To Lecture or Use Active Learning: That is the Question. What Influences the Teaching Methods Instructors Choose to Use?

2012 ◽  
Author(s):  
Lisa Kindleberger Hagan ◽  
Aaron S. Richmond ◽  
Kristen Broussard ◽  
Nicki Cupit
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Methods Instructors

Auditing the Systems Understanding Aid Project: An Integrative Assignment for Accounting Students

2012 ◽  
Vol 7 (1) ◽  
pp. 27-51 ◽  
Author(s):  
Susan L. Swanger ◽  
Beth H. Jones
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Work Environments ◽  
Accounting Students ◽  
External Work ◽  
Learning Tasks ◽  
Independent Auditors ◽  
Course Integration

ABSTRACT Accounting educators strive to prepare graduates for work in their chosen field. Various teaching methods can be employed to best accomplish this goal. One valuable tool is the use of active learning tasks that simulate external work environments. This paper describes the collaboration between an AIS and an Auditing professor who used an integrative task that spanned their two classes over two semesters. The authors had their AIS students complete Arens and Ward's Systems Understanding Aid (SUA) project (Arens & Ward, 2008). The following semester, students in the auditing class audited the records and financials that had been generated by students the previous semester. The project was designed to facilitate course integration and teamwork by having groups of students play the role of corporate accountants, then act as independent auditors.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

A comparative study of three teaching methods on student information literacy in stand-alone credit-bearing university courses

2016 ◽  
Vol 43 (5) ◽  
pp. 601-614 ◽  
Author(s):  
Danica Dolničar ◽  
Bojana Boh Podgornik ◽  
Tomaž Bartol
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Teaching Methods ◽  
Assessment Tool ◽  
Project Based Learning ◽  
Learning Groups ◽  
University Courses ◽  
Post Test ◽  
Student Information ◽  
Searching Skills

Three teaching methods, applied to credit-bearing information literacy (IL) university courses, were evaluated and compared. The effects of lecture-based learning (LBL), project-based learning (PjBL) and problem-based learning (PBL) were investigated using the information literacy test (ILT) as an assessment tool, with regard to the total ILT score, specific IL contents according to the five ACRL standards and students’ mental skills according to the Bloom’s cognitive categories. While all three teaching methods showed a significant improvement in the ILT post-test, the active-learning groups of PjBL and PBL scored significantly better than the LBL group. The most notable positive difference was observed in students’ effective access to information related to database searching skills, in the intellectual property/ethics issues and in the cognitive category of comprehension. The PjBL and PBL post-test results did not differ significantly, indicating that both active learning methods resulted in similar improvements of students’ IL.

scholarly journals ANALYZING THE METHOD GAME-BASED LEARNING

2020 ◽  
Vol 9 ◽  
Author(s):  
Назым Кайрат
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Teaching Methods ◽  
Learning Technology ◽  
Traditional Teaching ◽  
Learning Method ◽  
Game Based Learning ◽  
Ability To Work ◽  
Traditional Teaching Methods

This article discusses the benefits of using game-based learning. The purpose of the article: to provide a method that would make it easier for students to understand and accept the new topics at school and to remember the learned materials for a long time.Increasing the interest and activity of schoolchildren is an important part of the learning process. Motivating students is one of the biggest challenges for teachers. It is quite possible that the use of traditional teaching methods alone will cause indifference in students. Therefore, it is better to use active learning methods so that the lesson is not boring. In this regard, the use of game-based learning technology can increase the motivation of students to learn.Based on the research materials, it can be concluded that the game-based learning method facilitates students' learning and motivates students, allows them to work with classmates, i.e. increases the ability to work in groups, helps to overcome indifference to mathematics, creates a fun learning environment.

scholarly journals Roles matter: Graduate student perceptions of active learning in the STEM courses they take and those they teach

2021 ◽  
Vol 104 (4) ◽  
pp. 003685042110335
Author(s):  
Lorelei Patrick ◽  
Leigh Anne Howell ◽  
Everett William Wischusen
Keyword(s):  
Graduate Students ◽  
Active Learning ◽  
Student Perceptions ◽  
Stem Education ◽  
Teaching Methods ◽  
Graduate Level ◽  
Class Time ◽  
Science Technology ◽  
Undergraduate Science ◽  
The Right

Despite many calls to reform undergraduate science, technology, engineering, and math (STEM) education to incorporate active learning into classes, there has been little attention paid to graduate level classrooms or courses taught by graduate students. Here, we set out to understand if and how STEM graduate students’ perceptions of active learning change in the classes they take versus those they teach. We found that graduate students had taken relatively few graduate level classes using active learning and they felt that more time should be devoted to active learning in the courses they were taking. Teaching assistants felt that they were devoting the right amount of class time to active learning in the classes they taught. Graduate students also felt that they were using teaching methods in the classes they taught that were different from those they thought should be used when teaching undergraduates and were different from how they preferred to learn when taking classes.

Current teaching methods in STEM departments – A road map for fundamental university educational reform: evidence from Lebanon

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mira Sabat ◽  
Roula M. Abdel-Massih ◽  
Amjad Kanaan ◽  
Sara Salloum ◽  
Mireille Serhan ◽  
...  
Keyword(s):  
Active Learning ◽  
Educational Reform ◽  
Teaching Methods ◽  
Faculty Members ◽  
Academic Institution ◽  
University Management ◽  
Content Type ◽  
Road Map ◽  
Scientific Teaching ◽  
The University

PurposeThe purpose of this paper is to: (1) explore existing practices of STEM faculty at a private Lebanese university and (2) assess the extent of implementation of active learning among faculty members of selected STEM departments.Design/methodology/approachThe Working Group on “Integrating Modern Scientific teaching methodologies in STEM” (IM-STEM) at a tertiary university in Lebanon advocates for novel research-based methods to enhance STEM education. This pilot study investigated, using a modified version of the Wieman and Gilbert “Teaching Practices Inventory”, the current teaching methods used by faculty members in selected STEM departments.FindingsRemarkably, most respondents admit a willingness to incorporate new teaching methods. Main findings indicate that traditional teaching via didactic lecturing remains prevalent in the STEM classrooms at the tertiary academic institution in Lebanon despite sporadic individual efforts by faculty members to utilize unconventional methods and active learning.Research limitations/implicationsOne major limitation that influenced the efficiency of this study is the small number of respondents (71 faculty members). More in-depth data collection combining quantitative and qualitative data should be done in future studies.Practical implicationsGaining insight into the actual methods used in STEM fields in various departments can help the university management to better understand the key importance of educational reform.Originality/valueThe main value of this paper is to serve as a prelude for educational reform at a tertiary academic institution.

Active Learning Based on Manual Skills for Students in Mechatronics Course

2015 ◽  
Vol 19 (2) ◽  
pp. 307-311 ◽  
Author(s):  
Liang Xiao ◽  
◽  
Jie Zhang ◽  
Jinhua She ◽  
Shumei Chen ◽  
...  
Keyword(s):  
Active Learning ◽  
Knowledge Transfer ◽  
Teaching Methods ◽  
Conventional Teaching ◽  
Manual Skills

There is a growing trend at universities to switch from conventional teaching methods, which focus on knowledge transfer, to methods based on the concept of active learning. Many such methods have been devised and tested to show the validity of this concept. In this study, a project was designed and implemented that teaches some simple principles of aeronautics by having students construct and fly a remote-controlled (RC) model airplane. The goals are to motivate students to study mechatronics and to foster teamwork and communication. This paper explains the project. Its effectiveness was demonstrated in three trials with three groups of students.

scholarly journals EFFECTIVENESS OF TRADITIONAL TEACHING AUGMENTED WITH INTERACTIVE SESSIONS AS A NEW APPROACH IN BIOCHEMISTRY TEACHING

2020 ◽  
Vol 10 (2021) ◽  
pp. 1-8
Author(s):  
sadia qureshi ◽  
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Approach ◽  
Traditional Teaching ◽  
New Approach

In medical education, different teaching methods are being used, and it is believed that methods involving active learning are usually stronger, motivate learners as they can control their learning process. So, the study was designed to evaluate the effectiveness of traditional teaching augmented with interactive sessions (TT+IS) as a new teaching approach in Biochemistry teaching.

scholarly journals Evaluation and intervention of students’ laboratory performance in chemistry graduating classes; Wachemo University, Ethiopia

2017 ◽  
Vol 3 (7) ◽  
pp. 203
Author(s):  
Hadush Gebrehiwot
Keyword(s):  
Experimental Data ◽  
Active Learning ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Teaching Methods ◽  
Total Sample ◽  
Laboratory Courses ◽  
Conventional Teaching ◽  
Practical Performance ◽  
Almost All

<p class="abstract"><strong>Background:</strong> The laboratory courses offer students the opportunity to gain manipulative skills, observational skills, and the ability to plan experiments and to interpret experimental data. The laboratory can be an excellent environment for active learning. It has long been considered useful to develop conceptual understanding, but some recent courses have been developed that rely heavily on laboratory experience, in contrast to conventional teaching methods, for the development of conceptual understanding of sciences. The primary purpose of this study was to assess laboratory perceptive of the graduating class students’ of the department of chemistry and to engage them as active learners.</p><p class="abstract"><strong>Methods:</strong> A total sample containing 20 students consisting of 14 males and 6 females were selected for the study. Four experiments were given to randomly selected participants in the respective strata and students were evaluated on the basis of different parameters.  </p><p class="abstract"><strong>Results:</strong> The findings of this research showed that almost all the sample students fail to correlate their theoretical accumulation with the practical performance.</p><p><strong>Conclusions:</strong> So, severe works should be made on the various issues concerning the laboratory to be a unique learning environment to create well skilled students. </p>

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