A Textbook and Other Resources for Teaching Challenge-Based Biotransport

2011 ◽  
Author(s):  
Robert J. Roselli ◽  
Kenneth R. Diller
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Direct Evidence ◽  
Real Life ◽  
Traditional Lecture ◽  
Student Activities ◽  
Effective Learning ◽  
Class Time ◽  
Learner Centered ◽  
Challenge Based Learning

An important outcome of the VaNTH ERC for Bioengineering Education Technologies is direct evidence of the effectiveness of challenge-based learning. This is a form of active learning that is based on the principle that the most effective learning environment is not only knowledge-centered, but is also learner-centered, assessment-centered and community-centered. Challenges presented in such a learning environment are most effective when they are based on real life applications that are of interest to the learner, but require the learner to extend his/her knowledge base before the challenge can be solved. By design, some of the necessary knowledge is gained outside the classroom and some is gleaned by student activities conducted inside the classroom. An objection to the use of active learning raised by some instructors is that less material can be covered in the classroom than in a traditional lecture-based course. Although this is true, it is not true that less material can be covered in an active learning course than in a lecture-only course. Instead, concepts that are easy to grasp can be moved to out-of-class activities, allowing more in-class time for the more difficult concepts. We have developed resources that can assist instructors of biotransport to begin adopting the challenge-based approach.

How People Learn with Computer Simulations

2010 ◽  
pp. 485-504 ◽  
Author(s):  
Douglas L. Holton
Keyword(s):  
Learning Environment ◽  
Educational Research ◽  
Computer Simulations ◽  
Careful Consideration ◽  
Effective Learning ◽  
Learner Centered ◽  
How People Learn ◽  
And Training

Using the four lenses of the How People Learn (HPL) framework, this chapter reviews research on the use of computer simulations for pedagogical purposes. Deciding when and how to support effective learning with simulations requires careful consideration of learner-centered, assessment-centered, knowledge-centered, and community-centered issues. By reviewing educational research on simulations from these four perspectives, one may then be better equipped to incorporate simulations into instruction and training in a manner that can align and balance all four perspectives, resulting in a more effective learning environment.

Preparing students to participate in an active learning environment.

1996 ◽  
Vol 270 (6) ◽  
pp. S69 ◽  
Author(s):  
H I Modell
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Mental Models ◽  
Personal Experience ◽  
Formal Models ◽  
Passive Learning ◽  
Learner Centered ◽  
School Career ◽  
Traditional Roles

Most students have spent the majority of their school career in passive learning environments in which faculty were disseminators of information, and students were required to memorize information or use specified algorithms to "solve problems." In an active learning environment, students are encouraged to engage in the process of building and testing their own mental models from information that they are acquiring. In such a learner-centered environment, faculty become facilitators of learning, and students become active participants, engaging in a dialogue with their colleagues and with the instructor. To create a successful active learning environment, both faculty and students must make adjustments to what has been their respective "traditional" roles in the classroom. For the instructor who is committed to promoting active learning, the challenge lies in helping students understand the necessity of becoming active colleagues in learning. This process can be facilitated if the curriculum includes exercises to direct students' attention to a number of issues that impact their learning. This paper describes four such exercises designed to help students form appropriate course expectations, recognize the need for seeking clarification when communicating, recognize the role of personal experience in building mental models, and become familiar with study aids for building formal models.

scholarly journals Active Learning Multi-Strategies

2020 ◽  
Vol 10 (1) ◽  
pp. 87-94
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Cross Sectional ◽  
First Semester ◽  
Effective Learning ◽  
Multiple Strategies ◽  
Self Study ◽  
Cross Sectional Design

The competitive educational environment and globalization promote the adoption of multiple strategies that instill effective learning. Embracing different learning strategies helps keep the students focused and engaged. Not only this, but it also helps to evaluate the grey areas in their learning. The active learning improves student’s engagement and helps develop a conducive learning environment. Given this, the study investigates the effectiveness of active learning in computer science (CS) students. Primarily, it illustrates the active learning multi-strategies and how they positively contribute to the learning environment. A cross sectional design is used following a quantitative approach. The data is gathered from 74 students through a survey using a close-ended questionnaire. These students were enrolled in two different semesters, which was then statistically analyzed. Results showed that self-study improved the students learning outcomes by 77% for first semester students and by 78% for second-semester students. Effectiveness of peer review was 72% and 70%, while for clickers, it was 62% and 63%, respectively. The use of multi-strategies is instrumental in improving students learning. Such as, it helps increase learners’ knowledge, confidence, and constructive interaction in the classroom setting.

scholarly journals Active Tasks to Change the Use of Class Time within an Outcomes Based Approach to Curriculum Design

2009 ◽  
Vol 6 (1) ◽  
pp. 33-45
Author(s):  
Diane Salter ◽  
◽  
Marco Y.C. Pang ◽  
Piyush Sharma ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Active Learning ◽  
Curriculum Design ◽  
Course Design ◽  
Development Program ◽  
Traditional Lecture ◽  
Class Time ◽  
Learning Tasks

This paper describes how new roles for instructors and learners can be integrated into course design and delivery by rethinking course design as part of a process-based staff development program. The goal of incorporating online learning tasks was to engage students with course resources prior to class time through active learning. The staff development program guided faculty to consider ways to ‘rethink’ the use of student and teacher time to engage students in learning tasks to prepare for class time. In this way, students were able to use class time for active discussion rather than listening to a traditional lecture in the classroom. This paper reports on the overall results of this project and provides specific suggestions on how teachers can consider technology options within an outcomes-based approach to curriculum design.

Flipping a Class: Active Learning and More of It

2015 ◽  
Vol 9 (2) ◽  
pp. 79-90 ◽  
Author(s):  
Angela Lumpkin ◽  
Rebecca M. Achen
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Convincing Evidence ◽  
Learning Activities ◽  
Course Evaluations ◽  
Research Approach ◽  
Class Time ◽  
Learner Centered ◽  
Action Research Approach ◽  
Sport Finance

Despite what many claim, just because there is teaching does not mean there is learning. Clear and convincing evidence supports changing the instructional paradigm to a learner-centered classroom. Flipping a class shifts the delivery, often through technologically presented lectures, to free class time for student participation in a plethora of learning activities, such as think-pair-share and discussions, leading to student perceptions of greater learning and more enjoyment. In an action research approach with one class, 72% of juniors and seniors in an undergraduate sport finance and economics class reported out-of-class lectures often positively impacted their learning, and the remaining 28% responded these lectures did sometimes. End-of-course evaluations and surveys were overwhelmingly positive about class engagement, interaction, and enjoyment.

scholarly journals Higher education lectures: From passive to active learning via imagery?

2017 ◽  
Vol 20 (1) ◽  
pp. 63-77 ◽  
Author(s):  
David Roberts
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environment ◽  
Visual Processing ◽  
Social Needs ◽  
Visual Aids ◽  
Marshall Mcluhan ◽  
Traditional Lecture ◽  
Passive Learning ◽  
Education Experience

An important contemporary challenge to the large-group lecture in higher education is that it encourages passive learning which is claimed to be out of sync with academic rhetoric and social needs. Attempts to change this practice have salvaged some aspects of the higher education experience for students, but they have not transformed the learning environment that is the most usual one, that is, one characterized by lectures, into an arena of active learning. This article tests recent multimedia learning propositions which claim that using certain images dislocates pedagogically harmful excesses of text, reducing cognitive overloading and exploiting underused visual processing capacities. The experiments yielded unpredicted results, which indicates that the use of certain images can also prompt students to become active co-producers of knowledge. This is not about visual aids, where images are a side-bar to a traditional lecture. This is about images as the medium through which active learning is energized. Marshall McLuhan famously remarked that ‘the medium is the message’. But for this article, the message is the medium.

scholarly journals Coming to Grips with Bologna: Change and Student Empowerment in Transforming Classes into an Effective Learning Environment

2021 ◽  
Vol 13 (3) ◽  
pp. 43
Author(s):  
Paz Kindelan
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Education Reform ◽  
Student Attitudes ◽  
Real Life ◽  
Academic Culture ◽  
Higher Education Reform ◽  
Student Empowerment ◽  
The European Union ◽  
Effective Learning

With the advent of the Bologna Process to develop higher education in the European Union, university teachers and students have gone through a process of change. This change required an adjustment to the demands of higher education reform governed by European convergence. However, the resulting transformations in pedagogical practice have ostensibly affected not only teacher-student attitudes and relationships but also the academic culture. Within the new educational paradigm, the shift to a student-centered pedagogy has meant the empowering of individual students providing them with the opportunity to direct their own learning. However, the issue now is how to address and exercise student empowerment in the real-life class. This study is an investigation into the role of teachers to strike a balance between the forces pushing them to adapt to the new pedagogical framework and the need to improve student self-reliance and ownership of learning. It concludes by reaffirming the advantages of applying an empowerment-based approach, already recognized by current research, that enhances teacher and students relations in an effective learning environment.

scholarly journals Enhancing Students Learning:Instant Feedback Cards

2014 ◽  
Vol 8 (1) ◽  
pp. 63-70 ◽  
Author(s):  
Lawrence C. Mohrweis ◽  
Kathe M. Shinham
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Multiple Choice ◽  
Learning Approach ◽  
Immediate Feedback ◽  
Traditional Lecture

This study illustrates an active learning approach using instant feedback cards in the first course in accounting. The objectives of this study are to (1) describe instant feedback cards and (2) show how this tool, when used in an active learning environment, can enhance learning. We examined whether students exposed to immediate feedback scratch-off cards in an active learning environment would perform better on subsequent objective exams than students in a traditional lecture review setting. Students enjoyed the active learning aspect of working in groups, debating answers, and then using the scratch-off cards to select the correct multiple-choice responses. Scratch-off cards are a tool that educators may find very useful to enhance their lectures and add a component of active learning into their courses.

Enhancing Active Learning Pedagogy through Online Collaborative Learning

2016 ◽  
pp. 2126-2149
Author(s):  
E. Muuro Maina ◽  
Peter W. Wagacha ◽  
Robert Oboko
Keyword(s):  
Active Learning ◽  
Collaborative Learning ◽  
Flipped Classroom ◽  
Learning Theories ◽  
Online Collaborative Learning ◽  
Class Time ◽  
Video Lectures ◽  
Learner Centered ◽  
Flipped Classrooms ◽  
Teaching Pedagogies

Learner-centered learning theories such as active learning and collaborative learning are highly supported by Web 2.0 technologies and they are augmenting traditional teacher-centered approaches. New teaching pedagogies such as flipped classroom have also embraced the use of collaborative learning where students engage in group-based activities during class time and they embark on asynchronous video lectures after the classroom. However, there is little research on how flipped classrooms can support online collaborative learning. In order to improve online collaborative learning and enhance active learning, this chapter provides some literature review on collaborative learning as well as the critical aspects for online collaborative learning. This chapter also discusses how online collaborative learning can be integrated in a flipped classroom. To that end, the authors recommend further research on how specific online collaboration tools can be applied in flipped classroom.

Enhancing Active Learning Pedagogy through Online Collaborative Learning

2016 ◽  
pp. 232-254 ◽  
Author(s):  
E. Muuro Maina ◽  
Peter W. Wagacha ◽  
Robert Oboko
Keyword(s):  
Active Learning ◽  
Collaborative Learning ◽  
Flipped Classroom ◽  
Learning Theories ◽  
Online Collaborative Learning ◽  
Class Time ◽  
Video Lectures ◽  
Learner Centered ◽  
Flipped Classrooms ◽  
Teaching Pedagogies

Learner-centered learning theories such as active learning and collaborative learning are highly supported by Web 2.0 technologies and they are augmenting traditional teacher-centered approaches. New teaching pedagogies such as flipped classroom have also embraced the use of collaborative learning where students engage in group-based activities during class time and they embark on asynchronous video lectures after the classroom. However, there is little research on how flipped classrooms can support online collaborative learning. In order to improve online collaborative learning and enhance active learning, this chapter provides some literature review on collaborative learning as well as the critical aspects for online collaborative learning. This chapter also discusses how online collaborative learning can be integrated in a flipped classroom. To that end, the authors recommend further research on how specific online collaboration tools can be applied in flipped classroom.

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