scholarly journals Higher Perceived Design Thinking Traits and Active Learning in Design Courses Motivate Engineering Students to Tackle Energy Sustainability in Their Careers

2021 ◽  
Vol 13 (22) ◽  
pp. 12570
Author(s):  
Julie Milovanovic ◽  
Tripp Shealy ◽  
Andrew Katz
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Engineering Students ◽  
Design Thinking ◽  
Sustainable Design ◽  
The United States ◽  
Learning By Doing ◽  
Energy Sustainability ◽  
Active Learning Strategies ◽  
The Impact

Engineers play an important role in implementing the Sustainable Development Goals defined by the United Nations, which aim to provide a more sustainable environment for future generations. Through design thinking, creativity, and innovation, sustainable engineering solutions can be developed. Future engineers need to acquire skills in their engineering curriculum to feel equipped to address sustainable design challenges in their career. This paper focuses on the impact of perceived design thinking traits and active learning strategies in design courses to increase senior engineering students’ motivation to engage in energy sustainability in their career. A national survey was distributed to senior engineering students in the United States (n = 4364). The survey asked students about their motivation to engage in sustainable design, their perceived design thinking traits (i.e., integrative feedback, collaboration), and if they experienced active learning strategies in design courses (i.e., learning by doing). The results highlight that higher perceived design thinking ability increases senior engineering students’ interests in designing solutions related to energy sustainability. Active learning experiences positively influence senior engineering students’ interests in designing solutions related to energy sustainability. These findings show the importance of teaching design thinking in engineering courses to empower future engineers to address sustainable challenges through design and innovation.

scholarly journals The impact of the use of some active learning strategies in the teaching of literary knowledge on the literary taste of high school students in the UAE

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Mohammed Abdul Rahman Al - Jagoub
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Group Performance ◽  
Control Group ◽  
Significance Level ◽  
Secondary Stage ◽  
Active Learning Strategies ◽  
The Impact ◽  
Experimental Group

The objective of this study was to develop an achievement test to measure the skills of literary tasting. It consists of (30) multiple choice types, which were applied to a sample of the stability test According to the KR 20 equation, the study used semi-experimental research methodology. The sample consisted of (120) male and female students of the 10th grade at Gulf Arab Secondary School for Boys and Al-Hira Secondary School for Girls in Sharjah. The people were chosen deliberately, (60) students, experimental subjects studied the material using active learning strategies, and the control group studied the same material in the normal way. After analyzing the data, the results of the study indicated that the students in the experimental group achieved a higher level of control group students Statistical analysis showed differences in the level of literary taste at the statistical significance level (α = 0.05); due to the active learning strategies, the total mathematical mean of the experimental group performance was on the post taste test (26.60) For the control group (20.90). The value of P (58.05), the value of the significance level (0.00), that is less than (0.05), which indicates that there are significant differences between the experimental group and the control group for the benefit of the experimental group, and the value of (P) Between the sex and the group was (1.00), which is not statistically significant value, where its significance (0.32), and does not indicate the existence of an effect of interaction between the teaching method and sex. The study concluded with recommendations calling on teachers to use active learning strategies in the teaching of literary knowledge. And focus on those strategies when writing Arabic language books for the secondary stage.

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.

scholarly journals Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy

2020 ◽  
Vol 19 (1) ◽  
pp. ar4 ◽  
Author(s):  
Angela C. Bauer ◽  
Vernon M. Coffield ◽  
Dinene Crater ◽  
Todd Lyda ◽  
Verónica A. Segarra ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Cognitive Domain ◽  
Black And White ◽  
Active Learning Strategies ◽  
Biology Courses ◽  
Affective Components ◽  
Equitable Outcomes ◽  
Dual Domain ◽  
The Impact

Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and can reduce performance gaps. In the present study, we examined whether intentional efforts to address the affective domain of learning (through growth mindset messaging) can synergize with best practices for addressing the cognitive domain (via active-learning strategies) to enhance academic outcomes in biology courses. We compared the impact of this two-pronged approach (known as dual domain pedagogy, or DDP) with that of two other pedagogies (lecture only or active learning only). Our results demonstrate that DDP is a powerful tool for narrowing performance gaps. DDP, but not active learning, eliminated the performance gap observed between Black and white students in response to lecture. While a significant gap between white and Latin@ students was observed in response to active learning (but not lecture), this gap was reduced by DDP. These findings demonstrate that DDP is an effective approach for promoting a more equitable classroom and can foster learning outcomes that supersede those conferred by active learning alone.

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.

The Effectiveness of Active Learning Strategies in Gatekeeper Training on Behavioral Outcomes

Crisis ◽  
2020 ◽  
pp. 1-9
Author(s):  
Lucas Godoy Garraza ◽  
Nora Kuiper ◽  
Wendi F. Cross ◽  
Brandee Hicks ◽  
Christine Walrath
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Role Play ◽  
Behavioral Outcomes ◽  
Actual Behavior ◽  
Short Term ◽  
Resource Limitations ◽  
Active Learning Strategies ◽  
The Impact

Abstract. Background: Studies of suicide prevention gatekeeper trainings (GKT) show temporary enhancements in short-term behavioral outcomes and limited enhancements in intermediate behavioral outcomes. Aims: We aimed to examine the impact of two training enhancements (role-play and booster) on intermediate GKT outcomes. Method: The study used a factorial randomized controlled design to assign participants to one of four groups. Three indicators of gatekeeper behavior at 6-month follow-up were the primary outcomes of interest. We used propensity score-based techniques to address observed imbalances. Results: At 6 months, among participants assigned to role-play, a significantly larger proportion of those assigned to booster performed identifications and referrals followed by a notification to the referral source, and followed by escorting the youth to the resource. Limitations: While observed imbalances were addressed, unobserved differences may persist. The validity of self-reported indicators to measure actual behavior remains unknown. Conclusion: Results suggest that active learning strategies can, in combination, enhance the effectiveness of trainings. The strategies seem to increase the comprehensiveness of gatekeeper behaviors.

scholarly journals The Impact of Applying Two Active Learning Strategies on Fifth Grade Students’ Achievement In History: أثر استخدام استراتيجيتين للتعلم النشط على التحصيل الدراسي لطالبات الصف الخامس الأساسي في مادة التاريخ في الأردن

2020 ◽  
Vol 4 (29) ◽  
Author(s):  
Thekarayat Mohmmad Al-katatneh
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Traditional Method ◽  
Male Students ◽  
Fifth Grade ◽  
History Teachers ◽  
Fifth Grade Students ◽  
Active Learning Strategies ◽  
Pilot Sample ◽  
The Impact

This study aimed at investigating the impact of applying two active learning strategies on the achievement of the Fifth grade students in the history course in Jordan. The researcher experimental method the sample of study consisted of (109)the fifth grade students developed an achievement test and applying them on a pilot sample and calculating their reliability using Their reliability values were (0.85). Using ANCOVA revealed a better achievement and level of Fifth grade male students who were taught history by using active discussion than who were taught the same subject using either modified lecture or traditional method. The results also showed a better achievement of Fifth grade male students who were taught history by using modified lecture than who were taught the same subject by using the traditional method. The study presented many recommendations among them: Conducting training courses for history teachers to use active learning strategies in their lesson plans.

scholarly journals From students to scientists: The impact of interactive engagement in lectures

2018 ◽  
Author(s):  
Craig McMillan ◽  
Daphne Loads ◽  
Heather A McQueen
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
University Education ◽  
Generic Skills ◽  
Graduate Attributes ◽  
Interactive Engagement ◽  
Active Learning Strategies ◽  
Continued Use ◽  
The Impact

“Graduate attributes” are widely believed to be important in developing the scientific skill-set, with generic skills being viewed as more important than discipline-specific qualities. Importantly, students need opportunities to think and practice in ways akin to experts. The continued use of didactic lectures in university education often leads to the accumulation of superficial knowledge, and does not adequately train students to acquire the skills and attributes required of an effective scientist: critical thinking, an inquiring mind and creativity. We analysed active learning lecture strategies in a second year genetics course to determine their effectiveness in developing the scientific skill-set. These were found to be more beneficial than standard lecturing. Investigation of one of these strategies, the “quecture” (an adaptation of the flipped classroom), found that students did not view this method as being the most useful, despite being the most interactive. Our evidence suggests this student resistance to result from the requirement for prior preparation, perceived as an increased workload. We advocate the incorporation of active learning strategies in lectures to support the development of students’ scientific skill–set and specifically advise the introduction of novel formats such as the quecture early in university level science education. Keywords: Active learning, interactive engagement, quecture, scientific skill-set, graduate attributes

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