How to teach at the university level through an active learning approach? Consequences for teaching basic electrical measurements

Measurement ◽  
2006 ◽  
Vol 39 (10) ◽  
pp. 936-946 ◽  
Author(s):  
Christian Eugène
Keyword(s):  
Active Learning ◽  
Learning Approach ◽  
Electrical Measurements ◽  
University Level ◽  
The University

scholarly journals “Oh This Learning, What a Thing It Is!”—Putting Sustainability First in Teaching Techniques and in Content

2018 ◽  
Vol 10 (8) ◽  
pp. 2803 ◽  
Author(s):  
Joanna Gusc ◽  
Coen Heijes
Keyword(s):  
Management Accounting ◽  
Participant Observation ◽  
Teaching Approach ◽  
Learning Approach ◽  
Teaching Techniques ◽  
University Level ◽  
The University ◽  
Masters Students ◽  
Academic Year

Although sustainability has become a strategic topic at many universities, working towards a learning approach in which sustainability is the fundament underlying and permeating the entire course is hardly straightforward. This paper is a case study on the development, the teaching, and the evaluation of one specific course that aims to achieve this. Based on (participant) observation, documents, and discussion with students and other stakeholders, we describe and analyze the results of the transformation of the course ‘advanced management accounting techniques’ for Masters students at the University of Groningen, in the academic year 2017–2018. We show how the course was transformed in a way to increase both a general, a business, and an accounting awareness of the importance of sustainability, while also applying a new teaching approach, namely lemniscate learning, to support this. Our course was the first in the faculty to make this transformation, and although the majority of the students were enthusiastic, the faculty staff was cautiously positive. In presenting our findings, we aim at supporting educators and other stakeholders at universities, by supplying a case study on the transformation of our course, and by scrutinizing the problems that we encountered, the feedback, both positive and negative, that we received, and the challenges that still face us, both on a course and a university level. Thus, we hope to be a source of inspiration and advice for others and to further advance our understanding of the dilemmas, practicalities, and challenges in working towards sustainability in teaching.

scholarly journals Accounting for sustainability: an active learning assignment

2017 ◽  
Vol 18 (3) ◽  
pp. 329-340 ◽  
Author(s):  
Joanna Gusc ◽  
Paula van Veen-Dirks
Keyword(s):  
Active Learning ◽  
Management Accounting ◽  
Business Students ◽  
University Teaching ◽  
Learning Approach ◽  
Content Type ◽  
Formed Part ◽  
Teaching Programs ◽  
The University ◽  
Insight Into

Purpose Sustainability is one of the newer topics in the accounting courses taught in university teaching programs. The active learning assignment as described in this paper was developed for use in an accounting course in an undergraduate program. The aim was to enhance teaching about sustainability within such a course. The purpose of this paper is to offer experience-based guidance to faculty members around the world who would like to include sustainability in their courses. Design/methodology/approach This paper describes the introduction of sustainability in an accounting course via an active learning approach. The assignment that was developed formed part of a management accounting course for 450 business students. In the assignment, the students were asked to propose a sustainable solution for the university organization. Several tools were provided to the students to support them in obtaining an insight into the financial and societal consequences of the proposed solution. Findings The encouraging experiences with the assignment at the university where it was designed show that it effectively improved students’ understanding of sustainability issues. Furthermore, the assignment provided insight into how management accounting can play a role in enhancing sustainability in an organization. Additionally, the experiences with the assignment show that it can be used to make courses more lively and attractive to students. Originality/value As yet, textbooks have not offered much support in how to incorporate sustainability into the field of accounting. The assignment represents a novel use of management accounting concepts in the study of sustainability and is relevant to educators as an example of an active learning approach on the topic of sustainability.

scholarly journals Flipped learning in higher education chemistry: emerging trends and potential directions

2015 ◽  
Vol 16 (4) ◽  
pp. 758-768 ◽  
Author(s):  
Michael K. Seery
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environment ◽  
Chemistry Education ◽  
Lessons Learned ◽  
Learning Approach ◽  
Flipped Learning ◽  
Emerging Trends ◽  
University Level ◽  
Emerging Themes

Flipped learning has grown in popularity in recent years as a mechanism of incorporating an active learning environment in classrooms and lecture halls. There has been an increasing number of reports for flipped learning in chemistry at higher education institutions. The purpose of this review is to survey these reports with a view to examining the rationale for adopting the flipped learning approach, how educators have implemented the flipped learning approach into their own practice and how these implementations have been evaluated. The reports are analysed for emerging themes on the benefits and challenges of integrating this approach in chemistry education at university level, with a view to understanding how we can continue to develop the approaches taken for implementation of flipped learning methods in higher education chemistry. Analysis of the articles surveyed indicate that the approach is highly popular with students, with educators adopting it as a means of developing an active learning environment, to increase engagement, and to allow time for developing a deeper understanding of the discipline. Despite the approach being open-ended in terms of how it can be implemented, there is some uniformity in how it has been adopted. These approaches are discussed, along with lessons learned from evaluations, with some suggestions for future iterations so that the implementation relies on evidence-based methods.

scholarly journals How prior knowledge, learning, teaching and assessment affect students’ achievements in Mathematics

2020 ◽  
pp. 68
Author(s):  
Nazmi Xhomara
Keyword(s):  
Prior Knowledge ◽  
Traditional Approach ◽  
Learning Approach ◽  
Learning Skills ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
Basic Learning ◽  
Approach Problem ◽  
Structured Questionnaire

In this study we investigate how prior knowledge, the comprehensive learning approach, problem-based teaching and assessment influence students’ basic-learning skills in Mathematics at the university level. To do so, we employed a quasi-experimental research design and a structured questionnaire. Two experimental groups and two control groups of students were involved. We found a negligible correlation between prior knowledge and basic-learning skills but a positive correlation between prior knowledge and the comprehensive learning approach. On the other hand, we found practically no correlation between prior knowledge and assessment. We also found that problem-based teaching correlated positively and that the traditional approach correlated negatively with prior knowledge. Moreover, prior knowledge, problem-based teaching, the comprehensive learning approach and assessment explained 50% of the variance in the levels of basic-learning skills.

scholarly journals Learning by Teaching about RDM: An Active Learning Model for Internal Library Education

2017 ◽  
Vol 11 (2) ◽  
pp. 27-38 ◽  
Author(s):  
Eleanor Mattern ◽  
Aaron Brenner ◽  
Liz Lyon
Keyword(s):  
Active Learning ◽  
Learning Model ◽  
Research Data ◽  
Learning Approach ◽  
University Of Pittsburgh ◽  
Library Education ◽  
Research Data Management ◽  
Learning By Teaching ◽  
The University ◽  
Instructional Session

This paper reports on the design, delivery and assessment of a model for internal library education around research data management (RDM). Conducted at the University of Pittsburgh Library System (ULS), the exercise and resultant instructional session employed an active learning approach, in which a group of librarians and archivists explored data issues and conventions in a discipline of their own selection and presented their findings to an audience of library colleagues. In this paper, we put forth an adaptable active learning model for internal RDM education and offer guidance for its implementation by peer libraries that are similarly building internal capacity for the design and delivery of RDM services that are responsive to disciplinary needs. 

scholarly journals Educational Escape Rooms as an Active Learning Tool for Teaching Telecommunications Engineering

Telecom ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 155-166
Author(s):  
Robert Ross ◽  
Anthony de Souza-Daw
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Traditional Education ◽  
Learning Approach ◽  
Game Based Learning ◽  
Learning Tool ◽  
Story Line ◽  
Survey Results ◽  
University Level ◽  
Engineering Classroom

Traditional education, particularly at a university level is not necessarily very engaging. Educational escape rooms are a recent game based learning approach which combines team based problem solving with a story-line and cryptic clues. In this paper, we apply the concept of educational escape rooms to the telecommunications engineering classroom by creating a series of two separate scenarios, each containing three puzzles. Our evaluation is based on survey results from telecommunication experts which suggest that this will be an engaging and challenging tool for teaching telecommunications engineering. Although educational escape rooms are rapidly being deployed in education, these are the first educational escape rooms that specifically addresses the field of telecommunications engineering.

scholarly journals Profiling graduates of the future

Psihologija ◽  
2005 ◽  
Vol 38 (3) ◽  
pp. 239-253
Author(s):  
Ana Pesikan
Keyword(s):  
Active Learning ◽  
Effective Learning ◽  
Basic Reason ◽  
The Future ◽  
University Level ◽  
The University

We are facing the fact that some of the teaching that is performed at the university level does not result in the effective learning. The basic reason for this is that our faculties are often places for delivering the lectures and exercises, instead of being, as it should, a learning place. This statement has several important implications, which is being discussed in the paper from the viewpoint of the Active Learning Project.

Thathir Quality Scholarship Program For Students At University level

2018 ◽  
Vol 2 (3) ◽  
pp. 206-219
Author(s):  
Louay Qais Abdullah ◽  
Duraid Faris Khayoun
Keyword(s):  
College Students ◽  
Life Sciences ◽  
Economic Feasibility ◽  
First Year ◽  
Grant Program ◽  
Scholarship Program ◽  
University Level ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.

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