scholarly journals Modifying the ASPECT Survey to Support the Validity of Student Perception Data from Different Active Learning Environments

2021 ◽  
Author(s):  
Nicole Naibert ◽  
Erin E. Shortlidge ◽  
Jack Barbera
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Perceptions ◽  
Learning Environments ◽  
Student Perception ◽  
Performance Outcomes ◽  
Learning Activities ◽  
Valuable Insight ◽  
Subsequent Performance ◽  
Insight Into

Measuring a student’s perception of active learning activities may provide valuable insight into their engagement and subsequent performance outcomes. A recently published measure, the Assessing Student Engagement in Class Tool (ASPECT), was developed to assess student perceptions of various active learning environments.

scholarly journals Active Learning: Subtypes, Intra-Exam Comparison, and Student Survey in an Undergraduate Biology Course

2020 ◽  
Vol 10 (7) ◽  
pp. 185
Author(s):  
Kristen M. McGreevy ◽  
Frank C. Church
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Student Perception ◽  
Positive Trend ◽  
Student Survey ◽  
Learning Methods ◽  
Undergraduate Biology ◽  
Student Comprehension ◽  
Course Material

Active learning improves undergraduate STEM course comprehension; however, student comprehension using different active learning methods and student perception of active learning have not been fully explored. We analyze ten semesters (six years) of an undergraduate biology course (honors and non-honors sections) to understand student comprehension and student satisfaction using a variety of active learning methods. First, we describe and introduce active learning subtypes. Second, we explore the efficacy of active learning subtypes. Third, we compare student comprehension between course material taught with active learning or lecturing within a course. Finally, we determine student satisfaction with active learning using a survey. We divide active learning into five subtypes based on established learning taxonomies and student engagement. We explore subtype comprehension efficacy (median % correct) compared to lecture learning (median 92% correct): Recognition (100%), Reflective (100%), Exchanging (94.1%), Constructive (93.8%), and Analytical (93.3%). A bivariate random intercept model adjusted by honors shows improved exam performance in subsequent exams and better course material comprehension when taught using active learning compared to lecture learning (2.2% versus 1.2%). The student survey reveals a positive trend over six years of teaching in the Perceived Individual Utility component of active learning (tau = 0.21, p = 0.014), but not for the other components (General Theoretical Utility, and Team Situation). We apply our findings to the COVID-19 pandemic and suggest active learning adaptations for newly modified online courses. Overall, our results suggest active learning subtypes may be useful for differentiating student comprehension, provide additional evidence that active learning is more beneficial to student comprehension, and show that student perceptions of active learning are positively changing.

scholarly journals Students Perceptions in Online Class Learning During the Covid-19 Pandemic

2020 ◽  
Vol 3 (3) ◽  
pp. 83-95
Author(s):  
Dewi Surani ◽  
Hamidah Hamidah
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Student Perception ◽  
Learning Objectives ◽  
Descriptive Statistics ◽  
Survey Method ◽  
Online Class ◽  
Insight Into

The article was to determine student perceptions in online learning. This research was conducted by survey method by giving questionnaires to 239 active students of Bina Bangsa University. Quantitative data were analyzed by descriptive statistics and qualitative data from open-ended questions to gain insight into student perceptions. The analysis shows that 80% of students are willing to take part in online learning, 62% of students claim online learning provides benefits, and 32% of students have difficulty understanding the material. In conclusion, the perception of students in online learning is relatively good with several obstacles that require improvement. So it is recommended that online learning should be planned, implemented, and evaluated in order to minimize problems and maximize the achievement of learning objectives An abstract should explain a brief, comprehensive summary of article contents; it allows readers to survey. Keywords:  Student Perception, Online Learning, Covid-19 Pandemic

scholarly journals Student perceptions on using cell phones as learning tools

2020 ◽  
Vol 4 (1) ◽  
pp. 25-43
Author(s):  
Tashfeen Ahmad
Keyword(s):  
Student Perceptions ◽  
Mobile Technology ◽  
Cell Phones ◽  
Student Perception ◽  
Education Institution ◽  
Learning Activities ◽  
Learning Tools ◽  
Content Type ◽  
Mobile Phone Technology ◽  
Technology In Learning

Purpose This paper aims to examine students’ perception, views and opinions about the usage of mobile phones in an educational setting in a higher education institution located in Jamaica. The results of these findings were used to gain insights and to assist education policymakers in adopting most suitable approaches to integrating mobile technology in learning. Design/methodology/approach A survey approach was used for this study. A total of 145 students participated in the study using structured questionnaire design containing 14 questions. Findings The results indicated an overall positive student perception toward cell phones usage as a learning tool and integrating cell phones into learning activities. Students were keen on its usage as a social connectivity and collaborative tool, which they can use for flexible and personalized learning activities. Originality/value Less research has been done in Caribbean and developing countries in analyzing student perception toward using cell phones for learning purposes. This research provides insights in developing policies to assist with the integration of mobile phone technology in learning and how institutions can respond to the advent of advancing mobile technology.

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 Active learning activities

2021 ◽  
Author(s):  
Lenita Brodin Berggren ◽  
Ika Jorum
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Intelligent Systems ◽  
Computer Game ◽  
Learning Activities ◽  
Learning Activity ◽  
First Year ◽  
University Courses ◽  
Learn By Doing ◽  
Live Action

First year architecture students are introduced to the library by taking part in an “Escape Room” activity in the KTH library. The aim of this initiative is to introduce the students to the library space and the library ́s resources in an interactive and playful way and to enable them to learn and reflect upon their learning within the frame of an active learning activity.1 Another objective with this active learning introduction is to engage students in a collaborative peer-to-peer learning activity that gives them opportunities to share knowledge and solve problems together. In this presentation, we will talk about the introduction in more detail and discuss the benefits of the live-action method as well as share results and improvements. “Escape room” is a live-action game, developed from a computer game. Gamification is a new trend in education to support cooperation, learn by “doing” and develop new knowledge through a more playful way.2 During the workshop, the students worked in groups, which gave them the opportunity to socialize and learn from each other while solving the tasks on time.The results of the students’ assessment after the game indicates that the students enjoyed the game, the teamwork, the competition and the creativity of the introduction compared to a lecture. They also found it a pedagogical way of learning about the library’s resources. During the workshop,the librarians had the opportunity to adjust instructions that were not clear enough. These adjustments effected the comments in the last group where some answers indicated a wish for more difficult clues.   1Brian Detlor et. al., “Student perceptions of information literacy instruction: The importance of active learnings”, Education for Information29 (2012), DOI 10.3233/EFI-2012-0924, 147-161 2Cassano, Fabio, Antonio Piccinno, Teresa Roselli, and Veronica Rossano. “Gamification and Learning Analytics to Improve Engagement in University Courses”,Advances in Intelligent Systems and Computing804 (2019),156-63

scholarly journals Hidden Identities Shape Student Perceptions of Active Learning Environments

2019 ◽  
Vol 4 ◽  
Author(s):  
Jeremiah A. Henning ◽  
Cissy J. Ballen ◽  
Sergio A. Molina ◽  
Sehoya Cotner
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Learning Environments

scholarly journals Web 2.0 Tools in Classroom: Enhancing Student Engagement through Technology Enabled Active Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 41-55
Author(s):  
Ibrahim Adam
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Low Complexity ◽  
Learning Activities ◽  
Learning Needs ◽  
Pedagogical Strategies ◽  
Web 2.0 Tools ◽  
Student Centred Learning

The essentiality of teaching is to make student learning possible. This can be achieved by ensuring student engagement during lessons. Due to the paradigm shift in learning towards student-centred learning, pedagogical strategies need to be adopted to create a learning environment where students can be active learners. Hence, 21st century teachers are expected to be capable of enhancing active learning. As current learners accept technology; adapts to it, uses it to complete tasks in new and creative ways, pedagogical strategies such as active learning needs to be implemented in a technology enabled learning environment. This paper looks into the two cycles of action research, conducted to improve student engagement by creating learning activities using Web 2.0 tools to promote active learning among students, which in turn would enhance their engagement within the class. The purpose of the first cycle was to design learning activities using web 2.0 tools and evaluate these activities on the levels of active learning. Evaluators agree that each activity promotes active learning with a combination of low complexity, medium complexity and high complexity levels. The purpose of the second cycle was to measure the levels of student engagement when the learning activities were implemented within the classroom. Results suggest that they were highly engaged with performance of the highest level.

scholarly journals More than Chalkboards: Classroom Spaces and Collaborative Learning Attitudes

2019 ◽  
Author(s):  
Virginia Clinton
Keyword(s):  
Active Learning ◽  
Collaborative Learning ◽  
Student Perceptions ◽  
Learning Environments ◽  
Peer Interaction ◽  
Perceived Value ◽  
Learning Spaces ◽  
Traditional Lecture ◽  
Learning Attitudes ◽  
Aviation Students

The well-known benefits of collaborative learning have prompted the development of active learning classrooms that are designed to facilitate peer interaction. Given the expense of designing active learning classrooms, examining student perceptions of these learning spaces is critical. Furthermore, it is not well understood how the type of classroom (active learning or traditional lecture) relates to students’ perceptions of collaborative learning. In this study, aviation students (N = 46) were enrolled in the same course taught in the same active-learning manner by the same professor with one section taught in an active-learning classroom and one taught in a traditional lecture classroom. Results indicated that students perceived the active-learning classroom as much better suited to collaborative learning than the traditional lecture classroom. In addition, students in the active-learning classroom reported higher-levels of perceived value of collaborative learning, both in terms of enjoyment and usefulness, than did students in the traditional lecture classroom. Implications for designing learning environments and promoting the value of active learning to students are discussed.

scholarly journals Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19

2021 ◽  
Vol 11 (9) ◽  
pp. 540
Author(s):  
Andrea Catalina Ladino Nocua ◽  
Joan Paola Cruz Gonzalez ◽  
Ivonne Angelica Castiblanco Jimenez ◽  
Juan Sebastian Gomez Acevedo ◽  
Federica Marcolin ◽  
...  
Keyword(s):  
Heart Rate ◽  
Distance Learning ◽  
Student Engagement ◽  
Active Learning ◽  
Cognitive Engagement ◽  
Learning Activities ◽  
Self Report ◽  
Learning Activity ◽  
Rate Data ◽  
Heart Rate Data

Student engagement allows educational institutions to make better decisions regarding teaching methodologies, methods for evaluating the quality of education, and ways to provide timely feedback. Due to the COVID-19 pandemic, identifying cognitive student engagement in distance learning has been a challenge in higher education institutions. In this study, we implemented a non-self-report method assessing students’ heart rate data to identify the cognitive engagement during active learning activities. Additionally, as a supplementary tool, we applied a previously validated self-report method. This study was performed in distance learning lessons on a group of university students in Bogota, Colombia. After data analysis, we validated five hypotheses and compared the results from both methods. The results confirmed that the heart rate assessment had a statistically significant difference with respect to the baseline during active learning activities, and this variance could be positive or negative. In addition, the results show that if students are previously advised that they will have to develop an a new task after a passive learning activity (such as a video projection), their heart rate will tend to increase and consequently, their cognitive engagement will also increase. We expect this study to provide input for future research assessing student cognitive engagement using physiological parameters as a tool.

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