Effective Strategies for Engaging Learners

C.

The instructor's goal is to improve learner involvement in the course. To achieve this goal, the instructor must incorporate additional opportunities for learners to become involved in the course.

Option A suggests asking closed-ended questions that will likely provide an opportunity for more in the group to get involved. Closed-ended questions are those that can be answered with a simple "yes" or "no," which might not generate much discussion or engagement. While it is true that more learners may be able to answer these questions, they may not necessarily feel involved or engaged.

Option B suggests asking rhetorical questions to involve the entire group by getting them to think deeply. While rhetorical questions may generate thought and discussion, they do not necessarily provide learners with a sense of involvement or engagement in the course. Rhetorical questions may also come across as contrived or insincere, which can reduce the instructor's credibility.

Option C suggests asking effective, clear, logically sequenced open-ended questions. Open-ended questions are those that require more than a simple "yes" or "no" response, which can generate more discussion and engagement. Clear and logically sequenced questions can help learners understand the material better and feel more involved in the course.

Option D suggests asking questions and allowing learners to call out the answer without calling on anyone specific to ensure all are involved. While this approach may involve more learners, it may not necessarily provide learners with a sense of involvement or engagement in the course. It also runs the risk of creating chaos and confusion, which can hinder learning and reduce the instructor's credibility.

Therefore, option C is the most effective change for the instructor to implement. By asking effective, clear, and logically sequenced open-ended questions, the instructor can increase learner involvement and engagement in the course.