Feasibility of Team-Based Learning Techniques in a Large Engineering Course

2009 ◽  
Author(s):  
Sung-Hwan Joo
Keyword(s):  
Active Learning ◽  
Large Class ◽  
Learning Methods ◽  
Learning Techniques ◽  
Team Based Learning ◽  
Learning Concept

This paper describes the feasibility of team-based learning techniques in a large engineering course and reviews the team-based learning. First, the problems which instructors are facing when they teach the large class are discussed. Then, several active learning methods are briefly introduced and reviewed. The team-based learning concept will be reviewed and advantages of team-based learning in a large engineering class are discussed at the latter part of the paper.

scholarly journals Delivering quality along with quantity: The challenge of teaching a large and heterogeneous engineering class

2018 ◽  
Vol 46 (4) ◽  
pp. 331-344
Author(s):  
D Chronopoulos
Keyword(s):  
Active Learning ◽  
Large Class ◽  
Mathematical Knowledge ◽  
Positive Impact ◽  
Good Teaching ◽  
Learning Methods ◽  
Teaching Resources ◽  
Academic Background ◽  
Learning Techniques ◽  
Students Satisfaction

The challenges faced by a lecturer teaching large multidisciplinary engineering classes are identified. These are principally related to the size of the class, the extensive mathematical knowledge that is considered as prerequisite, as well as the heterogeneity of the class due to the diversity of students’ academic background and interests. In order to improve students’ engagement and retention in class, active learning techniques are employed and their impact on the performance of the class is captured through a questionnaire designed for this purpose. The statistics demonstrate that good teaching facilities and a well-prepared lecturer do not suffice for maximising students’ satisfaction, attention and retention. In order to engage the students in a large class setting, it is important to involve them in the lecture process. The employed active learning methods comprising quizzes, in class demonstration and muddiest-point cards induce a remarkably positive impact at almost no additional teaching resources.

scholarly journals EBLIP and Active Learning: A Case Study

2013 ◽  
Vol 8 (4) ◽  
pp. 93 ◽  
Author(s):  
Helen Buckley Woods
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Training Session ◽  
Peer Teaching ◽  
Learning Methods ◽  
Suitable Material ◽  
Course Content ◽  
Protected Time ◽  
Learning Techniques

Objective – To determine how librarians use evidence when planning a teaching or training session, what types of evidence they use and what the barriers are to using this evidence. The case study also sought to determine if active learning techniques help overcome the barriers to using evidence in this context. Methods – Five librarians participated in a continuing education course (CEC) which used active learning methods (e.g. peer teaching) and worked with a number of texts which explored different aspects of teaching and learning. Participants reflected on the course content and methods and gave group feedback to the facilitator which was recorded. At the end of the course participants answered a short questionnaire about their use of educational theory and other evidence in their planning work. Results – Findings of this case study confirm the existence of several barriers to evidence based user instruction previously identified from the literature. Amongst the barriers reported were the lack of suitable material pertaining to specific learner groups, material in the wrong format, difficulty in accessing educational research material and a lack of time. Participants gave positive feedback about the usefulness of the active learning methods used in the CEC and the use of peer teaching demonstrated that learning had taken place. Participants worked with significant amounts of theoretical material in a short space of time and discussion and ideas were stimulated. Conclusions – Barriers to engaging with evidence when preparing to teach may be addressed by provision of protected time to explore evidence in an active manner. Implementation would require organisational support, including recognition that working with research evidence is beneficial to practice.

scholarly journals USO DE METODOLOGIAS ATIVAS NA DISCIPLINA DE SEGURANÇA DO PACIENTE: UM RELATO DE EXPERIÊNCIA

2020 ◽  
Vol 9 (11) ◽  
pp. 1-13
Author(s):  
Renata Prado BERETA-VILELA ◽  
Fernanda Aparecida Novelli SANFELICE ◽  
Paula Buck de Oliveira RUIZ ◽  
Priscila Buck de Oliveira RUIZ ◽  
Jaqueline Lopes GOUVEIA ◽  
...  
Keyword(s):  
Patient Safety ◽  
Active Learning ◽  
Medical School ◽  
Patient Safety Culture ◽  
Sao Paulo ◽  
Experience Report ◽  
São Paulo ◽  
Learning Methods ◽  
Team Based Learning ◽  
De Medicina

Introdução: O movimento da Escola Nova traz o aluno como protagonista no processo de aprendizagem. As metodologias ativas colaboram neste protagonismo, uma vez que o aluno aprende através da exploração dos conteúdos. Nesse sentido, a segurança do paciente também envolve a participação de todos e a utilização de metodologias ativas pode contribuir para essa finalidade. Portanto, deve ser abordada em cursos de graduação e pós-graduação na área da saúde, favorecendo a internalização do conteúdo para os acadêmicos. Objetivo: Relatar a experiência do uso de metodologias ativas na disciplina eletiva de qualidade e segurança do paciente em um Curso de Medicina. Metodologia: Relato de experiência, descritivo, de uma disciplina eletiva ministrada em 2019, em uma faculdade privada de Medicina do interior de São Paulo. Resultados: Foram utilizadas as metodologias de viagem educacional para abordar a importância da segurança do paciente, da cultura de segurança e dos erros de medicação; Game sobre o Programa Nacional de Segurança do Paciente e a RDC 36; Simulação de baixa fidelidade sobre o check list de cirurgia segura e um Team-Based Learning (TBL) sobre Lesão por Pressão. Conclusão: É possível afirmar que as metodologias foram eficazes, tendo em vista que, na avaliação somativa, 92,8% dos alunos apresentaram notas acima da média. Os alunos foram protagonistas na construção do seu conhecimento sobre a temática de segurança do paciente, além de contribuir com a sua capacidade crítica e reflexiva.   THE USE OF ACTIVE LEARNING METHOD FOR PATIENT SAFETY DISCIPLINE: AN EXPERIENCE REPORT   ABSTRACT Introduction: The New School movement presents the student as the protagonist in the learning process. The active learning methods corroborate with such protagonism considering that the student learns from content investigation. In this regard, patient safety also involves everybody’s participation and the use of active learning methods may contribute to this purpose. Therefore, it may be approached in graduation and post-graduation programs from the health field, favoring the scholar’s content internalization. Purpose:  Reporting an experienced case of the use of active learning methods for the elective discipline for patient quality and safety in Medical School. Method: Experience report, descriptive, of an elective discipline taught in 2019, at a private Medical School in the countryside of São Paulo. Results: The method of the field trip was used to approach the importance of patient safety, culture, and medication errors; Game about the National Patient Safety Program and RDC 36; Low fidelity simulation of the safe surgery checklist and a Team-Based Learning (TBL) about Pressure Injury. Conclusion: It is possible to state that the methods were effective, since, in the summative evaluation, 92,8% of the students presented above-average grades. The scholars were protagonist in the construction of their knowledge of patient safety issues, besides contributing to their critical and thoughtful capability.    Keywords: Patient Safety. Teaching. Learning. Education and Medical School Graduation.

scholarly journals Growing Tolerance Through Active Learning Methods In Generation Z Students at Elementary School X Surabaya

2021 ◽  
Vol 17 (2) ◽  
pp. 145-160
Author(s):  
Anastasia Paramita ◽  
Suryanto Suryanto
Keyword(s):  
Active Learning ◽  
Primary School ◽  
Structured Interview ◽  
Primary School Students ◽  
School Students ◽  
Learning Methods ◽  
Reflective Process ◽  
Interview Method ◽  
Generation Z ◽  
Learning Techniques

This study illustrates (1) the forms of intolerance that frequently occur between generation Z’s primary school students, (2) factors that lead to the occurrence of intolerance, and (3) the role of school in developing students’ tolerance characteristics through active learning methods in Generation Z of Primary School students. This study uses a qualitative approach with descriptive study case method. Data collection using semi-structured interview method. Data analysis techniques use thematic analysis. The outcome of this study shows that active learning models, especially through collaborative learning activities that are regularly carried out, will increase the frequency of student encounters so that they can get to know their friends' characters better. Besides that, daily reflection writing activity also gave students the opportunity to explore the strengths and weaknesses of daily behavior of themselves, therefore allowing students to have a reflective process to improve their attitudes and behaviors that are less favorable to their friends' environment. Hopefully, all schools can develop and maximize active learning techniques to be able to provide a deeper understanding of tolerance behavior.

scholarly journals Insights Into Students’ Experiences and Perceptions of Remote Learning Methods: From the COVID-19 Pandemic to Best Practice for the Future

2021 ◽  
Vol 6 ◽  
Author(s):  
Trang Nguyen ◽  
Camila L. M. Netto ◽  
Jon F. Wilkins ◽  
Pia Bröker ◽  
Elton E. Vargas ◽  
...  
Keyword(s):  
Active Learning ◽  
Online Teaching ◽  
Best Practice ◽  
Qualitative Data ◽  
Online Courses ◽  
Positive Impact ◽  
Learning Methods ◽  
Learning Techniques ◽  
Synchronous Learning ◽  
Remote Learning

This spring, students across the globe transitioned from in-person classes to remote learning as a result of the COVID-19 pandemic. This unprecedented change to undergraduate education saw institutions adopting multiple online teaching modalities and instructional platforms. We sought to understand students’ experiences with and perspectives on those methods of remote instruction in order to inform pedagogical decisions during the current pandemic and in future development of online courses and virtual learning experiences. Our survey gathered quantitative and qualitative data regarding students’ experiences with synchronous and asynchronous methods of remote learning and specific pedagogical techniques associated with each. A total of 4,789 undergraduate participants representing institutions across 95 countries were recruited via Instagram. We find that most students prefer synchronous online classes, and students whose primary mode of remote instruction has been synchronous report being more engaged and motivated. Our qualitative data show that students miss the social aspects of learning on campus, and it is possible that synchronous learning helps to mitigate some feelings of isolation. Students whose synchronous classes include active-learning techniques (which are inherently more social) report significantly higher levels of engagement, motivation, enjoyment, and satisfaction with instruction. Respondents’ recommendations for changes emphasize increased engagement, interaction, and student participation. We conclude that active-learning methods, which are known to increase motivation, engagement, and learning in traditional classrooms, also have a positive impact in the remote-learning environment. Integrating these elements into online courses will improve the student experience.

scholarly journals Not yet a dinosaur: the chalk talk

2021 ◽  
Vol 45 (1) ◽  
pp. 61-66
Author(s):  
Nina Singh ◽  
Colin K. L. Phoon
Keyword(s):  
Active Learning ◽  
Heart Defects ◽  
Learning Goals ◽  
Conceptual Frameworks ◽  
Learning Methods ◽  
Future Studies ◽  
Shared Space ◽  
Team Based Learning ◽  
Active Learning Method ◽  
Interactive Lecture

This article discusses the chalk talk’s potential as an active learning method. Although chalk talks are a form of interactive lecture, they have received little attention in the medical education literature compared with other active learning methods such as team-based learning and simulation. One of the authors (C. K. L. Phoon) has used chalk talks to teach congenital heart defects to first- and third-year NYU medical students for many years. His chalk talks have consistently earned among the highest teaching scores, and students have noted their strengths of being more interesting, clear, and tangible than didactic lectures. Using the teacher and student perspectives, we examine the chalk talk’s strengths and weaknesses compared with common passive and active learning methods. Chalk talks create a real-time, shared space that facilitates the active learning goals of helping students build, test, and revise mental models (conceptual frameworks). The limited amount of information that can be presented and the ability to solicit and arrange students’ ideas on the board lead to the cocreation of valuable conceptual frameworks. Chalk talks require less restructuring of teaching sessions than other active learning methods and are best suited to topics that hinge on understanding of concepts. We advocate for the chalk talk to be reexamined as a promising educational tool given its strengths and the successes that other active learning methods have shown. Furthermore, we provide guidance to help educators deliver chalk talks and discuss future studies that would advance understanding of this powerful teaching tool.

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.

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