Essential knowledge for academic performance: Educating in the virtual world to promote active learning

2014 ◽  
Vol 37 ◽  
pp. 217-234 ◽  
Author(s):  
Gwen Noteborn ◽  
Amber Dailey-Hebert ◽  
Katerina Bohle Carbonell ◽  
Wim Gijselaers
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Virtual World ◽  
Essential Knowledge

scholarly journals Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features

2018 ◽  
Vol 4 (1) ◽  
pp. e000341 ◽  
Author(s):  
Andy J Daly-Smith ◽  
Stephen Zwolinsky ◽  
Jim McKenna ◽  
Phillip D Tomporowski ◽  
Margaret Anne Defeyter ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Academic Performance ◽  
Active Learning ◽  
Good Practice ◽  
Risk Of Bias ◽  
Eligibility Criteria ◽  
Physically Active ◽  
Classroom Behaviour ◽  
The Impact

ObjectiveTo examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour.DesignSystematic review.Data sourcesPubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science.Eligibility criteria for selecting studiesStudies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias.ResultsTen PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies.ConclusionLow-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies.PROSPERO registration numberCRD42017070981.

scholarly journals The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university

PLoS ONE ◽  
2019 ◽  
Vol 14 (4) ◽  
pp. e0214623 ◽  
Author(s):  
Bárbara Oliván Blázquez ◽  
Barbara Masluk ◽  
Santiago Gascon ◽  
Ricardo Fueyo Díaz ◽  
Alejandra Aguilar-Latorre ◽  
...  
Keyword(s):  
Academic Performance ◽  
Social Work ◽  
Active Learning ◽  
Randomized Trial ◽  
Flipped Classroom ◽  
Learning Approach

Let Them Play! Active Learning in a Virtual World

2013 ◽  
Vol 30 (1) ◽  
pp. 50-62 ◽  
Author(s):  
Shu Z. Schiller ◽  
Kendall Goodrich ◽  
Pola B. Gupta
Keyword(s):  
Active Learning ◽  
Virtual World

scholarly journals A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

10.28945/3795 ◽  
2017 ◽  
Vol 16 ◽  
pp. 215-231 ◽  
Author(s):  
Jason H. Sharp ◽  
Laurie A. Sharp
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Active Learning ◽  
Self Regulation ◽  
Instructional Approaches ◽  
Instructional Approach ◽  
Academic History ◽  
Student Academic Performance ◽  
C Programming ◽  
The Impact

Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus compelling faculty to utilize instructional approaches beyond the traditional, lecture-based approach. Future Research: Increase the number of participants in the flipped instructional approach to see if it has a greater impact on student academic performance. Include factors beyond student academic performance to include gender, age, ethnicity, and previous academic history.

Blended learning model via small private online course improves active learning and academic performance of Embryology

2021 ◽  
Author(s):  
Yuji Guo ◽  
Haihua Liu ◽  
Aijun Hao ◽  
Shangming Liu ◽  
Xiaoli Zhang ◽  
...  
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Blended Learning ◽  
Learning Model ◽  
Online Course

scholarly journals Quectures: Personalised constructive learning in lectures

2018 ◽  
Vol 21 (3) ◽  
pp. 217-231 ◽  
Author(s):  
Heather A McQueen ◽  
Craig McMillan
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Student Attitudes ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Constructive Learning ◽  
Traditional Lectures ◽  
The Individual ◽  
Future Work ◽  
Fine Tune

Active learning exercises engage students during lectures, but often fail to take account of the individual learning position of each student. The ‘quecture’ is a partially flipped lecture that incorporates students posing their own questions (quecture questions), discussing them during lectures and revisiting them later. These interactive learning events are designed to personalise students’ construction of learning during lectures. Quectures were trialled in direct comparison with both fully flipped and traditional lectures, providing information on student attitudes, experiences and engagement with the learning strategy. Quectures were favoured by participants over the two other lecture formats and were found to be helpful both in increasing learning and in improving study habits, although some students had difficulty adjusting to, or disliked, the new mode of learning. The student-posed questions were also perceived by students to improve enquiry skills and to personalise learning. Although many chose not to engage with the strategy, those who did felt more engaged with, and more responsible for their own learning during quectures than in traditional lectures. Future work will be required to generalise the effectiveness of this strategy as well as to fine tune for optimum benefit. It will also be important to investigate which subpopulations of students preferentially engage or disengage with the strategy, and to unpick any relationship between this engagement and academic performance.

scholarly journals The role of self-determination theory in developing curriculum for flipped classroom learning: A Case Study of First-Year Business Undergraduate Course

2018 ◽  
Vol 15 (5) ◽  
pp. 75-95
Author(s):  
Roshni Narendran ◽  
◽  
Shamika Almeida ◽  
Rebecca Coombes ◽  
Geraldine Hardie ◽  
...  
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Self Determination Theory ◽  
Self Determination ◽  
First Year ◽  
Ethnographic Research ◽  
Research Approach ◽  
At Home

This study examines the influence of adopting a student-centered active learning approach based on selfdetermination theory (SDT) to develop independent and motivated first-year Australian business undergraduates. Existing literature demonstrates how active learningapproaches can help to improve student motivation. However, there are no empirical studies to assess the influence of active learningclassroom activities on student academic performance during their first year of tertiary studies. The aim of our study is to contribute to knowledge by integrating self-determination theory, and ‘at-home ethnographic’ research approach to reflect on how active learning-classroom strategies can help tertiary business students become independent learners and improve their academic performance. The active learning-classroom approach included a scaffolded assessment structure; timely and ongoing tutor feedback on assessment criteria and learning outcomes of the scaffolded assessments; and social/peerbased learning activities within and outside of the classroom to support student performance. The authors draw on an ‘at-home ethnographic’ research approach, which allowed the teaching team to use their observations during the 13 weeks of teaching, and team reflections, to describe not only what they witnessed, but also their experiences of how students interacted, and what they did within the classroom environment. The study shows that students became autonomous and positively benefited from the scaffolded assessment structure while evolving to become competent, independent learners due to the continuous feedback they received on their assessments, and to the active peer learning within and outside of the classroom. Moreover, the group assessments provided a platform to engage with academic literature, which, in turn, helped students to challenge their understanding of the concepts by engaging in critical analysis with their peers. The findings can help future tertiary learning designers to develop first year assessments that will support students to become independent learners and reduce the level of attrition during the first year of tertiary education

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