories, or articles. Another assessment is self reflection by students of certain content that we have covered in class.

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Students have to do pre and post work to get familiar with the material and practice after class.

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Students are encouraged to explore the subject more. We usually give them a choice of what to do: read this, watch this or listen to this... so that they can engage with a topic in their preferred medium and hopefully it can fit in with their busy day.

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My team teach Clinical Nutrition at Endeavour College. We encourage students to 'live as Nutritionists' outside their formal learning and take opportunities to practise skills such as talking to people about their health, looking at what healthy foods are available in their local area, reading packaged food labels and researching topics that they are interested in.

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Complete tables, read articles and respond, reflect on recorded performance, complete assignments, comment on questions and activities in the discussion forums, make a time to see an academic.

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link activity to the assessment outcomes and subject outcomes, relate to their future career success, show them what I found useful when I was learning the same content (sharing lived experiences), make it simple and clear, share how they can schedule it and do it concurrently with other tasks, respond quickly and positively to the tasks they do perform so the feedback is quick, immediate and that others see and learn from this model behaviour.

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Variety of tools and techniques with internal and external sources and ensuring we provide tools and materials that can support specific goals to assist with intrinsic motivation, here is a taster, (pun intended), 'Which of these foods do you consider to be healthier option when eating out and why? Post one option below and link your reason to the 'Eat for Health' Guidelines www.eatforhealth.gov.au

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... talk to other students about what they're learning, watch videos that help them understand concepts, seek tutoring, use tools like Notebook LM to break down readings into more manageable chunks.

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I teach courses about language and social or cultural identity. Given where we live, I think my students are exposed to linguistic diversity and linguistic variation in the course of their daily lives, so they are often acquiring lived experiences of these concepts in "the wild." Getting them to anchor these or associate these to theories of sociolinguistics or multilingualism is harder, however.

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I teach courses about language and social or cultural identity. Given where we live, I think my students are exposed to linguistic diversity and linguistic variation in the course of their daily lives, so they are often acquiring lived experiences of these concepts in "the wild." Getting them to anchor these or associate these to theories of sociolinguistics or multilingualism is harder, however.

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My students need to do a lot of research for their assessments that is specific to the business they propose. I provide a lot of links to help them find the relevant information and encourage them to share information that would be useful for others

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Many of my students actively use tools like OpenAI to support their learning outside the classroom, which shows how efficiently they leverage available resources. I firmly believe that all students have the desire to learn; the key is how we, as educators, encourage and inspire that curiosity beyond class time. To promote out-of-class engagement, I make it a point to leave intriguing questions or highlight interesting aspects related to the topic at the end of each lesson. This approach motivates students to explore concepts on their own, deepening their understanding through self-driven inquiry. By sparking their natural curiosity, we can foster a habit of continuous learning that extends far beyond the classroom walls.

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Anything my students do to engage with news media or contemporary events can help to support their learning, as they can see connections between the past and the present. I constantly refer to such connections I have been thinking about that week, and try to update the course each semester so that any past/present connections we make are still relevant and important to students.