Staff Experiences Regarding Student Engagement in Active Learning and Social Environments in New Generation Universities

2018 ◽  
pp. 67-81
Author(s):  
Şuay Nilhan Açıkalın ◽  
Şefika Şule Erçetin
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Social Environments ◽  
Staff Experiences ◽  
New Generation

scholarly journals In Defense of the Populist Lecture

2010 ◽  
Vol 43 (04) ◽  
pp. 759-765 ◽  
Author(s):  
Mark Lawrence Schrad
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Full Advantage ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Lecture Hall ◽  
Large Lecture ◽  
Information And Communication ◽  
Visual Variety

AbstractInformation and communication technology (ICT) programs like Microsoft PowerPoint and Apple Keynote have become the norm for large university lecture classes, but their record in terms of student engagement and active learning is mixed at best. Here, the author presents the merits of a “populist” lecture style that takes full advantage of the variety of features available from the latest generation of ICT programs. Based on visual variety, audio and visual sound bites, and the incorporation of humor and pop-cultural references, this populist approach not only facilitates greater student attention and engagement with the class materials, but also offers unmatched opportunities for extending student learning beyond the confines of the large lecture hall.

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals Learning and Engagement in the Flipped Classroom of Analytical Mathematics

2020 ◽  
pp. 93-111
Author(s):  
Anastasia Sofroniou
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Flipped Classroom ◽  
Mathematical Thinking ◽  
Further Education ◽  
Teaching Methodology ◽  
Mathematical Education ◽  
Learning Approaches ◽  
Problem Solving Skills ◽  
Learning Techniques

Learning techniques have changed over time in order to try and improve student engagement across different subjects in higher education. Mathematics has dominantly adhered to certain learning methods that use a more conventional approach. Interactive and active learning in Mathematics tend to be more common in further education yet, university level Mathematics is more complex, heavy in content and poses more difficulty in applying active learning approaches as a passive approach of traditional lectures has always been applied. The issues of learning problems in mathematics is ignored and the lack of metacognitive awareness of mathematical thinking and problem-solving skills seem to persist despite differences amongst educators on an effective learning methodology. Following the reform movement in mathematics education in the mid 1980’s, resulting from the dissatisfaction of conventional approaches, recommending the restructuring of mathematical delivery marked the need for modifications in teaching methodology. Employing multiple models to deliver lessons may implement the changes needed to drive student engagement and satisfaction to improve the experience in learning mathematics. In order for these methods to become applicable and effective in students’ experiences in mathematical education, educators need to be encouraged to present active learning techniques so that students can begin to facilitate their own learning which can be done through introducing approaches specific to the individual such as student-centred approaches. This paper evaluates the techniques used by mathematicians to deliver lessons and how it reflects on learning and engagement of students in comparison to the flipped classroom approach which inverts the common traditional lecture style used in classrooms. The flipped classroom model in this study is adopted to a topic from the university foundation level module, Analytical Mathematics, whereby results from the quantitative analysis undertaken show a decrease in the success of students’ performance suggesting a lesser impact on improved learning. With regards to engagement, observations from the qualitative analysis of the study highlight positive aspects of the flipped classroom model, specifically an optimistic engagement amongst peers.

scholarly journals REAL: The Technology-Enabled, Engaged, and Active Learning Classroom

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Young Lee ◽  
Eric Boatman ◽  
Steven Jowett ◽  
Brendan Guenther
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Interaction ◽  
Michigan State University ◽  
Digital Information ◽  
State University ◽  
User Experiences ◽  
Planning And Design ◽  
Design Case ◽  
Design Integration

This design case highlights a new initiative, the technology-rich active learning classrooms at Michigan State University. The classrooms are intended to promote student engagement, collaborative active learning, and faculty-student interaction in a technology-rich environment that allows for digital information sharing and co-creation of content. The article describes the process of planning and design, integration of room features, and creation of user experiences. 

Pedagogy

2020 ◽  
pp. 60-77
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Faculty Development ◽  
Community Of Inquiry ◽  
Learner Centered ◽  
Community Of Inquiry Framework ◽  
Definition Of ◽  
Pedagogical Approaches ◽  
Teacher Centered

In Chapter 3, the authors consider pedagogy to andragogy. Readers are treated to a brief overview of the pedagogical history and find out when the change from pedagogy to andragogy occurred. Readers will also realize the definition of pedagogy and that pedagogical approaches can be placed on a spectrum from teacher-centered or teacher-directed to learner-centered or learner-directed. The term engagement and, more specifically, student engagement are presented in the chapter. Banking theory will be explored as well as false generosity, active learning, faculty development, and the community of inquiry framework.

A robotic Intelligent Towing Tank for learning complex fluid-structure dynamics

2019 ◽  
Vol 4 (36) ◽  
pp. eaay5063 ◽  
Author(s):  
D. Fan ◽  
G. Jodin ◽  
T. R. Consi ◽  
L. Bonfiglio ◽  
Y. Ma ◽  
...  
Keyword(s):  
Active Learning ◽  
Experimental Research ◽  
Traditional Approach ◽  
High Dimensions ◽  
Towing Tank ◽  
Sequential Hypothesis ◽  
Sequential Hypothesis Testing ◽  
Complex Fluid ◽  
Traditional Approaches ◽  
New Generation

We describe the development of the Intelligent Towing Tank, an automated experimental facility guided by active learning to conduct a sequence of vortex-induced vibration (VIV) experiments, wherein the parameters of each next experiment are selected by minimizing suitable acquisition functions of quantified uncertainties. This constitutes a potential paradigm shift in conducting experimental research, where robots, computers, and humans collaborate to accelerate discovery and to search expeditiously and effectively large parametric spaces that are impracticable with the traditional approach of sequential hypothesis testing and subsequent train-and-error execution. We describe how our research parallels efforts in other fields, providing an orders-of-magnitude reduction in the number of experiments required to explore and map the complex hydrodynamic mechanisms governing the fluid-elastic instabilities and resulting nonlinear VIV responses. We show the effectiveness of the methodology of “explore-and-exploit” in parametric spaces of high dimensions, which are intractable with traditional approaches of systematic parametric variation in experimentation. We envision that this active learning approach to experimental research can be used across disciplines and potentially lead to physical insights and a new generation of models in multi-input/multi-output nonlinear systems.

Sign in / Sign up

Export Citation Format

Share Document