Active Learning Strategies for Teaching Research Skills to First-Year Design Students

2021 ◽  
pp. 321-333
Author(s):  
Anshoo Rajvanshi ◽  
Gauravi Mittal
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
First Year ◽  
Research Skills ◽  
Teaching Research ◽  
Active Learning Strategies ◽  
Design Students

Using Active Learning Strategies to Motivate Students

2002 ◽  
Vol 8 (1) ◽  
pp. 48-51
Author(s):  
Kimberly R. Boyer
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Learning Strategies ◽  
Mathematics Teacher ◽  
Early Years ◽  
Eighth Grade ◽  
First Year ◽  
Mathematical Connections ◽  
Eighth Grade Students ◽  
Active Learning Strategies

Icouldn't believe my ears when i heard a colleague make this statement during my first year of teaching: “Eighth grade is the year that the students' brains are turned off.” Was it true? Were eighth-grade students really that hopeless? In my early years of teaching, I was on a mission to be the best mathematics teacher I could be by incorporating problem solving, reasoning, communication, and mathematical connections into each lesson. I wanted to take time to involve my students personally so that they could see how mathematics directly affects their lives. However, I quickly learned that there is “no one way to be a topnotch teacher” (Harmin 1998, p. 2).

scholarly journals Redesigning first year anatomy and physiology subjects for allied health students: Impact of active learning strategies

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Monika Andrea Zimanyi ◽  
Nicholas F. Emtage ◽  
Pamela Lee Megaw
Keyword(s):  
Active Learning ◽  
Occupational Therapy ◽  
Student Performance ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
First Year ◽  
Science Students ◽  
Sport Science ◽  
Anatomy And Physiology ◽  
Active Learning Strategies

To combat high failure rates in an Anatomy and Physiology for first year Occupational Therapy, Physiotherapy and Sport Science students, a flipped classroom was introduced in 2015. It became apparent that students did not engage with materials prior to classes, but they did engage with in-class active learning strategies. In subsequent years of this study, our focus changed to delivery with student active learning in mind. The active learning approaches introduced resulted in improvements in academic performance for all three student cohorts. Occupational Therapy students’ marks improved by 12.9% when comparing pre-intervention (2014) results to the end of the post-intervention period (2017), Physiotherapy students’ marks increased by 6.9%, while the greatest gains of 14.8% were seen in Sport Science students. When investigating the relationship between student performance and university entrance scores, students with high entrance scores demonstrated modest gains in performance, while those students with lower entrance scores benefited the most. Our results suggest that the introduction of active learning may result in the transition of the learning style of students under-prepared for university studies, to be more like those of more successful students; that is, to a deeper level of learning.

scholarly journals Implementation of a First-Year Engineering Course and Active Learning Strategies at a University in India

2018 ◽  
Author(s):  
Walter McDonald ◽  
Daniel Brogan ◽  
Vinod Lohani ◽  
Gopalkrishna Joshi
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
First Year ◽  
Active Learning Strategies

scholarly journals A combination of active learning strategies improves student academic outcomes in first-year paramedic bioscience

2019 ◽  
Vol 43 (2) ◽  
pp. 233-240 ◽  
Author(s):  
Puspha Sinnayah ◽  
Joseph A. Rathner ◽  
Daniel Loton ◽  
Rudi Klein ◽  
Peter Hartley
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
First Year ◽  
Learning Approaches ◽  
Guided Inquiry ◽  
Active Learning Strategies ◽  
Assessment Outcomes ◽  
Small Team

Bioscience is a foundational unit (subject) of undergraduate allied health degree programs, providing students the scientific basis underpinning their clinical practice. However, despite its significance, bioscience is a difficult academic hurdle for many students to master. The introduction of active learning strategies, including small team-based guided-inquiry learning approaches, has been shown to significantly reduce this hurdle and improve assessment outcomes for the learner. Guided team-based activities can aid in this approach by also building broader skills and capabilities, like teamwork and communication, as well as subject-specific knowledge and skills, thereby positively influencing student assessment outcomes. This paper details the redesign and evaluation of two first-year Bioscience for Paramedics units with the introduction of guided-inquiry learning, as well as other active learning strategies, and assesses their impact on student performance. Results indicate that active learning used within a classroom and in the large lecture theater setting improved students’ grades with positive student perception of their learning experience.

Language Support Strategies in First Year Chemistry

2011 ◽  
pp. 18-57 ◽  
Author(s):  
Adam James Bridgeman
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Student Response ◽  
Peer Instruction ◽  
First Year ◽  
Group Discussions ◽  
Large Classes ◽  
Chemical Concepts ◽  
Active Learning Strategies ◽  
The University

In-class and online active learning strategies, which have been implemented at The University of Sydney, are described to respond to the challenge of teaching chemistry at a first year level, to students with a wide range of abilities and levels of motivations. Core to the design of these activities is the belief that students learn chemical concepts most effectively when they are actively engaged in doing and talking, rather than rote learning and listening. The strategies described have been developed within the context of large classes and limited resources. They are fully adaptable to other topics beyond first chemistry and to other sciences. They are also necessarily designed to be scalable to large or small classes and to be sustainable. Online resources are useful for helping students become familiar with chemical language and symbolism and to provide them with a means of practicing their use. Online quizzes are an invaluable means of students self-assessing their progress and of providing meaningful assessment of their level of mastery. In-class activities involving student response systems and student-centred, inquiry based approaches are built around active learning and on-going formative assessment. To develop language skills, social interaction via peer instruction and group discussions can be utilized to ensure that classes are vibrant and engaging.

scholarly journals Redesigning first year anatomy and physiology subjects for allied health students: Introducing active learning experiences for physiology in a first semester subject

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Pam Lee Megaw ◽  
Monika Andrea Zimanyi
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experiences ◽  
Learning Activities ◽  
First Year ◽  
Anatomy And Physiology ◽  
Allied Health Students ◽  
Active Learning Strategies

In this paper we describe the initial development of flipped classroom learning activities for the physiology component of a first year anatomy and physiology class for allied health students, and the subsequent transformation to focus on active learning strategies over a period of three years. The learning activities incorporated included the use of audience response systems for in-class quizzing, mini case studies, role plays, and simulations. Results of on-course assessment items, consisting of on-line quizzes, was compared in order to determine whether active learning approaches improved academic performance. We found that academic performance increased across the cohorts when first implemented as flipped classroom, and the increase was maintained in the subsequent years focussing on the active learning strategies alone. We conclude that the introduction of active learning experiences to this class enhanced engagement and academic performance across the student cohorts.

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