USING RESPONSE SYSTEM THROUGH VOTING IN PEER INSTRUCTION FOR LEARNING SUSTAINABILITY

2015 ◽  
Vol 77 (13) ◽  
Author(s):  
Bosede I. Edwards ◽  
Baharuddin Aris ◽  
Nurbiha A. Shukor ◽  
Hasnah Mohammed
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Peer Instruction ◽  
Performance Tests ◽  
Science Classrooms ◽  
Education Class ◽  
Traditional Lectures ◽  
Improved Learning ◽  
Automated Feedback ◽  
The Individual

Sustainable education must employ strategies that promote lifelong and meaningful learning. Peer Instruction (PI) is an active learning pedagogy specifically designed to achieve this. There are a number of elements involved in the various steps of the PI pedagogy which contributes to its effectiveness. However, most research studies reported in Peer Instruction focused on its use in science education and mainly on the whole pedagogy. The significance of the individual elements of the model have not been fully explored. Reports are also scarce on the use and benefits of PI in non-science classrooms. This study evaluates the pedagogical benefits of one of the elements of the PI model; the use of automated feedback based on students’ voting. 42 students in a postgraduate teacher education class were taken through sessions of Peer Instruction and traditional lectures; learning outcomes were compared in terms of student performance and student engagement and motivation. Performance tests (pre-tests and post-tests), live classroom observations and students’ reflections were monitored to determine the level of performance and engagement. Results show that students reported increased interest, motivation and engagement and the ability of the voting sessions to foster metacognition. Active learning and learning readiness were also emphasized while the lecture sessions were reported as normal or usual. The result validates the usefulness of voting component of the PI model for fostering improved learning; noting that students are able to benefit more from personal evaluation when voting results are displayed after voting.

scholarly journals Quectures: Personalised constructive learning in lectures

2018 ◽  
Vol 21 (3) ◽  
pp. 217-231 ◽  
Author(s):  
Heather A McQueen ◽  
Craig McMillan
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Student Attitudes ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Constructive Learning ◽  
Traditional Lectures ◽  
The Individual ◽  
Future Work ◽  
Fine Tune

Active learning exercises engage students during lectures, but often fail to take account of the individual learning position of each student. The ‘quecture’ is a partially flipped lecture that incorporates students posing their own questions (quecture questions), discussing them during lectures and revisiting them later. These interactive learning events are designed to personalise students’ construction of learning during lectures. Quectures were trialled in direct comparison with both fully flipped and traditional lectures, providing information on student attitudes, experiences and engagement with the learning strategy. Quectures were favoured by participants over the two other lecture formats and were found to be helpful both in increasing learning and in improving study habits, although some students had difficulty adjusting to, or disliked, the new mode of learning. The student-posed questions were also perceived by students to improve enquiry skills and to personalise learning. Although many chose not to engage with the strategy, those who did felt more engaged with, and more responsible for their own learning during quectures than in traditional lectures. Future work will be required to generalise the effectiveness of this strategy as well as to fine tune for optimum benefit. It will also be important to investigate which subpopulations of students preferentially engage or disengage with the strategy, and to unpick any relationship between this engagement and academic performance.

scholarly journals USING ACTIVE LEARNING METHODOLOGIES IN AN INTRODUCTORY STATISTICS COURSE

2021 ◽  
Vol 20 (2) ◽  
pp. 2
Author(s):  
ANNA REGINA CORBO ◽  
DANIEL GUILHERME GOMES SASAKI
Keyword(s):  
Active Learning ◽  
Engineering Students ◽  
Public Institution ◽  
Peer Instruction ◽  
Introductory Statistics ◽  
Curricular Content ◽  
Statistics Course ◽  
Traditional Lectures ◽  
Probability And Statistics ◽  
The One

In general, engineering students show little interest in the activities inherent in statistics subjects. This claim may be partly explained by the competition with other subjects in the first years of undergraduate courses, or by student perceived low attractiveness of the classes. In this context, several studies indicated that methodologies where the student is the protagonist of the learning process lead to greater engagement during the activities and better scores in the assessments. This work describes the use of active learning methodologies in an introductory probability and statistics course for Engineering classes at a Brazilian public institution. Two classes were monitored during one term: in the first one (control class) traditional lectures were used, in the second one (experimental class) three different active methodologies were applied, namely: Jigsaw, Peer Instruction and Think-Pair-Share. On the one hand, the results indicated slightly better performances in the experimental class, as well as an increase in attendance. On the other hand, dropout rates were similar in both classes. This study is part of a renewal proposal of the mathematics subjects, based on the use of active learning methodologies and the review of curricular content to meet current pedagogical demands. Abstract: Portuguese Em geral, os alunos de Engenharia demonstram pouco interesse nas atividades inerentes à disciplina de Estatística. Tal constatação pode ser em parte explicada pela concorrência com outras disciplinas do ciclo básico, ou ainda, pela pouca atratividade das aulas. Nesse contexto, diversos estudos apontam que metodologias onde o aluno é o protagonista do processo de aprendizagem acarretam maior engajamento durante as atividades e melhores escores nas avaliações. Este trabalho descreve o uso de metodologias de aprendizagem ativa em um curso introdutório de Probabilidade e Estatística para turmas de Engenharia, numa instituição pública brasileira. Duas turmas foram monitoradas ao longo de um semestre: na primeira, fez-se uso de aulas expositivas dialogadas (turma controle) e, na segunda, aulas com três metodologias ativas diferentes, a saber: Jigsaw, Peer Instruction e Think-Pair-Share (turma experimental). Os resultados indicam um desempenho acadêmico levemente melhor da turma experimental, assim como na frequência dessa turma. Por outro lado, a taxa de evasão manteve-se semelhante em ambas as turmas. Este estudo é parte de uma proposta de renovação para as disciplinas de cunho matemático da instituição, baseada no uso de metodologias de aprendizagem ativa e na revisão de conteúdos curriculares para atender às demandas pedagógicas atuais.

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.

An Active Learning Approach to Teaching Social Determinants of Health

2020 ◽  
Vol 6 (4) ◽  
pp. 266-273
Author(s):  
Jeanita W. Richardson
Keyword(s):  
Active Learning ◽  
Learning Style ◽  
Social Determinants ◽  
Learning Approach ◽  
Learning Style Preferences ◽  
Open Discussion ◽  
Approach To Teaching ◽  
The Individual ◽  
Style Preferences ◽  
The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).

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.

scholarly journals Simulation of Compressor Performance Deterioration due to Erosion

1989 ◽  
Author(s):  
W. Tabakoff ◽  
A. N. Lakshminarasimha ◽  
M. Pasin
Keyword(s):  
Fault Model ◽  
Experimental Results ◽  
Performance Tests ◽  
Individual Stage ◽  
One Stage ◽  
Before And After ◽  
Performance Deterioration ◽  
Compressor Performance ◽  
Multistage Compressor ◽  
The Individual

Experimental results obtained from cascades and one stage compressor performance tests before and after erosion were used to test a fault model to represent erosion. This model was implemented on a stage stacking program developed to demonstrate the effect of erosion in a multistage compressor. The effect of the individual stage erosion on the overall compressor performance is also demonstrated.

Active Learning Spaces: Matching Science Classrooms with Pedagogy

2020 ◽  
pp. 483-498
Author(s):  
Jenay Robert ◽  
Crystal Ramsay ◽  
Sarah E. Ades ◽  
Kenneth C. Keiler ◽  
Christopher Palma
Keyword(s):  
Active Learning ◽  
Learning Spaces ◽  
Science Classrooms

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

scholarly journals Effect of the use of a model with peer instruction for the teaching of membrane potential and action potential

2018 ◽  
Vol 42 (4) ◽  
pp. 661-667 ◽  
Author(s):  
Fabíola da Silva Albuquerque ◽  
Temilce Simões de Assis ◽  
Francisco Antônio de Oliveira Júnior ◽  
Maria Regina de Freitas ◽  
Rita de Cássia da Silveira e Sá ◽  
...  
Keyword(s):  
Action Potential ◽  
Student Performance ◽  
Performance Model ◽  
Peer Instruction ◽  
Control Group ◽  
Northeast Brazil ◽  
Model Group ◽  
The Subject ◽  
Teaching Learning ◽  
Undergraduate Programs

A group of teachers from Northeast Brazil developed a model of membrane potentials and action potential and tested the hypothesis that using the peer-instruction model would provide a better performance for students in reading traditional texts and lectures. The results were obtained from 357 students from 20 different courses in 9 different undergraduate programs. All students attended two 100-min theoretical lecture and, at the end of the second lecture, were asked to answer a multiple-choice question (a pretest). In the following lecture, students were divided into three groups: control, text, and model. At the end of the lecture, everyone responded to a posttest. Student performance in the pretest did not differ significantly between groups. In the comparison between the pretest and the posttest, students in the model and text groups significantly improved their performance, but there was no improvement in the control group. In the posttest, the model group presented a better performance than the control group. In the evaluation of the strategies used, 46% of the students indicated that the text would be very useful to remind them about the subject in the future, whereas 80% of those who used the model indicated that it would be very useful or extremely useful. useful. Although it was not possible to support the hypothesis conclusively, the performance model group, at least in part, was due to the use of active methodologies that constitute a differential in the teaching-learning process.

Sign in / Sign up

Export Citation Format

Share Document