Implementation of Student Presentation-Based Active Learning (SPAL) Approach in Undergraduate Engineering Curriculum

2017 ◽  
Author(s):  
Jiajun Xu
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Approaches ◽  
Time Duration ◽  
Student Activities ◽  
Active Teaching ◽  
Time Investment ◽  
Incomplete Coverage ◽  
Active Learning Strategies ◽  
Class Period

Active learning approaches require a lot of time investment in student activities and engagement during the class period, which often leads to incomplete coverage of the course syllabus. Furthermore, it requires significant amount of time for the instructor to design and implement active learning strategies. All these shortcomings are often cited as the common hindrance in adopting student active learning. To address these widely recognized inhibiting factors, we recently implemented a new student active learning approach. This approach is based on the students’ presentation and hence termed as student presentation-based active learning (SPAL). Under this approach, students are given a reading assignment to prepare a PowerPoint presentation on well-defined conceptual topics, questions, or chapter modules. Reading assignments on a topic are administered 1–2 weeks before covering them in the class. This allows reasonable time for the self-comprehension of the suggested material for presentation preparation. Students were expected to rehearse the presentation and be prepared to complete it in the suggested time duration. During each lecture, one group of student would present the assigned topic to the class, and their presentations were graded according to the rubric focusing on the coverage of suggested topics, quality of presentation, and after presentation discussions. Peers and instructor provided feedback about the students’ presentation and unclear concepts. To understand the efficacy of this approach, this approach was implemented in Mechanical Engineering Senior Capstone Project I course in Fall 2016. Here the responses and insights garnered from this practice were presented, and discussion on the advantages and challenges associated with the adaptation of this approach in teaching engineering courses as compared to lecture based classroom education system. This paper can provide useful insights for instructors considering this approach or similar student active teaching approach in their courses.

Experience of Multiple Instructors About Student Presentation Based Teaching (SPET) Approach

2018 ◽  
Author(s):  
Pawan Tyagi ◽  
Jiajun Xu ◽  
Lara Thompson ◽  
Morris Thomas ◽  
Carl Moore ◽  
...  
Keyword(s):  
Effective Teaching ◽  
Student Teaching ◽  
College Instructors ◽  
Student Activities ◽  
Course Content ◽  
Active Teaching ◽  
Time Investment ◽  
Class Period ◽  
Resource Division ◽  
New Student

Many college instructors are hesitant to adopt student active teaching approaches. Student activity-based classroom teaching may require a lot of time investment in designing and conducting student activities. Also, student activities during the class period may lead to inadequate coverage of the course content mentioned in the syllabus. Incomplete course coverage and the amount of effort required on the part of an instructor for designing active teaching strategies are cited as the common hindrances in adopting active student teaching. To address these widely recognized inhibiting factors, we recently implemented a new student-active teaching approach. This approach is based on the students’ presentation and hence termed as student presentation based effective teaching (SPET). The SPET approach is designed to address the key components of effective teaching. However, to understand the efficacy of SPET for different instructors we implemented it in five courses offered during the same semester. The Learning Resource Division faculty analyzed the data and interviewed the instructors that implemented SPET. Here we present the response and insights garnered from different instructors. Participating instructors reflected their views about the advantages and challenges associated with the adaptation of SPET.

scholarly journals A STUDY REVIEW OF ACTIVE LEARNING STRATEGY IN IMPROVING STUDENTS' LEARNING MOTIVATION

2020 ◽  
Vol 1 (1) ◽  
pp. 8-15
Author(s):  
Ubabuddin
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Problem Formulation ◽  
Learning Approaches ◽  
Active Learning Strategies ◽  
Active Learning Strategy

Scope: Learning approaches that are considered effective and feasible to be applied in the current learning process are active learning strategies. By using an active learning strategy, students will be invited to always be involved and motivated to do their best in each learning process, so that students will become excited in participating in learning. Objective: This qualitative study presented the results of literature reviewed gathering from various theories, including national, international journals, books, internet and other literature to answer the problem formulation. Method: A serial of literature on active learning strategies that actively applied in most modern education were reviewed and presented to answer the research question. Findings: based on many experts in the fields of teaching and learning, the findings of this study were First, Active learning starts with questions, card short, the power of two, jigsaw, Index card match, picture and picture, cooperative script, problem based instruction, students team achievement devision, etc. Significance: The findings of this literature rewiewing has promoted students better thoughtful and understanding on material presented as participants engaging themselves with the lesson cores not simply just follow teacher's instruction. These findings are also so useful insight to keep student's concentration and improving learning achieving to the higher learning outcomes as demanded by instructional curriculum. Recomendation: Monotonous and teacher-focused learning is increasingly in demand and continues to be abandoned because it makes students bored and boring. With an effective approach it is hoped that learning objectives can be optimally achieved.

Using Active Learning Strategies to Promote Deep Learning in the Undergraduate Paleontology Classroom

2012 ◽  
Vol 12 ◽  
pp. 135-154 ◽  
Author(s):  
Margaret M. Yacobucci
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
New Technologies ◽  
Role Playing ◽  
Learning Approaches ◽  
Research Areas ◽  
Active Learning Strategies ◽  
Improving Student Learning ◽  
Improved Learning

In the most effective learning environments, undergraduates go beyond memorization to become more deeply engaged with the material. Active learning approaches, in which students participate in activities that result in improved learning, promote this sort of deep experience. Educational theories such as constructivism and recent research in cognitive and learning sciences demonstrate the importance of allowing students opportunities to confront misconceptions, reason out solutions, work collaboratively, and construct their own understandings of key concepts. Numerous studies have documented improved learning in classes using active learning approaches when compared to traditional class formats. Various obstacles to implementing active learning strategies exist, such as student and faculty resistance to such practices and the academic reward structure, which penalizes faculty who invest time in innovative teaching. These obstacles, however, are not insurmountable—effective communication of the benefits of active learning for improving student learning outcomes and the recruitment and retention of STEM majors can help. Paleontology instructors have a wide variety of active learning techniques to choose from, including some that make use of our field's uniquely visual and temporal characteristics (e.g., concept sketches, timelines), current research areas (e.g., textual analysis, case studies, guided inquiry), and classic controversies (e.g., role-playing, debates, and panel discussions). New technologies, such as classroom response devices and Web 2.0 tools, can facilitate many of these activities both in and out of the classroom. Incorporating active learning approaches into paleontology courses can help instructors clarify their course goals and learning outcomes while empowering students to succeed.

scholarly journals TEACHING A COURSE WITH ACTIVE LEARNING APPROACHES AND TRAINING OTHER TEACHERS ABOUT DEEP LEARNING STRETEGIES

2014 ◽  
Vol 2 (12) ◽  
pp. 14-23
Author(s):  
Pawan Tyagi
Keyword(s):  
Deep Learning ◽  
Active Learning ◽  
Learning Strategies ◽  
Study Author ◽  
Learning Approaches ◽  
University Campus ◽  
Feedback Form ◽  
Self Reflection ◽  
Active Teaching ◽  
And Training

This paper describes different stages of teaching a course using active learning approaches. For this study author has utilized MECH 488 Fuel Cell Science and Technology course. This paper describes the strategies for developing a student active teaching approach that relies on promising syllabus, conceptual quizzes, peer interaction, self-reflection through an after class feedback form. This paper will elaborate on the structure and effectiveness of the feedback form aiming to improving the student attention and participation in the class discussions. To promote active teaching at university campus author have started conducting workshops on deep learning strategies. Content of these workshops are based the author’s experience during active learning driven teaching.

scholarly journals A combination of active learning strategies improves student academic outcomes in first-year paramedic bioscience

2019 ◽  
Vol 43 (2) ◽  
pp. 233-240 ◽  
Author(s):  
Puspha Sinnayah ◽  
Joseph A. Rathner ◽  
Daniel Loton ◽  
Rudi Klein ◽  
Peter Hartley
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
First Year ◽  
Learning Approaches ◽  
Guided Inquiry ◽  
Active Learning Strategies ◽  
Assessment Outcomes ◽  
Small Team

Bioscience is a foundational unit (subject) of undergraduate allied health degree programs, providing students the scientific basis underpinning their clinical practice. However, despite its significance, bioscience is a difficult academic hurdle for many students to master. The introduction of active learning strategies, including small team-based guided-inquiry learning approaches, has been shown to significantly reduce this hurdle and improve assessment outcomes for the learner. Guided team-based activities can aid in this approach by also building broader skills and capabilities, like teamwork and communication, as well as subject-specific knowledge and skills, thereby positively influencing student assessment outcomes. This paper details the redesign and evaluation of two first-year Bioscience for Paramedics units with the introduction of guided-inquiry learning, as well as other active learning strategies, and assesses their impact on student performance. Results indicate that active learning used within a classroom and in the large lecture theater setting improved students’ grades with positive student perception of their learning experience.

scholarly journals Active Learning Strategies for Phenotypic Profiling of High-Content Screens

2014 ◽  
Vol 19 (5) ◽  
pp. 685-695 ◽  
Author(s):  
Kevin Smith ◽  
Peter Horvath
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Large Scale ◽  
Classification Performance ◽  
New Drugs ◽  
Supervised Machine Learning ◽  
Biological Research ◽  
Time Investment ◽  
Active Learning Strategies ◽  
The Impact

High-content screening is a powerful method to discover new drugs and carry out basic biological research. Increasingly, high-content screens have come to rely on supervised machine learning (SML) to perform automatic phenotypic classification as an essential step of the analysis. However, this comes at a cost, namely, the labeled examples required to train the predictive model. Classification performance increases with the number of labeled examples, and because labeling examples demands time from an expert, the training process represents a significant time investment. Active learning strategies attempt to overcome this bottleneck by presenting the most relevant examples to the annotator, thereby achieving high accuracy while minimizing the cost of obtaining labeled data. In this article, we investigate the impact of active learning on single-cell–based phenotype recognition, using data from three large-scale RNA interference high-content screens representing diverse phenotypic profiling problems. We consider several combinations of active learning strategies and popular SML methods. Our results show that active learning significantly reduces the time cost and can be used to reveal the same phenotypic targets identified using SML. We also identify combinations of active learning strategies and SML methods which perform better than others on the phenotypic profiling problems we studied.

scholarly journals Four Corners: an educational strategy for learning infectious diseases in medical school

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Bárbara Labella Henriques ◽  
Maria Claudia Stockler Almeida ◽  
Ronaldo Cesar Borges Gryschek ◽  
Vivian Avelino-Silva
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Infectious Diseases ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Case Vignette ◽  
Active Teaching ◽  
Four Corners ◽  
Active Learning Strategies ◽  
Active Learning Strategy

Abstract: Introduction: An extensive literature has demonstrated the benefits of active learning in medical education and has revealed the need for updating the teaching methodologies. Active learning strategies consolidate the theoretical knowledge, while simultaneously encouraging the student´s concrete abilities. Nonetheless, remodeling the pedagogical practice is challenging. Several active learning strategies are available and selecting the most suitable one is often a matter of format, not of content. In this article, we discuss the experience of the ‘Four Corners’ technique in the teaching of Infectious Diseases during the internship at our institution. Experience report: The four corners strategy can be adapted to different topics and should be implemented as follows: 1. pre-activity learning: students receive the supportive material for previous analysis; 2. Preparation of the room: each of the four corners is labeled with a different case vignette; 3. Dividing tasks: the specific assignments are divided among the students; 4. Activity: the students read the case vignette and discuss the questions, while the mediator has an observer’s role, and 5. Debriefing: final discussion with all participants led by the mediator. The entire process takes from 2h30 to 3 hours. Discussion: The educational process emerges from the learner´s experience. Many instructors working in higher education believe they promote critical thinking and active teaching during their classes; however, the percentage of teachers who regularly use active teaching strategies is still low. A range of different active learning strategies have been described and many can be adapted to different scenarios; most approaches change the nature of the learning experience but do not always require a change in the given subject. The Four Corners technique is an active learning strategy that promotes debate and exchange of ideas among students. Conclusion: This experience report describes an active learning strategy for the teaching of Infectious Diseases to medical students. The medical education improvement goes through highlighting the teacher’s role as a mediator of the learning process; proposing new teaching strategies is challenging and requires frequent adjustments. The Four Corners strategy improves student’s engagement with the learning process, and it is an efficient strategy to comprise an extensive theoretical content in a relatively short discussion time.

scholarly journals Active learning strategies, such as analogical models, aid in student learning of spinal anatomy and biomechanics

2020 ◽  
Author(s):  
Jacqueline Rix
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Group Differences ◽  
Learning Approaches ◽  
Active Learning Strategies ◽  
The Mean ◽  
Written Assessment ◽  
Didactic Lecture ◽  
Better Than

Objective This study aimed to examine the effect of active learning strategies using analogical models versus didactic lectures on student learning of spinal anatomy and biomechanics. Methods Students enrolled into year 1 of a chiropractic program in 2014 and 2015 were eligible to participate. The 2014 cohort received didactic lectures. Active learning approaches using analogical models were incorporated into the 2015 cohort. Both groups received an identical written assessment at the end of the 3rd lecture. Between-group differences in age and written assessment percentages were analyzed using independent t tests. Results Fifty-nine students from the 2014 cohort and 62 students from the 2015 cohort took part. There were no significant differences in age or gender between the cohorts. The differences in the mean of the written assessment percentages between the didactic group and the analogical models group were significant (p = .00), with a mean difference of 22.6% (95% CI, 17.4–27.9). The didactic group mean percentage was 37.9% (SD 15.8) and was within a fail percentage bracket. The analogical models group mean percentage was 60.6% (SD 13.1) and within a pass percentage bracket. Conclusion The analogical models group performed significantly better than the didactic lecture group, particularly with regard to content delivered using literal or surface analogies.

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

2019 ◽  
Vol 049 (01) ◽  
Author(s):  
Linda Strubbe ◽  
Jared Stang ◽  
Tara Holland ◽  
Sarah Bean Sherman ◽  
Warren Code
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Science Departments
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