Active learning interventions and student perceptions

2017 ◽  
Vol 9 (3) ◽  
pp. 465-473 ◽  
Author(s):  
Gregory Joseph Lobo
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Student Evaluation ◽  
Authentic Learning ◽  
Learning By Doing ◽  
Traditional Lecture ◽  
Content Type ◽  
Favorable Evaluation ◽  
Active Learning Strategies

Purpose Engaging students through active learning is the gold standard of teaching especially in higher education; however, it is not clear whether students appreciate being so engaged. The purpose of this paper is to recount an attempt to redesign a lecture-based course, applying research-supported active learning strategies, and to report on student perceptions of the attempt. Design/methodology/approach The author attempted to innovate a standard lecture-based introductory social science class to engage students and facilitate authentic learning. The active learning innovations were learning by doing, collaboration, reading with a method, and increased autonomy. Student perceptions were measured over two iterations of the course (each one lasting one semester) using electronically distributed surveys. Findings The results have shown that most students strongly agreed that the innovations facilitated their learning; however, overall, the course received a lower student evaluation than versions given in the traditional lecture-based format. Originality/value The results suggest that students appreciate active learning strategies and that such strategies do indeed promote authentic learning; nonetheless, further research needs to be done to explain the paradox of specific student appreciation of active learning strategies combined with an overall less favorable evaluation of the class rooted in such strategies as compared to evaluations of the traditional lecture-based class.

Active Learning Strategies for Online College Classrooms

2020 ◽  
pp. 1-19
Author(s):  
Marina Kamenetskiy
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Educational Leaders ◽  
Learning By Doing ◽  
Learning Activities ◽  
College Classrooms ◽  
Learning Techniques ◽  
Online Classrooms ◽  
Active Learning Strategies ◽  
Interest And Motivation

The term active learning is also known as “learning by doing”; it is where students are presented with a variety of learning activities that encourages thinking and reflection. Educational leaders recognize the value of promoting active learning in the educational setting and encourage their faculty to apply active learning techniques in their online classrooms to increase learner interest and motivation. This chapter identifies various active learning strategies that can be applied to any discipline in any online course, as well as presents different examples of active learning activities. Active learning strategies can include group work, simulations (role play), and games, in order to build learners' critical thinking, problem-solving, and collaboration skills.

ACTIVE LEARNING OF RESPIRATORY PHYSIOLOGY IMPROVES PERFORMANCE ON RESPIRATORY PHYSIOLOGY EXAMINATIONS

2001 ◽  
Vol 25 (2) ◽  
pp. 55-61 ◽  
Author(s):  
Sumangala P. Rao ◽  
Stephen E. DiCarlo
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Creative Thinking ◽  
Respiratory Physiology ◽  
Traditional Lecture ◽  
Problem Solving Skills ◽  
Active Involvement ◽  
Active Learning Strategies ◽  
Lecture Format

Active involvement in the learning process has been suggested to enhance creative thinking, judgement, interpretation, and problem-solving skills. Therefore, educators are encouraged to create an active-learning environment by incorporating active-learning strategies into the class. However, there is very little documentation of the effectiveness of active-learning strategies. Furthermore, faculty are often reluctant to incorporate new strategies without documentation of the effectiveness of these strategies. To address this concern, we compared the performance of two individual classes on an identical respiratory physiology examination. One class was taught respiratory physiology using active-learning strategies. The other class was taught respiratory physiology using the traditional lecture format. The results document that students who learned using active-learning strategies did significantly better ( P < 0.05) on the respiratory physiology examination than students who learned by the traditional lecture format (61 ± 2.2 vs. 86 ± 1.0). Thus, by actively involving students in the learning process, academic performance is enhanced.

scholarly journals Do International Students Appreciate Active Learning in Lectures?

2018 ◽  
Vol 22 ◽  
Author(s):  
Mauricio Marrone ◽  
Murray Taylor ◽  
Mara Hammerle
Keyword(s):  
International Students ◽  
Active Learning ◽  
Learning Styles ◽  
Student Perceptions ◽  
Learning Strategies ◽  
International Student ◽  
Structured Interviews ◽  
Accounting Information Systems ◽  
Active Learning Strategies ◽  
Social Constructivist Theory

Active learning has been linked with increased student motivation, engagement and understanding of course material. It promotes deep learning, helping to develop critical thinking and writing skills in students. Less well understood, however, are the responses of international students to active learning. Using social constructivist theory, the purpose of this study is to examine domestic and international student perceptions of active learning introduced into large undergraduate Accounting Information Systems lectures. Several active learning strategies were implemented over one semester and examined through the use of semi-structured interviews as well as pre- and post- implementation surveys. Our results suggest broad improvements for international students in student engagement and understanding of unit material when implementing active learning strategies. Other key implications include international student preference for active learning compared with passive learning styles, and that international students may receive greater benefits from active learning strategies than domestic students due to social factors. Based on these findings this paper proposes that educators should seek to implement active learning to better assist and integrate students of diverse backgrounds.

Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry

2018 ◽  
Vol 19 (2) ◽  
pp. 520-532 ◽  
Author(s):  
Julie Donnelly ◽  
Florencio E. Hernández
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Cooperative Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Phenomenological Study ◽  
Student Experiences ◽  
Learning Space ◽  
Active Learning Strategies

Physical chemistry students often have negative perceptions and low expectations for success in physical chemistry, attitudes that likely affect their performance in the course. Despite the results of several studies indicating increased positive perception of physical chemistry when active learning strategies are used, a recent survey of faculty in the U.S. revealed the continued prevalence of instructor-centered approaches in physical chemistry. In order to reveal a deeper understanding of student experiences in an active learning physical chemistry course, we present a phenomenological study of students’ perceptions of physical chemistry when the course is completely redesigned using active learning strategies. Using the flipped classroom, an active learning space, cooperative learning, and alternative assessments, we emphasized fundamental concepts and encouraged students to take responsibility for their learning. Based on open-ended surveys and interviews with students, we found that students struggled with the transition, but had some significant positive perceptions of the approach. This is in agreement with previous studies of physical chemistry courses in which cooperative learning was the focus. As part of a larger study of the effectiveness of this course redesign, we show how students perceive the effectiveness of these strategies and how they react to them. In addition, we discuss the implications of these findings for the active learning physical chemistry classroom.

scholarly journals The benefits of incorporating active learning into online, asynchronous coursework in Dental Physiology

2021 ◽  
Author(s):  
Cynthia J. Metz ◽  
Michael J. Metz
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Clinical Work ◽  
Dental Students ◽  
Active And Collaborative Learning ◽  
Traditional Lectures ◽  
Active Learning Strategies ◽  
Exam Scores ◽  
Collaborative Learning Opportunities

The COVID-19 pandemic required a shift to online learning that posed particular challenges for the education of dental students. Basic science courses were presented in an online, asynchronous format to facilitate small group rotations through pre-clinical work. The success of active learning was previously examined in a Dental Physiology course, and it was desired to reassess those methods in an online environment. Students were provided with pre-recorded lectures containing learning activities, and the effectiveness was compared to traditional lecture recordings. On surveys, dental students had more positive perceptions of online recordings that incorporated active learning strategies, with higher perceived effectiveness of the lecturer, ability to pay attention, motivation to study, and confidence with the material. This was similar to the previous study, in which face-2-face (F2F) active learning was more positively reviewed than traditional lectures. Compared to these past sections, the online cohort expressed similarly positive perceptions of the active learning sections, but the online traditional lectures were perceived to be less effective than F2F lectures. Despite the differences in student perceptions, unit exam scores were similar for didactic lectures in both online and F2F settings. Unit exam scores were significantly higher when active learning strategies were employed, with the highest performance levels in the F2F cohort. While active learning strategies continue to be effective, further research is needed to optimize these methods and engage students in online coursework. The results suggest the importance of active and collaborative learning opportunities in the education of students in physiology coursework.

scholarly journals Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

10.28945/3643 ◽  
2017 ◽  
Vol 16 ◽  
pp. 021-046 ◽  
Author(s):  
Alanah Mitchell ◽  
Stacie Petter ◽  
Al Harris
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Learning Strategies ◽  
Learning By Doing ◽  
Future Research ◽  
Work Related ◽  
Passive Learning ◽  
Learning Techniques ◽  
Active Learning Strategies ◽  
Definition Of

Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS) courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners : This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful list of exercises that encourage active learning both inside and outside of the IS classroom. Future Research: In relation to future research, this study highlights a number of opportunities for IS faculty in regards to new active learning activities or trends to study further.

scholarly journals Evaluating the potential of iPads to actively engage paramedicine students in an authentic learning experience

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Georgia Clarkson
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Experience ◽  
Authentic Learning ◽  
Audiovisual Material ◽  
Professional Educators ◽  
Qualitative Feedback ◽  
Clinical Scenarios ◽  
Active Learning Strategies ◽  
The Impact

IntroductionParamedicine students are required to develop the skills of assessing and managing clinical presentations to prepare them for practice. Active learning strategies that are student centred, facilitate collaboration and mirror workplace practices can assist the development of requisite skills. iPads provide a portable means of integrating audiovisual material into these clinical scenarios. Use of such material has the potential to add a degree of authenticity to this environment and require students to play a more active part in their learning.MethodsThis study introduced the ‘iPad-SFS’, a system for using iPads as a platform for introducing audiovisual material into practical classes, as a means of promoting active learning. Students completed a Likert scale survey inviting quantitative and qualitative feedback to evaluate the impact of this intervention on their learning experience.ResultsThe data indicated using iPads promoted engagement, enhanced realism, promoted a more collaborative and authentic learning experience and improved critical thinking.ConclusionOverall, the iPad based system impacted positively on student learning experience. Health professional educators in paramedicine should consider the use of system similar to iPad-SFS in practical classes.

Active learning strategies to develop research competences in engineering education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Denise Luciana Rieg ◽  
Rui M.M. Lima ◽  
Diana Mesquita ◽  
Fernando Cezar Leandro Scramim ◽  
Octavio Mattasoglio Neto
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Engineering Students ◽  
Scientific Methodology ◽  
Research Approach ◽  
Content Type ◽  
Undergraduate Engineering ◽  
Action Research Approach ◽  
Active Learning Strategies ◽  
Research Competences

PurposeThe purpose of this paper is to implement and evaluate active learning strategies to support engineering students in the development of research competences, contributing to the growing need for a closer relationship between research and teaching.Design/methodology/approachThis study was developed using an action research approach. The data were collected through observations, questionnaire and focus group in order to evaluate the active learning strategies used in the context of the study, based on students' perceptions.FindingsThe results show that the implementation of active learning strategies, such as research-based learning and think-pair-share enhance the development of research competences, namely critical thinking and written communication. Additionally, this approach enables students to develop further their capstone projects, using the standards demanded in research process.Research limitations/implicationsThe study was based mainly on teacher's observation and the participants are undergraduate engineering students enrolled in the course “Scientific Methodology” during 1 academic year.Practical implicationsTwo levels of implications can be identified in this study: (1) for teachers' practice, who can adapt the step-by-step descriptions of the implemented approaches and (2) for research, contributing to the discussion about how to explore the teaching-research relationship in undergraduate courses.Originality/valueThe course of “Scientific Methodology” is part of the curricular structure of most undergraduate engineering programs offered by Brazilian Higher Education Institutions, and this study is a contribution for the improvement of knowledge on how this course may be conducted in an effective and engaging way.

Perceptions on the effectiveness of active learning strategies

2016 ◽  
Vol 8 (3) ◽  
pp. 360-375 ◽  
Author(s):  
Zeina Daouk ◽  
Rima Bahous ◽  
Nahla Nola Bacha
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Teaching Effectiveness ◽  
Learning Context ◽  
Education Students ◽  
Tertiary Institution ◽  
Content Type ◽  
Lecture Method ◽  
Active Learning Strategies ◽  
Teaching Learning

Purpose – The purpose of this paper is to determine students’ and instructors’ perceptions regarding the effectiveness of implementing active learning strategies in higher education courses conducted at a tertiary institution in Lebanon. Design/methodology/approach – Pre-service education students completed a questionnaire, professors were interviewed, and class sessions were observed. Findings – Main findings indicate that the majority of the learners as well as the instructors favoured active learning and are strong proponents of putting into effect this approach in all their courses. These findings indicate the positive perceptions towards active learning strategies and the possible impact that these perceptions have on students’ performance and learning. Research limitations/implications – Three major limitations have influenced the efficiency of this study. The number of participants is rather small. Only 37 education students were involved in this study. Furthermore, an additional limitation is that all the participants were females. Yet, it is worth noting that the majority of the students, who are majoring in education at that particular university, are females. Finally, it is worth mentioning that one of the researchers conducted the non-participant observations which might have influenced the data in one way or another. Practical implications – Implications from the results of the study are far reaching. A major implication is for the programmes to reconsider the organization of the classrooms to have rooms that allows for cooperative and group work. Also, classroom organization should be student centred with the teacher’s place not necessarily at the front of the room but possibly at different places in the room or even sitting with the student for some of the assignments. A second implication is that the classroom is to be viewed as a learning situation where the teacher is a guide, a facilitator in the teaching/learning context which would be blended with the lecture method when needed. A further implication is that teacher professional development is a priority for the agenda of educational institutions to help promote teaching effectiveness of this clearly important active learning. After all, the students are doing the learning and the teachers need to guide them in this process. Originality/value – The main value of this paper is to encourage university faculty members to change their teaching methods in order to engage and motivate learners.

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