Active learning application in engineering education: effect on student performance using repeated measures experimental design

2021 ◽  
pp. 1-21
Author(s):  
Leovani Marcial Guimarães ◽  
Renato da Silva Lima
Keyword(s):  
Experimental Design ◽  
Active Learning ◽  
Engineering Education ◽  
Student Performance ◽  
Repeated Measures ◽  
Education Effect

Active Learning in Engineering Education Practical Report in Basic Subjects of Electronic Information Engineering

2016 ◽  
Vol 136 (10) ◽  
pp. 657-662
Author(s):  
Yoshihiro Masui ◽  
Tomomi Tanioka ◽  
Tetsuji Taniguchi ◽  
Masayuki Yamauchi ◽  
Tomoyuki Araki ◽  
...  
Keyword(s):  
Active Learning ◽  
Engineering Education ◽  
Electronic Information ◽  
Information Engineering

Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course

2015 ◽  
Vol 32 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Jennifer Riley ◽  
Kerry Ward
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Student Performance ◽  
Accounting Information ◽  
Data Availability ◽  
Exam Performance ◽  
Learning Methods ◽  
Accounting Information Systems ◽  
Passive Learning ◽  
Learning Conditions

ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

scholarly journals Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dania Hernandez ◽  
Gema Jacomino ◽  
Uma Swamy ◽  
Krista Donis ◽  
Sarah L. Eddy
Keyword(s):  
Social Support ◽  
Active Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
Social Supports ◽  
Informational Support ◽  
Confirmatory Factor Analyses ◽  
Appraisal Support ◽  
Instrument Measuring ◽  
Support Students

Abstract Background Active learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to interact with and support students during in-class activities. LAs increase student performance, but the mechanism behind this is still unclear. Social support is a promising framework to help elucidate the types and extent of assistance LAs provide to students and begin exploring the “how” behind LAs effectiveness. The aim of this study was to develop an instrument measuring undergraduate students’ perceptions of the social supports for active learning available to them in the classroom. This instrument was based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning. To provide initial evidence of validity, the instrument was completed in six sections of General Chemistry I at one R1 university. Exploratory and confirmatory factor analyses were applied to determine the internal structure of the instrument. Then the instrument’s relationship to engagement in active learning was evaluated as another form of validity evidence. Results These analyses best supported a three-factor instrument that included five items representing supportive feedback provided during active learning (appraisal support), eight items representing emotional support during active learning, and six items representing the communications of norms and values related to active learning (informational support). All three factors were individually correlated with three measures of engagement. In regression analyses with all three factors measured together, only informational support predicted changes in two of the three measures of engagement. Conclusions This study supports the use of the Perception of Social Supports for Active Learning (PSSALI) instrument to understand students’ perceptions of the supports they are receiving to engage in active learning in chemistry courses. One implication of this work is that in order to increase engagement, learning assistants should clearly communicate the value of active learning and the classroom norm of active participation.

A Framework for Engineering Dissection Exercise Creation and Implementation

2009 ◽  
Author(s):  
Kathleen M. Hart ◽  
Steven B. Shooter ◽  
Charles J. Kim
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Reverse Engineering ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Rigorous Approach ◽  
Engineering Activity ◽  
Hands On ◽  
Different Levels

Hands-on product dissection and reverse engineering exercises have been shown to have a positive impact on engineering education, and many universities have incorporated such exercises in their curriculum. The CIBER-U project seeks to examine the potential to utilize cyberinfrastructure to enhance these active-learning exercises. We have formulated a framework for product dissection and reverse engineering activity creation to support a more rigorous approach to assessing other exercises for satisfaction of the CIBER-U project goals and adapting the best practices. This framework is driven by the fulfillment of learning outcomes and considers the maturity of students at different levels. Prototype exercises developed with the framework are presented. The approach is sufficiently general that it can be applied to the consideration and adaption of other types of exercises while ensuring satisfaction of the established goals.

scholarly journals ELECTRONIC TRAFFIC SIGNS: THE INTERPLAY BETWEEN HYBRID AND FULL MATRIX E-SIGNS

2016 ◽  
Author(s):  
Antonio Lucas-Alba ◽  
Ana Hernando Mazón ◽  
María Teresa Blanch Micó ◽  
Diego Gutiérrez Pérez ◽  
José Ignacio Echeverría Villaspí ◽  
...  
Keyword(s):  
Experimental Design ◽  
Communication System ◽  
Repeated Measures ◽  
Reading Strategy ◽  
Top Down ◽  
Full Matrix ◽  
Road Signs ◽  
Electronic Displays ◽  
Main Factors ◽  
Message Signs

Road signs constitute a complex and growing communication system where different elements (pictograms, shapes, texts, etc.) are combined following different strategies. In this paper we have confronted drivers with a number of messages (congestion or road works, before, between, after location/s) developed as an adaptation of Advance Location Signs (class G, 1c in the 1968 Convention) to electronic displays. We manipulate two main factors a) the reading strategy (top-down vs. bottom-up) and the type of matrix display (hybrid, dissociating pictogram and text, vs. full matrix), in a repeated measures experimental design. The time taken to answer and the response given (correct, incorrect) was measured for each of the 24 message-blocks. Results show that the organization of the elements displayed is a key determinant for driver comprehension. Further thoughts on the need to understand the interplay between the formats adopted by static vs electronic message signs are provided.DOI: http://dx.doi.org/10.4995/CIT2016.2016.3327

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