scholarly journals Successful Application of Active Learning Techniques to Introductory Microbiology

2001 ◽  
Vol 2 (1) ◽  
pp. 5-11
Author(s):  
ELIZABETH A. HOFFMAN
Keyword(s):  
Nursing Students ◽  
Active Learning ◽  
Effective Means ◽  
Success Rates ◽  
Group Discussions ◽  
Student Knowledge ◽  
Traditional Lecture ◽  
Learning Techniques ◽  
Course Material ◽  
Methods Of Learning

While the traditional lecture format may be a successful way to teach microbiology to both medical and nursing students, it was not an effective means of learning for many prenursing and preprofessional students enrolled in either of the introductory microbiology courses at Ashland Community College, an open enrollment institution. The structure of both Medical Microbiology and Principles of Microbiology was redesigned to allow students to address the material in an active manner. Daily quizzes, student group discussions, scrapbooks, lab project presentations and papers, and extra credit projects were all added in order to allow students maximum exposure to the course material in a manner compatible with various methods of learning. Student knowledge, course evaluations, and student success rates have all improved with the active learning format.

Blended Learning & the Redesign of Psyc 100

2016 ◽  
Author(s):  
Bawks Jordan ◽  
Sammy Boggs
Keyword(s):  
Undergraduate Students ◽  
Conceptual Understanding ◽  
Group Learning ◽  
Active Role ◽  
Small Group Learning ◽  
Group Discussions ◽  
Student Centered ◽  
Traditional Lecture ◽  
Learning Labs ◽  
Course Material

A great deal of research has shown that lectures with large class sizes struggle to promote active learning resulting in poor knowledge acquisition and retention as well as limited conceptual understanding. Based on the benefits observed for blending learning models and small group learning in the literature, Introductory Psychology (Psyc 100) at Queen’s has recently undergone a massive redesign with the goal of improving the student experience.The structure of Psyc 100 has been changed from 3 hours of traditional lecture a week to 1 hour of lecture, 1 hour of online learning, and 1 hour of learning lab per week. The goal of this redesign is to increase student engagement through learning labs, grant more freedom to pursue the course material via interactive online tasks, and delve deeper into exciting and relevant topics with more in-depth lectures.The labs are specially designed with a student-centered approach that helps learners to engage with fellow students and the material through group discussions, quizzes, games, and debates. Upper year students majoring in Psychology comprise approximately 2/3 of the tutorial facilitators for these labs, which provide undergraduate students with an important opportunity to take a more active role in the Psychology department and develop a love for teaching.We will present the research behind this redesign, demonstrate how it has been incorporated into the new Psyc 100 curriculum, and share our experiences as student facilitators through the ongoing refinement of the course.

scholarly journals Student attitudes toward group discussions

2017 ◽  
Vol 21 (2) ◽  
pp. 154-164 ◽  
Author(s):  
Virginia Clinton ◽  
Alison E Kelly
Keyword(s):  
Active Learning ◽  
Student Attitudes ◽  
Group Discussion ◽  
Pedagogical Practice ◽  
Group Discussions ◽  
Learning Techniques ◽  
Essay Question ◽  
Benefits And Costs

Student attitudes toward active learning techniques, such as group discussion, are often negative. The purpose of this study was to determine if an intervention informing students of the usefulness of group discussions affects their attitudes on group discussions. Students were randomly assigned to view a video and answer an essay question either on the value of group discussions (treatment) or on how group discussions were graded (control). Students in the treatment indicated group discussions as more useful as students in the control. Importantly, there were no differences in attitudes prior to the intervention. In addition, students reported their perceptions of the value (benefits) and costs (disadvantages) of group discussions in open-ended items. Findings are informative for pedagogical practice as well as designing future interventions.

scholarly journals Implementing a Graphic Organizer Active Learning Exercise with an Interactive Lesson Template

2020 ◽  
Vol 11 (2) ◽  
pp. 16
Author(s):  
Adam Welch ◽  
Michele Williams
Keyword(s):  
Active Learning ◽  
Systematic Approach ◽  
Graphic Organizers ◽  
Pharmacy Students ◽  
Graphic Organizer ◽  
First Year ◽  
Traditional Lecture ◽  
Article Type ◽  
Course Material ◽  
Organizer Activity

Objective: To describe a systematic approach to active learning using a lesson template with a graphic organizer activity. Innovation: The authors describe a tool that can be used to incorporate a graphic organizer activity into a traditional lecture class to promote active learning. This interactive template offers a step-by-step process to plan and implement a graphic organizer activity. The graphic organizer was used in a contact dermatitis lecture as part of a Nonprescription Medicines course for first year pharmacy students. Critical Analysis: A survey of students immediately after the activity identified that students agreed they were interested in the activity, were engaged with the activity, and perceived an understanding of the course material. An instructor reflection revealed that students were excited and identified some instructor challenges to executing the activity. Next Steps: Instructors interested in using graphic organizers in lectures can refer to this approach for guidance.  In addition to a graphic organizer, the structure of this template can be applied to different active learning activities, thus creating consistency in delivering active learning.   Article Type: Note

scholarly journals METODOLOGIAS ATIVAS DE APRENDIZAGEM: uma experiência de qualidade no ensino superior de Administração

2017 ◽  
Vol 9 (3) ◽  
pp. 251
Author(s):  
André Gobbo ◽  
Bernadette Beber ◽  
Simoni Urnau Bonfiglio
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Teaching And Learning ◽  
Education Administration ◽  
Educación Superior ◽  
Educacion Superior ◽  
Learning Techniques ◽  
Methods Of Learning ◽  
Education In Brazil

A educação pós-moderna requer a inovação das técnicas de ensinoaprendizagem. Nesta seara é que surgem as metodologias ativas de aprendizagem, as quais podem ser colocadas a serviço da garantia da qualidade do ensino da Administração. A metodologia ativa se baseia no formato de que o aluno ao utilizar ‘experiências reais ou simuladas’ tem capacidade de solucionar problemas advindos de atividades essenciais que se encontra inserido. Neste artigo se relatam duas estratégias que podem ser usadas pelos professores do ensino superior para promoção de atividades em ambientes de aprendizagem ativa, em sala de aula e fora dela. O presente estudo tem abordagem qualitativa e quanto aos seus objetivos se caracteriza como exploratória-descritiva; já quanto aos procedimentos técnicos se configura como bibliográfica e documental e a interpretação dos resultados, como análise de discurso interpretativo. Espera-se que ele seja a oportunidade para a discussão de novos rumos a serem dados ao ensino superior brasileiro que, conforme estudado, cada vez mais está forçado a garantir a plena qualidade do ensino que se dispõe a oferecer.Palavras-chave: Metodologias ativas de aprendizagem. Ensino superior. Administração. Portfólio. Ação comunitária.ACTIVE METHODS OF LEARNING: a quality experience in higher education of AdministrationABSTRACT Postmodern education requires innovation in teaching and learning techniques. It is in such areas that the active learning methodologies come to light. These methodologies can be used to ensure the quality of teaching of Administration. The active methodology is based on the fact that the student has the ability to solve problems resulted from essential activities in the context where it is inserted when they use “real or simulated experiences”. In this paper we report two strategies that can be used by teachers in higher education for the promotion of activities in active learning environments, both in the classrooms and outside them. This study has a qualitative approach and its objectives can be characterized as exploratory-descriptive; the technical procedures are classified as bibliographic and documentary and the results interpretation is described as an interpretative discourse analysis. It is hoped that it will be an opportunity for discussion of new directions to be given to higher education in Brazil, which has accordingly to studies been increasingly forced to ensure full quality of education.Keywords: Active learning methodologies. Higher education. Administration. Portfolio. Community action.MÉTODOS DE APRENDIZAJE ACTIVO: una experiencia de calidad en la educación superior de AdministraciónRESUMENLa educación posmoderna requiere innovación en las técnicas de enseñanza y aprendizaje. En este campo se está convirtiendo metodologías de aprendizaje activo, que se pueden colocar al servicio de garantía de calidad de la enseñanza de administración. La metodología activa se basa en el formato de la estudiante a usar ‘experiencias reales o simuladas’ tiene la capacidad de resolver los problemas derivados de las actividades principales que se inserta. En este artículo se presentan dos estrategias que pueden ser utilizadas por los docentes en la educación superior para la promoción de la actividad en ambientes de aprendizaje activo en el aula y fuera de ella. Este estudio es un enfoque cualitativo y en cuanto a sus objetivos se caracteriza por ser exploratorio y descriptivo; Ya en los procedimientos técnicos se configura como la literatura y documentos y la interpretación de los resultados, como el análisis del discurso interpretativo. Se prevé que será la oportunidad de discutir nuevas direcciones que deben adoptarse para la educación superior de Brasil, como estudiado, está cada vez más forzada a garantizar la plena calidad de la enseñanza que está dispuesto a ofrecer.Palabras clave: Metodologías de aprendizaje activo. Educación

Student Attitudes toward Active Learning vs. Lecture in Cell Biology Instruction

2018 ◽  
Vol 80 (8) ◽  
pp. 584-591 ◽  
Author(s):  
Jennifer Brigati
Keyword(s):  
Active Learning ◽  
Cell Biology ◽  
Student Attitudes ◽  
Negative Attitudes ◽  
Traditional Lecture ◽  
College Biology ◽  
Learning Practices ◽  
Positive Attitudes ◽  
Learning Techniques ◽  
Biology Instruction

Active learning increases performance in STEM courses, but many instructors are hesitant to adopt active-learning practices because they are afraid students will have negative attitudes toward them. It was hypothesized that students whose first college biology experience was in a course that used active learning would have more positive attitudes toward active learning than students who initially experienced a traditional lecture-based course. Students in an introductory Cell Biology course were queried regarding their attitudes toward active-learning practices used in the class. Responses to a Likert-scale survey indicated that students had positive attitudes toward active learning, and an analysis of variance indicated that there were no significant differences between the attitudes of students who had previously taken a lecture-based biology course at the same institution, students who had previously taken a biology course at another institution, and students who were enrolled in Cell Biology as their first college biology experience (n = 52, P = 0.530). Students strongly favored active-learning techniques over passive techniques but were less convinced of their learning benefits. Experienced students indicated that they preferred the teaching methods used in Cell Biology over the techniques used in their prior biology course. The results indicate that in the context of a small classroom setting, most students have positive attitudes toward active learning regardless of their prior biology lecture experiences.

Values, Compassion, and the Role of Active Learning in an Introduction to Sociology Class

2021 ◽  
pp. 0092055X2110172
Author(s):  
Angela M. Adkins
Keyword(s):  
Active Learning ◽  
Survey Design ◽  
College Level ◽  
Learning Techniques ◽  
Quasi Experimental ◽  
Prior Literature ◽  
Course Material ◽  
Self Transcendence ◽  
The Relationship

Prior literature suggests that self-transcendence (other-oriented) values may be a primary mechanism for moving beyond transitory feelings of empathy toward a compassionate orientation to addressing structural injustice. Active learning techniques in the classroom may then offer a fruitful platform for students to engage in the critical reflection connected to both values and compassion. This study uses a quasi-experimental pretest/posttest survey design to investigate the relationship among values, compassion, and active learning in a college-level Introduction to Sociology course. Student interviews conducted after semester completion are also used to explore the extent to which effects may persist beyond the conclusion of a course. Analyses suggest that exposure to active learning exercises as part of sociology course material results in a measurable shift toward self-transcendence and an increase in compassionate orientation, and values partially mediate this effect.

Effectiveness of Evidence-Based Active Learning Pedagogies in Engineering Technology Courses

2018 ◽  
Author(s):  
Mohsen Ayoobi ◽  
Mukasa Ssemakula ◽  
Ana Djuric
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Deep Level ◽  
Evidence Based ◽  
Specific Class ◽  
Success Rates ◽  
Engineering Technology ◽  
Wayne State University ◽  
Learning Techniques ◽  
Minimum Requirements

It is shown in the literature that in the traditional lecture teaching mode, students are mostly passive and do not actively engage in the learning process. Not being engaged in the learning process, students are more likely to lose interest in the material and less likely to comprehend material at a deep level. Consequently, students in traditional lecturing are more prone to simply target meeting the minimum requirements to pass a course. In contrast, active-learning pedagogies have been designed such that students are given the opportunity to engage in the learning process as active participants in the classroom. This promotes better comprehension of the concepts involved. At Wayne State University, statistics on students’ performance indicate that many students entering the Engineering Technology programs either drop or fail to pass courses with a C or better, with success rates being as low as 59% for some courses. To address this issue, the authors have adopted evidence-based active learning techniques in selected courses in the Mechanical Engineering Technology program. The Statics, Dynamics, and Applied Thermodynamics courses were targeted for this initial effort. Statics is a gateway course foundational to the rest of the program, Dynamics is taken right after Statics, and Thermodynamics is one of the most challenging senior level courses. These courses will serve as avenues for measuring the effectiveness (or otherwise) of using active learning techniques in engineering technology education. More specifically, the authors have adopted the following evidence-based techniques: in-class experiments, just-in-time teaching, team quizzes, and students as teachers. This paper describes the specific class activities that were undertaken when implementing the different techniques. The effectiveness of these techniques was measured using students’ persistence in the target courses and the final grades. In addition, standardized concept inventory tests were administered at the beginning and the end of the semester as another measure of the effectiveness of this implementation. Preliminary findings from this study indicate that this project has successfully fostered students’ interest, persistence, and performance.

scholarly journals Is Peer Interaction Necessary for Optimal Active Learning?

2014 ◽  
Vol 13 (2) ◽  
pp. 243-252 ◽  
Author(s):  
Debra L. Linton ◽  
Jan Keith Farmer ◽  
Ernie Peterson
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Instructional Materials ◽  
Cooperative Groups ◽  
Traditional Lecture ◽  
Group Processing ◽  
Learning Techniques ◽  
Meta Analyses ◽  
Learning Interventions ◽  
Optimal Implementation

Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises.

scholarly journals Supporting Active Learning Through Team Based Problem Solving and Simulation in an Integrated Biomedical Engineering Course

2019 ◽  
Author(s):  
Negar M. Harandi ◽  
Carol P. Jaeger ◽  
Philip D. Loewen
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Traditional Lecture ◽  
University Of British Columbia ◽  
Vector Calculus ◽  
Learning Techniques ◽  
Course Outcomes ◽  
The University

In this paper the planning, implementation, and analysis of active learning techniques introduced into a new integrated course designed for second-year Biomedical Engineering students at the University of British Columbia are presented. The course included foundation material on circuit analysis, electromagnetics, and vector calculus. The course was delivered using a blended learning format, incorporating video content, traditional lecture time, and team based in-class problem solving. In general the problem solving activities were well received, but several adjustments were necessary during the term to optimize the effectiveness of the team-based activities. Student feedback and course outcomes are presented and discussed in the paper.  

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