Effect of Active Learning Techniques on Student Excitement, Interest, and Self-Efficacy

2019 ◽  
pp. 1-15 ◽  
Author(s):  
Petra Hendrickson
Keyword(s):  
Active Learning ◽  
Self Efficacy ◽  
Learning Techniques

Self-Efficacy Versus Gender: Project-Based Active Learning Techniques in Biomedical Engineering Introductory Computer Programming Courses

2020 ◽  
Vol 142 (11) ◽  
Author(s):  
S. Cyrus Rezvanifar ◽  
Rouzbeh Amini
Keyword(s):  
Active Learning ◽  
Biomedical Engineering ◽  
Self Efficacy ◽  
Learning Experience ◽  
Academic Persistence ◽  
Self Confidence ◽  
Survey Questions ◽  
Learning Techniques ◽  
Efficacy Measures ◽  
High Level

Abstract Engineering education has increasingly embraced active learning techniques within a variety of curricula. In particular, project-based active learning techniques have a significant potential to enhance students' learning experience. In this study, we implemented project-based techniques in biomedical engineering (BME) classes, and we investigated the effects of active learning on students' self-efficacy as an effective predictor of students' academic persistence and their career decision-making. Differences in self-efficacy were compared across genders. A high level of internal consistency was observed for both academic and career-oriented scales, as determined by Cronbach's alpha values of 0.908 and 0.862, respectively. While average scores of all survey questions indicated improvement in students' academic and career-oriented self-efficacy measures, significant improvements were observed in “clearer vision of programming application in engineering” and “BME careers,” as well as in “expectation of success in a future BME career that involves developing medical devices” after the completion of the project-based activity (p = 0.002, 0.023, and 0.034, respectively). For two of the survey questions, female students reflected a significantly lower “self-confidence about understanding the most complex course material” as well as a significantly lower “willingness to have a future career in BME that involves intensive computer programing” as compared to male students (p = 0.035 and 0.024, respectively). We have further discussed possible explanations for the observed differences and multiple potential ways to enhance gender equality in STEM fields from a self-efficacy standpoint.

scholarly journals Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

2018 ◽  
Vol 5 ◽  
pp. 238212051876513 ◽  
Author(s):  
Lise McCoy ◽  
Robin K Pettit ◽  
Charlyn Kellar ◽  
Christine Morgan
Keyword(s):  
Active Learning ◽  
Medical School ◽  
School Curriculum ◽  
First Year ◽  
Group Instruction ◽  
Large Group ◽  
Curriculum Review ◽  
Learning Techniques ◽  
Learning Centered ◽  
Semistructured Interviews

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

scholarly journals Application Of Active Learning Techniques To Computer Based

2020 ◽  
Author(s):  
M. P. Sharma ◽  
Edward Anderson ◽  
Roman Taraban
Keyword(s):  
Active Learning ◽  
Learning Techniques ◽  
Computer Based

scholarly journals Learning and Engagement in the Flipped Classroom of Analytical Mathematics

2020 ◽  
pp. 93-111
Author(s):  
Anastasia Sofroniou
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Flipped Classroom ◽  
Mathematical Thinking ◽  
Further Education ◽  
Teaching Methodology ◽  
Mathematical Education ◽  
Learning Approaches ◽  
Problem Solving Skills ◽  
Learning Techniques

Learning techniques have changed over time in order to try and improve student engagement across different subjects in higher education. Mathematics has dominantly adhered to certain learning methods that use a more conventional approach. Interactive and active learning in Mathematics tend to be more common in further education yet, university level Mathematics is more complex, heavy in content and poses more difficulty in applying active learning approaches as a passive approach of traditional lectures has always been applied. The issues of learning problems in mathematics is ignored and the lack of metacognitive awareness of mathematical thinking and problem-solving skills seem to persist despite differences amongst educators on an effective learning methodology. Following the reform movement in mathematics education in the mid 1980’s, resulting from the dissatisfaction of conventional approaches, recommending the restructuring of mathematical delivery marked the need for modifications in teaching methodology. Employing multiple models to deliver lessons may implement the changes needed to drive student engagement and satisfaction to improve the experience in learning mathematics. In order for these methods to become applicable and effective in students’ experiences in mathematical education, educators need to be encouraged to present active learning techniques so that students can begin to facilitate their own learning which can be done through introducing approaches specific to the individual such as student-centred approaches. This paper evaluates the techniques used by mathematicians to deliver lessons and how it reflects on learning and engagement of students in comparison to the flipped classroom approach which inverts the common traditional lecture style used in classrooms. The flipped classroom model in this study is adopted to a topic from the university foundation level module, Analytical Mathematics, whereby results from the quantitative analysis undertaken show a decrease in the success of students’ performance suggesting a lesser impact on improved learning. With regards to engagement, observations from the qualitative analysis of the study highlight positive aspects of the flipped classroom model, specifically an optimistic engagement amongst peers.

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