Assessing the outcomes of an active learning exercise

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marie Elaine Gioiosa ◽  
Katherine Kinkela
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Study Data ◽  
Student Knowledge ◽  
Content Type ◽  
Learning Groups ◽  
Course Content ◽  
Alternative Approach ◽  
Post Test ◽  
Active Learning Method

PurposeThe purpose of this study is to propose an alternative approach to the think-pair-share active learning method and assess it for outcomes.Design/methodology/approachThis paper evaluates student knowledge of the course content presented in the study (data analytics and artificial intelligence) using a pre- and post-test process with control (lecture-based) and test (active learning) groups. A mixed method approach was used. The quantitative portion included the test scores being analyzed statistically. The qualitative portion included analyzing the open-ended question on the post-test.FindingsThe results note that the active learning exercise improves student learning outcomes in a statistically significant manner (p < 0.001). The open-ended question on the post-test provides positive student feedback.Originality/valueThe active learning exercise used in this study offers an alternate approach to the “think” and “pair” portions of the think-pair-share method and determines whether learning outcomes are improved after implementation of the alternative method.

Incorporating practical application in graduate introductory public health courses

2015 ◽  
Vol 23 (4) ◽  
pp. 309-322
Author(s):  
Jacey A. Greece ◽  
Joanne G. Patterson ◽  
Sarah A. Kensky ◽  
Kate Festa
Keyword(s):  
Public Health ◽  
Practical Application ◽  
Multiple Perspectives ◽  
Chi Square ◽  
Content Type ◽  
Master Of Public Health ◽  
Course Content ◽  
Course Assessment ◽  
Post Test ◽  
Competency Based

Purpose – The purpose of this paper is to examine the utility of a redesigned course assessment in a required, introductory Master of Public Health (MPH) course to demonstrate competency achievement through practical application. School of public health curricula are informed by competency-based education (CBE) to prepare students for the field. This is a challenge in introductory courses as traditional assessments do not translate into practical application of knowledge. Design/methodology/approach – This retrospective post-test-only evaluation examined a practice-based, multi-disciplinary assessment utilized in Fall 2014 (n = 63 students). Web-based surveys were administered three months after the course to participating students (n = 33), the teaching team or teaching teams (n = 7) and organization representatives (n = 3) to evaluate the utility of the assessment. Questions were analyzed descriptively using chi-square tests, where applicable responses were compared across groups. Findings – Results indicate that a practice-based assessment in an introductory MPH course may enhance student learning by fostering deeper appreciation and application of course content while more closely reflecting the collaborative, multi-disciplinary and problem-solving nature of practice. The assessment may also increase the depth of competency achievement and career preparedness. Practical implications – Institutions that are guided by CBE, train students for multi-disciplinary practice and are impacted by the changing landscape of the field may want to consider course assessments that mimic practice to best prepare students. Originality/value – Course assessments should be evaluated to ensure they appropriately measure competency achievement. This evaluation provides multiple perspectives on the process and outcome of a practice-based course assessment.

A sustainability internship program: strategies for creating student stewards for sustainability

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hongor Miller ◽  
Byron Ronald Miller Jr ◽  
Jeffrey Spoelstra
Keyword(s):  
Local Community ◽  
Leadership Skills ◽  
Study Data ◽  
Behavior Changes ◽  
University Campus ◽  
Content Type ◽  
Assessment Scores ◽  
Post Test ◽  
Internship Programs ◽  
Method Of Evaluation

Purpose The purpose of this paper is to explore the strategies and an effective model for creating and implementing a sustainability internship program at a university campus. Design/methodology/approach This study assessed Western Michigan University’s sustainability program’s interns’ gain of environmental knowledge on sustainability topics via pre- and post-test assessments. A sample of 50 interns between fall 2016 and spring 2019 comprising six cohorts participated in this study. Data were analyzed using statistical package for social sciences to calculate descriptive statistics and sign tests. Findings The sign tests of the accumulative internship pre- and post-test assessment scores significantly increased for all 14 sustainability knowledge dimensions. Research limitations/implications The pre- and post-test assessments of the internship program are unable to track and predict the long-term behavior changes of the interns after the completion of the program. Therefore, a future longitudinal study is needed. Practical implications This sustainability internship program’s content and experiential learning model has been proven to be effective in increasing interns’ knowledge of sustainability issues and creating sustainability stewards. Institutions and universities should consider creating their own sustainability internship program based on Western Michigan University's program using pre- and post-test assessments as a method of evaluation. Social implications The internship programs’ main strength is that it offers students from all academic backgrounds an opportunity to dig deep into sustainability issues, build new social networks, gain knowledge, develop leadership skills, become sustainability stewards and immediately apply what they have learned on campus and in their local community. On-campus internships are unique learning opportunities worthy of study and refinement. Originality/value This research paper is unique because it analyzes the combined pre- and post-test scores of six cohorts of interns’ across multiple knowledge dimensions of sustainability. This study empirically shows that the combined interns’ sustainability knowledge across all dimensions significantly increased from the pre- to post-test over the semester-long program.

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 PENGARUH STRATEGI PEMBELAJARAN ACTIVE LEARNING DENGAN TEKNIK TUTOR SEBAYA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMPN 20 MEDAN

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Indriyani Dhian Rachmadhani ◽  
Ardat Ardat
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Test Data ◽  
Peer Tutoring ◽  
Mathematics Learning ◽  
Normality Test ◽  
Post Test ◽  
Active Learning Strategies ◽  
Class Viii

This study was aimed to: (1) find out the use of active learning strategies with Peer Tutor techniques in VIII class SMPN 20 Medan on mathematics subjects, (2) find out the learning outcomes of students taught using active learning strategies with peer tutors in VII I class SMP 20 Medan on mathematics subjects, and (3) find out the effect of active learning strategies with peer tutoring techniques on mathematics learning outcomes of students in class VIII SMP 20 Medan. This research is quantiative research. The population is all students of VIII class SMPN 20 Medan. Sample of this study is class VIII 3 as the experimental class and class VIII 2 as the control class with 30 students in each class. The instrument is used to determine student learning outcomes is a multiple choice test in the form of a pre test and post test that has been valid. The reliability of the test is 0.828. In this study, the normality test on the pre test data on the experimental class obtained L (0,122) &lt; L table (0,161) and control class pre test data obtained L (0.091) &lt; L table (0,161). Whereas the normality test on the post test data on the experimental class obtained L (0,091) &lt; L table (0,161) and the control class post test data obtained L (0,122) &lt; L table (0,161), which means that the pre-test and post-test data in the study sample had a normal distribution. In the homogeneity test the pre test data obtained F (1,821) &lt; F table (1,859) and post test data obtained F (1,643) &lt; F table (1,859 ), which means the pre test data and post test on the sample used in the study is homogeneous population. From the results of the calculation of the analysis of variance sig.  = 0,05, obtained t (2,030) &gt; t table (1,672), so that Ho is rejected and Ha is accepted. The conclusion of this study explains that the mathematics learning outcomes of students who are taught with active learning learning strategies with peer tutoring techniques are better than the mathematics learning outcomes of students who are taught with conventional learning in VIII class SMP 20 Medan 2017-2018 Academic Year.

scholarly journals Moving critical management education to praxis: integrating professional services within the critical classroom

2021 ◽  
Vol 13 (1) ◽  
pp. 19-35
Author(s):  
Suzette Dyer ◽  
Heather Lowery-Kappes ◽  
Fiona Hurd
Keyword(s):  
Critical Pedagogy ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Professional Services ◽  
Exploratory Analysis ◽  
Content Type ◽  
Critical Reasoning ◽  
Course Content ◽  
Curriculum Redesign ◽  
Management Students

PurposeThis paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our Human Resource Management students learning at both practical and theoretical levels. In order to address this gap, we explored and challenged the aims of our critically informed pedagogy, and alongside our campus career development services, collaboratively redesigned the course to enhance theoretical and practical learning outcomes of students.Design/methodology/approachWe detail changes made through three stages of curriculum redesign and provide an exploratory analysis of 106 student reflections on the third iterative redesign. This exploratory analysis focuses on student learning outcomes resulting from their engagement with the career practitioner and the revised course content.FindingsStudents found the course theoretically challenging and practically relevant and were readily able to incorporate career theory into descriptions of their own careers. However, more significantly, students were also able to situate themselves within a wider critique of the context of careers, demonstrating the development of critical reasoning skills and moving towards practical and critical action, demonstrating praxis.Originality/valueOur experience provides an example of bridging the seeming paradox of critical pedagogy and practice. Specific details of curriculum design may be of interest to those looking to improve both theoretical and practice engagement.

scholarly journals High Heels and High Expectations: Feminist Teaching in a Neoliberalist University

2017 ◽  
Author(s):  
Elina Penttinen ◽  
Marjut Jyrkinen
Keyword(s):  
Active Learning ◽  
Large Scale ◽  
Study Data ◽  
Pedagogical Practices ◽  
Leadership Roles ◽  
High Expectations ◽  
Course Content ◽  
Construction Of Knowledge ◽  
Mind Set

This study aims to examine the suitability of feminist student-centred active learning pedagogy in large-scale classroom settings in a contemporary neoliberalist university context. In the current individualist culture in the academia where students implicitly have adopted a customer-like mind-set, they need to be rational in terms of what they study and how they use their time. Weargue that feminist values are what makes student-centred active learning successful and will enhance the academic expertise of students. However, the values of inclusiveness, low-hierarchy, co-construction of knowledge, and empowerment of feminist pedagogy need to be revisited in the contemporary context. Low-hierarchy may signal to students that they have the ‘upper’hand. Instead of engaging actively in the classroom, they challenge the course content and pedagogical practices. On the basis of our case study data, we claim that this attitude is inherently gendered. Thus, paradoxically, teachers in feminist classrooms need to be careful about the role of ‘service provider’ and assume more assertive leadership roles in order to ensure successful learning outcomes.

Communal and student-centered

2017 ◽  
Vol 45 (1) ◽  
pp. 79-99 ◽  
Author(s):  
Conrad M. Woxland ◽  
Dory Cochran ◽  
Erin L. Davis ◽  
Kacy Lundstrom
Keyword(s):  
Learning Outcomes ◽  
Mobile Technologies ◽  
Lesson Design ◽  
Student Centered ◽  
Student Responses ◽  
Content Type ◽  
Composition Course ◽  
Post Test ◽  
Second Year ◽  
Use Of Social Media

Purpose This paper aims to investigate how teaching information creation as a process in a decentralized library classroom impacts student learning and engagement. Design/methodology/approach By using mobile technologies (iPads) and a targeted lesson design, the authors explored how these devices can be incorporated into threshold pedagogy. The study took place in a second-year composition course and was taught by librarians during a class session. Findings The findings supported by pre- and post-test scores, textual analysis and observations show that iPads did add to the engagement and learning of some students. The discussion includes student responses to the iPads, the decentralized roles of the librarian and instructor, the use of social media as an engagement tool and possible adaptations to the lesson. Originality/value This paper provides practical ideas for using iPads in higher education to engage students, particularly in targeting learning outcomes that emphasize on the changing nature and impact of the information creation process.

scholarly journals Penerapan Metode Artikulasi Sebagai Upaya Peningkatan Pemahaman Siswa:

2019 ◽  
Vol 1 (1) ◽  
pp. 17-30
Author(s):  
Feri Ferdian ◽  
Zaenal Arifin
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Learning Models ◽  
Post Test ◽  
Power Point ◽  
Active Learning Strategy

This study is a classroom action research (CAR) about the application of articulation methods in improving the understanding of class X IPA 2 students of MA Al Mahrusiyah Lirboyo Kota Kediri. This study involved 34 students consisting of 34 women. In this study, the meeting was held for 4 times, 2 meetings applied an active learning strategy for the articulation model, one meeting held a pre-test and once again held a post-test. Each meeting for each cycle is explored with planning so that each research researcher prepares: 1. Learning Implementation Plan (RPP) using articulation methods, 2. LKS, and 3. Preparing learning methods. The results of the findings of the research conducted increased learning outcomes from cycle I to cycle II, this is also because the role of the teacher performs the learning process with articulation learning models with power point learning media.

scholarly journals Pengaruh Strategi Pembelajaran Aktif Tipe Giving Question and Getting Answer terhadap Hasil Belajar Bahasa Indonesia Siswa Sekolah Dasar

2020 ◽  
Vol 3 (3) ◽  
pp. 253-262
Author(s):  
Afdal ◽  
Hani Subakti ◽  
Febriyanti Sigalingging
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Hypothesis Test ◽  
T Test ◽  
Test Results ◽  
Final Test ◽  
Average Value ◽  
Post Test ◽  
Active Learning Strategy

This study aims to look at the effect of an active learning strategy type giving questions and getting answers to Indonesian primary school students' learning outcomes. This study uses an experimental research method in which there are treatments for the control class and the experimental class. The final results of the study showed the results of the analysis of the influence of active learning strategies type giving a question and getting an answer to the results of Indonesian language learning of third-grade students at SDN 002 Sungai Pinang, Samarinda City in the affective domain had an average affective assessment in the good predicate. This can be seen from the results of the hypothesis test thitung is 1.208 with ttable is 2.006 so that it can be written tcount <ttable (1.208 <2.006), which can be interpreted as Ha is rejected and H0 is accepted. Based on research results in the cognitive realm have the final test results (post-test), the experimental class obtained an average value of 77.69, the highest value of 100 and the lowest value of 60. The final test results (post-test), the control class obtained an average value of 49.64, the highest value is 80, and the lowest value is 20. This can also be seen through the hypothesis test results using the t test (independent sample t test), the tcount = 10.175 and ttable = 1.67. Hypothesis test tcount> ttable (10,175> 1,67). Based on the description, it can be concluded that there is an influence of active learning strategy type giving a question and getting an answer to Indonesian students' learning outcomes in the cognitive realm of class III in SDN 002 Sungai Pinang Samarinda City in 2019/2020. Hence, it shows that the hypothesis is accepted.

Fiery phoenix PLC – entrepreneurial survival in Zambia

2020 ◽  
Vol 10 (4) ◽  
pp. 1-17
Author(s):  
Mwila Natasha Katuta
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Dilemmas ◽  
Study Data ◽  
Content Type ◽  
Academic Level ◽  
Decision Making Models

Learning outcomes The learning outcomes are as follows: students should be able to provide definitions for ethical dilemmas; students should be able to identify ethical dilemmas in a real business context; and students should be able to determine the outcomes of applying given decision-making models to a specific scenario. Case overview/synopsis The aim of this study is to demonstrate the complexity of ethical decision-making in start-up enterprises in emerging markets. The study draws on two well-known decision-making models to illustrate how their application in this context may lead to conflicting outcomes. The study data was collected through reflective entries provided by the business proprietor. These were followed up by three in-depth interviews. The data was supported by analysis of company documents provided by the case. The study demonstrates the crucible moments in entrepreneurial startups that give rise to ethical questions and the need for decision making. It demonstrates the complexity of ethical decision making in emerging contexts. The study business elected to maintain anonymity for commercial protection. This limits the scope of information that may be divulged. The study and the accompanying teaching note provide context for how to apply decision-making frameworks to real business dilemmas. This study contributes to scholarly work on teaching business ethics to undergraduate students. Complexity academic level Final Year Undergraduate. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 3: Entrepreneurship.

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