scholarly journals Design Your Exam (DYE): A Novel Active Learning Technique to Increase Pharmacy Student Engagement in the Learning Process

2021 ◽  
Author(s):  
Ahmad A. Shahba ◽  
Ibrahim Sales
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Process ◽  
Pharmacy Student ◽  
Learning Technique

Bringing Students’: Experience to the Learning Process

2002 ◽  
Vol 7 (5) ◽  
pp. 13-19 ◽  
Author(s):  
Catherine Marienau ◽  
Morry Fiddler
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Process ◽  
Meaningful Learning ◽  
Student Reflection

Experience has been the focus of many approaches to student engagement and active learning. However, how can students make that critical connection between their own experiences and what they are studying? The authors show how student reflection is the key ingredient for transforming experience into meaningful learning.

scholarly journals An Integrative Interpretation of Personal and Contextual Factors of Students’ Resistance to Active Learning and Teaching Strategies

2020 ◽  
Vol 26 (2) ◽  
pp. 59-74
Author(s):  
Concetta Tino
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Process ◽  
Teaching Strategy ◽  
Autonomous Control ◽  
Constructivist Approach ◽  
Learning And Teaching ◽  
Pedagogical Choices ◽  
New Interpretation ◽  
Practical Implications

Active Learning is a constructivist approach based on the student-centred teaching perspective, but even though it is a method useful for promoting student engagement, for supporting students in the development of their abilities, for enhancing their reflection on their ways of learning, and for developing autonomous control of their own learning process, students’ resistance seems to be a common reaction in the contexts where it is used. The purpose of this paper is to present an integrative interpretation of students’ resistance to active learning based on the ways in which students demonstrate their resistance to it, and the strategies that teachers can use to counteract this resistance. Based on this new interpretation, the practical implications are presented: the creation of an ecological didactic system; the importance for teachers to be well prepared for the reasons causing students’ resistance and the use of an ecological teaching strategy for overcoming it, a strategy which lets them make reasonable pedagogical choices and avoid giving up on the method’s implementation.

Peningkatan Hasil Belajar Fisika Melalui Pendekatan Numbered Head Together Dengan Pemberian Reward di SMP Negeri 5 Kota Jambi

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Delismar Delismar
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Outcome ◽  
Class Action ◽  
Learning Approach ◽  
Physics Learning ◽  
Lecture Method ◽  
Student Observation

In classical learning approach, conventional lecture method is commonly used by teachers in implementing learning process in classes.  The teacher becomes the main source of learning.  The current student’s habit that tends to be passive and individualistic resulted in a passive and monotone learning.      To overcome these problems, I was interested to implement the model of numbered heads together in learning Physics in the Class VII B of SMP Negeri 5 Kota Jambi. The purpose of this learning approach is to enable students to develop cooperative skill and more active learning of physics and to improve learning results. This research is a class action research, which were performed in two cycles.  All students’ activities in the class were observed and recorded in observation sheet, consisting of teacher observation sheet and student observation sheet. To find out the learning outcomes, formative test was performed using a written instrument form.  The results show the increase of students’ discipline, cooperation, liveliness, timeliness in learning Physics.  In addition, the learning model also increases the students’ learning outcomes. The average learning results increased to 75.38 (increase 3.25 points).  To conclude, the implementation of Number Head Together increase students’ discipline, cooperation, activities, and timeliness.  The model also increase the Physics learning outcome of student in SMP Negeri 5 Kota  Jambi.

Who wants to be a physician? An educational tool for reviewing pulmonary physiology.

2000 ◽  
Vol 24 (1) ◽  
pp. 30-37 ◽  
Author(s):  
J R Moy ◽  
D W Rodenbaugh ◽  
H L Collins ◽  
S E DiCarlo
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Educational Game ◽  
Pulmonary Mechanics ◽  
Educational Tool ◽  
Evaluation Instrument ◽  
Pulmonary Physiology ◽  
Active Learning Strategies ◽  
Popular Television

Traditional review sessions are typically focused on instructor-based learning. However, experts in the field of higher education have long recommended teaching modalities that incorporate student-based active-learning strategies. Given this, we developed an educational game in pulmonary physiology for first-year medical students based loosely on the popular television game show Who Wants To Be A Millionaire. The purpose of our game, Who Wants To Be A Physician, was to provide students with an educational tool by which to review material previously presented in class. Our goal in designing this game was to encourage students to be active participants in their own learning process. The Who Wants To Be A Physician game was constructed in the form of a manual consisting of a bank of questions in various areas of pulmonary physiology: basic concepts, pulmonary mechanics, ventilation, pulmonary blood flow, pulmonary gas exchange, gas transport, and control of ventilation. Detailed answers are included in the manual to assist the instructor or player in comprehension of the material. In addition, an evaluation instrument was used to assess the effectiveness of this instructional tool in an academic setting. Specifically, the evaluation instrument addressed five major components, including goals and objectives, participation, content, components and organization, and summary and recommendations. Students responded positively to our game and the concept of active learning. Moreover, we are confident that this educational tool has enhanced the students' learning process and their ability to understand and retain information.

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 Classifying streaming data using grammar-based immune programming

2021 ◽  
Author(s):  
Jaspreet Kaur Bassan
Keyword(s):  
Active Learning ◽  
Artificial Immune System ◽  
Streaming Data ◽  
Benchmark Problems ◽  
Artificial Immune ◽  
Training Process ◽  
Real World Data ◽  
Learning Technique ◽  
Computationally Expensive ◽  
Immune Programming

This work proposes a technique for classifying unlabelled streaming data using grammar-based immune programming, a hybrid meta-heuristic where the space of grammar generated solutions is searched by an artificial immune system inspired algorithm. Data is labelled using an active learning technique and is buffered until the system trains adequately on the labelled data. The system is employed in static and in streaming data environments, and is tested and evaluated using synthetic and real-world data. The performances of the system employed in different data settings are compared with each other and with two benchmark problems. The proposed classification system adapted well to the changing nature of streaming data and the active learning technique made the process less computationally expensive by retaining only those instances which favoured the training process.

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