Students in learning groups: Active learning through conversation

Three teaching methods, applied to credit-bearing information literacy (IL) university courses, were evaluated and compared. The effects of lecture-based learning (LBL), project-based learning (PjBL) and problem-based learning (PBL) were investigated using the information literacy test (ILT) as an assessment tool, with regard to the total ILT score, specific IL contents according to the five ACRL standards and students’ mental skills according to the Bloom’s cognitive categories. While all three teaching methods showed a significant improvement in the ILT post-test, the active-learning groups of PjBL and PBL scored significantly better than the LBL group. The most notable positive difference was observed in students’ effective access to information related to database searching skills, in the intellectual property/ethics issues and in the cognitive category of comprehension. The PjBL and PBL post-test results did not differ significantly, indicating that both active learning methods resulted in similar improvements of students’ IL.

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Assessing the outcomes of an active learning exercise

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-03-2021-0091 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Marie Elaine Gioiosa ◽

Katherine Kinkela

Keyword(s):

Active Learning ◽

Learning Outcomes ◽

Study Data ◽

Student Knowledge ◽

Content Type ◽

Learning Groups ◽

Course Content ◽

Alternative Approach ◽

Post Test ◽

Active Learning Method

PurposeThe purpose of this study is to propose an alternative approach to the think-pair-share active learning method and assess it for outcomes.Design/methodology/approachThis paper evaluates student knowledge of the course content presented in the study (data analytics and artificial intelligence) using a pre- and post-test process with control (lecture-based) and test (active learning) groups. A mixed method approach was used. The quantitative portion included the test scores being analyzed statistically. The qualitative portion included analyzing the open-ended question on the post-test.FindingsThe results note that the active learning exercise improves student learning outcomes in a statistically significant manner (p < 0.001). The open-ended question on the post-test provides positive student feedback.Originality/valueThe active learning exercise used in this study offers an alternate approach to the “think” and “pair” portions of the think-pair-share method and determines whether learning outcomes are improved after implementation of the alternative method.

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Strategies for Active Learning in Music Classrooms

Teaching Music in Higher Education ◽

10.1093/oso/9780190945305.003.0009 ◽

2020 ◽

pp. 175-192

Author(s):

Colleen M. Conway

Keyword(s):

Active Learning ◽

Group Work ◽

Transmission Model ◽

Cooperative Groups ◽

Learning Groups ◽

Collaborative Groups ◽

Grouping Students ◽

Games And Simulations ◽

Set Up ◽

Music Classrooms

Chapter 9 provides a focus on learner-centered pedagogy and a move away from the transmission model of teaching leads to active learning. I open this chapter with an extended discussion of some of the various types of group work including cooperative as well as collaborative learning groups. Cooperative groups work together on a task that is most often presented or designed by the instructor whereas collaborative groups are often involved in task generation as well as completion. Strategies for grouping students as well as room set-up, planning for group work, and assessment of group activities are addressed. The second part of the chapter provides suggestions for specific types of problem-based learning including case-based teaching, games, and simulations.

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Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

CBE—Life Sciences Education ◽

10.1187/cbe.12-04-0042 ◽

2012 ◽

Vol 11 (4) ◽

pp. 402-412 ◽

Cited By ~ 13

Author(s):

Masha Tsaushu ◽

Tali Tal ◽

Ornit Sagy ◽

Yael Kali ◽

Shimon Gepstein ◽

...

Keyword(s):

Deep Learning ◽

Active Learning ◽

Research University ◽

Role Model ◽

Thinking Skills ◽

Learning Groups ◽

Significant Difference ◽

Advanced Stages ◽

Social Constructivist Learning ◽

Advanced Version

This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students’ outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from “knowledge transmitters” to “role model scientists.”

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Pelaksanaan Pembelajaran Dengan Pendekatan Aktif Learning Dalam Pelajaran Ekonomi Pada SMU Negeri Di Yogyakarta

Jurnal Ekonomi dan Pendidikan ◽

10.21831/jep.v6i2.583 ◽

2012 ◽

Vol 6 (2) ◽

Author(s):

Tejo Nurseto

Keyword(s):

Active Learning ◽

School Principal ◽

Team Work ◽

Student Centered ◽

Learning Groups ◽

National Examination ◽

Class D ◽

Teacher Factors ◽

Research Findings

This research was aimed to describe (1) the implementation of Active Learning at State Senior High Schools in Yogyakarta, (2) the treasury in the implementation of the curriculum and, (3) the dominant factors in its accomplishment.The approach employed in this study was qualitative with the ethnographic method and the research setting was SMAN 3 Yogyakarta, SMAN 9 Yogyakarta and SMAN 11 Yogyakarta. The data were collected through observation, interviews, and documentation. The analysis techniques included the analyses of domain, taxonomy, components, and themes. The validity of the data was tested by lengthening the study and by triangulation.This research findings show the following results:1) in implementation of the Active Learning: a) most of teacher and student who agreed with it, b) there was a few student did not agree with it, 2)The treasuries of the implementation of the Active Learning at SMAN 11 were a) the quality of human resources: teachers, administrative staff and students, b) the National Examination to hamper the implementation of Active Learning in class XII c) the availability of OHP in every class, d) too many learning groups, and e) minimum teacher’s welfare. The treasury of the implementation of the Active Learning at SMAN 9 were that: a) the school area was narrow and dried so it was not possible to perform theout-door learning activities, b) the students were less active and motivated for learning especially social science majors, c) there was a handicap in financial matters, d) there was less variety in using learning media, and e) most of the equipment in the laboratory was broken and could not be used. The treasuries in the implementation of the Active Learning at SMAN 3 were that: a) the Active Learning is not yet officially ratified, b) the understanding of teachers about the Active Learning was rather low, and c) it was difficult to change the habit of teachers in teaching from teacher-centered to student-centered approach. The most dominant factors in the implementation of the Active Learning at SMAN 11 were a) the leadership of the school principal, b) good team work, and c) teacher’s and student’s creativity. The most dominant factors in the implementation of the Active Learning at SMAN 9 were a) the commitment and spirit of the school society to implement Active Learning, b) teacher and student factors, and c) facilities of the school. The most dominant factors in the implementation of the Active Learning at SMAN 3 were a) student factors, b) teacher factors, c) school management and d) the facilities of the school.

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