Towards Successful Exercise Sessions for Large and Heterogeneous Student Groups

Abstract

Exercise sessions play an important role in STEM courses by providing students with opportunities to apply theoretical knowledge through problem solving. However, attendance and participation in such sessions are often limited, particularly when participation is voluntary. This study investigates factors that influence student activation and engagement during exercise sessions in higher education. The study combines a review of literature with qualitative interviews conducted with students and professors at Lund University (LTH). The findings suggest that student engagement is influenced by individual and contextual factors. Motivation, preparation before class, perceived relevance to examinations, teacher engagement, and opportunities for collaboration were identified as important factors of participation. The results also suggest that collaborative learning environments and structured problem-solving activities can increase participation and support deeper learning. The study concludes that exercise sessions should be designed to promote active participation, collaboration, and independent thinking while remaining aligned with students’ learning goals. However, designing effective exercise sessions for large and diverse student groups remains a challenge, and this report addresses only a limited number of the factors and pedagogical strategies involved.