Implementing an active learning platform to support student learning in a numerical analysis course

2017 ◽  
Author(s):  
Francisco Jose Correa Zabala ◽  
Heidi E. Parker ◽  
Camilo Vieira
Keyword(s):  
Numerical Analysis ◽  
Active Learning ◽  
Student Learning ◽  
Learning Platform

scholarly journals ECHO360 Active Learning Platform in Health Sciences education

2021 ◽  
Vol 9 (2) ◽  
pp. 387-395
Author(s):  
Christian Cobbold ◽  
Francesca Fernandez ◽  
Isabelle Lys
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Interactive Multimedia ◽  
Student Participation ◽  
Health Sciences ◽  
Multimedia Content ◽  
Health Sciences Education ◽  
Learning Platform ◽  
The Creation

The ECHO360 Active Learning Platform (ALP) is an online active learning platform allowing the creation of interactive multimedia content for anytime student learning, with the potential for comprehensive analytics. This ALP has previously been shown to enhance student participation and engagement during in-class activities however it can be challenging to use at first. To enhance the uptake of ECHO360 ALP in and out of the classroom a simplified guide with clear instructions on the most useful aspects of the platform was developed and shared with staff, successfully creating a community of instructors. A student guide was also prepared which showcased the methods for gaining the most from its use in and out of lectures. These resources are available in the appendix.

PENERAPAN PENDEKATAN PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 002 BAGAN BESAR

2017 ◽  
Vol 5 (3) ◽  
pp. 411
Author(s):  
Elvi Zahara
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Increased Activity

The background of this research is the lack of students' mathematics learning outcomes. Thelow yield caused by the learning of mathematics teaching is so very boring, monotonous,stressful and meaningless. Departing from the problems that occur in the field, especially ingrade IV SDN 002 Bagan Besar then there needs to be a strategy that can provide learningmathematics is expected to show active learning, creative, effective and fun. This research istindaan class (PTK), instrument collecting data observation and test learning outcomes. Theresults obtained: Increased activity of the students from the first cycle to the second cycle arevery significant. The increase in active learning, creative, and fun efekif the students alsofollowed by an increase in student learning outcomes. This is evidenced by the increase in thelearning outcomes of the first cycle to the second cycle. Namely, from the average value of 88,27 (cycle I) increased to an average value of 97, 59 (cycle II).

scholarly journals In Defense of the Populist Lecture

2010 ◽  
Vol 43 (04) ◽  
pp. 759-765 ◽  
Author(s):  
Mark Lawrence Schrad
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Full Advantage ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Lecture Hall ◽  
Large Lecture ◽  
Information And Communication ◽  
Visual Variety

AbstractInformation and communication technology (ICT) programs like Microsoft PowerPoint and Apple Keynote have become the norm for large university lecture classes, but their record in terms of student engagement and active learning is mixed at best. Here, the author presents the merits of a “populist” lecture style that takes full advantage of the variety of features available from the latest generation of ICT programs. Based on visual variety, audio and visual sound bites, and the incorporation of humor and pop-cultural references, this populist approach not only facilitates greater student attention and engagement with the class materials, but also offers unmatched opportunities for extending student learning beyond the confines of the large lecture hall.

scholarly journals Multi-scale virtual field experience, Grand Ledge, Michigan, USA

2021 ◽  
Author(s):  
Madeline S. Marshall ◽  
Melinda C. Higley
Keyword(s):  
Student Learning ◽  
Liberal Arts ◽  
Field Experience ◽  
Field Experiences ◽  
3D Models ◽  
Field Trips ◽  
Stratigraphic Correlation ◽  
Thin Sections ◽  
Learning Platform ◽  
Virtual Field

Abstract. Field experiences are a critical component of undergraduate geoscience education; however, traditional onsite field experiences are not always practical due to accessibility, and the popularity of alternative modes of learning in higher education is increasing. One way to support student access to field experiences is through virtual field trips, implemented either independently or in conjunction with in-person field trips. We created a virtual field trip (VFT) to Grand Ledge, a regionally important suite of sedimentary outcrops in central lower Michigan, USA. This VFT undertakes all stages of a field project, from question development and detailed observation through data collection to interpretation. The VFT was implemented in undergraduate Sedimentation and Stratigraphy courses at two different liberal arts institutions, with one version of the VFT conducted in-person and the other online. The VFT was presented from a locally hosted website and distributed through an online learning platform. Students completed a series of activities using field data in the form of outcrop photos, virtual 3D models of outcrops and hand samples, and photos of thin sections. Student products included annotated field notes, a stratigraphic column, a collaborative stratigraphic correlation, and a final written reflection. VFT assessment demonstrated that students successfully achieved the inquiry-oriented student learning outcomes and student reflection responses provide anecdotal evidence that the field experience was comparable to field geology onsite. This VFT is an example of successful student learning in an upper-level Sedimentation and Stratigraphy course via virtual field experience with an emphasis on local geology.

Enhance Student Learning with PowerPoint Games

2011 ◽  
Vol 7 (2) ◽  
pp. 13-20 ◽  
Author(s):  
Victoria A. Fratto
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Teaching Practice ◽  
Learning By Doing ◽  
Academic Disciplines ◽  
Time On Task ◽  
Managerial Accounting ◽  
Immediate Feedback ◽  
Use Of Technology ◽  
Good Teaching Practice

Stakeholders encourage accounting educators to provide active learning opportunities, to integrate the creative use of technology into the curriculum, and to emphasize learning by doing. The principles of good teaching practice can use technology to promote active learning, to provide prompt feedback to students, to increase student time on task, and to make learning more effective and efficient for the student. Technological tools can permit students to become active participants and can improve student learning by giving students convenient access to review material with immediate feedback. This article describes the use and development of a PowerPoint game in an introductory accounting course (managerial accounting) that provides the student with immediate feedback and is designed to be accessed by the student outside of the classroom. This technological tool can be used in other undergraduate academic disciplines.

Flipping the Passive Radiology Elective by Including Active Learning

2020 ◽  
pp. 084653712095390
Author(s):  
Yuhao Wu ◽  
Christina Theoret ◽  
Brent Edward Burbridge
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Student Perceptions ◽  
Educational Resources ◽  
Electronic Book ◽  
Clinical Imaging ◽  
Learning Platform ◽  
Online Learning Resources ◽  
The Impact ◽  
Self Learning

Objectives: Exposure to radiology in undergraduate medical education is often restricted by other curriculum demands. Designing an effective radiology elective for medical students who choose to supplement their education can be challenging as it is often a passive observership-style elective. In this study, we examined the impact of incorporating an online learning platform and electronic book into radiology electives to stimulate active learning. Materials and Methods: We enrolled 23 students who pursued a 2-week diagnostic radiology elective at our institution. Their radiology knowledge prior to the elective was assessed using 2 pretests. Students had opportunities to work with radiologists to review clinical imaging, attend academic rounds, and learn from the online learning resources. Their knowledge after the elective was assessed by readministering the 2 tests as “posttests.” Students also ranked their perception of the elective experience and educational resources on a Likert scale from 1 to 5. Results: There were statistically significant increases of 13.4% ( P < .0001) in mean test 1 scores and 6.8% in mean test 2 scores ( P = .001). Students also had favorable perceptions of the radiology elective experience and rated the electronic book (median score: 5 of 5) and online learning platform (4.5 of 5) as valuable educational resources. Conclusion: The implementation of an electronic book and online learning platform improved knowledge in radiology and resulted in positive student perceptions of the elective experience. This supports the use of online resources to facilitate independent self-learning for future radiology electives.

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