A Qualitative Study of Group Work and Participation Dynamics in a CS2 Active Learning Environment

2021 ◽  
Author(s):  
Rutwa Engineer ◽  
Ayesha Naeem Syeda ◽  
Bogdan Simion
Keyword(s):  
Active Learning ◽  
Qualitative Study ◽  
Learning Environment ◽  
Group Work

scholarly journals Active learning: let’s make them a song

2018 ◽  
Vol 13 (3) ◽  
pp. 288-298
Author(s):  
Cavide Demirci ◽  
Erhan Yavaslar
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Group Work ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Effective Communication ◽  
First Century ◽  
Learning Group ◽  
Learning Responsibility ◽  
Active Learning Strategy

Active learning strategy has an important role in helping students gain twenty-first-century skills such as creativity, collaboration, responsibility and effective communication. By being more active and free in classrooms, students take their own learning responsibility. In this study, we wanted to see the active learning strategy through students’ eyes. Thus, we asked for their views after the completion of the activity. Consequently, students stated they had a lot of fun, felt happy and proud. They also indicated that they developed their imagination and creativity. They also found the opportunity to practice speaking English and discovered how to reach a consensus as a group. In sum, the activity we adopted active learnin strategy provided them a better learning environment. Keywords: Active learning, group work, creative thinking

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

THE NATURE-BASED SOCIAL-EMOTIONAL APPROACH AND SCIENCE EDUCATION FOR ELEMENTARY SCHOOL CHILD: A NECESSARY RELATION

2021 ◽  
Vol 12 (1) ◽  
pp. 60-66
Author(s):  
Svetlana Angelova ◽  
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Learning Environment ◽  
Primary School ◽  
School Child ◽  
Added Value ◽  
Elementary School Child ◽  
Modern Vision ◽  
Primary School Age ◽  
Emotional Approach

The article presents the Nature-based socio-emotional approach and science education for primary school child as a necessary relation on two levels. At the conceptual level the approach is analysed through the prism of the cumulative effects of nature and society to the cognitive and socio-emotional development of the child’s personality: in primary school age cognitive and emotional-volitional mental processes are socially predetermined and have the essence of a result. At the applied level, the Nature-based socio-emotional approach is analysed through active learning in nature as an authentic learning environment – the focus is on the acquisition of knowledge, the formation of cognitive and socio-emotional skills to overcome consumer culture and sustainable development of nature. In this regard, the effects of active learning are viewed in sync with the learning environment, which collectively generate added value to learning and become a kind of „key“ to creating a modern vision of science education in primary school today .

scholarly journals Group Work in EFL Children‟s Classes: A Qualitative Study

2011 ◽  
Vol 1 (6) ◽  
Author(s):  
Reza Pishghadam ◽  
Mostafa Morady Moghaddam
Keyword(s):  
Qualitative Study ◽  
Group Work

scholarly journals A Case Study of Interactive Teaching in a Listening Session at a Language Institute

2019 ◽  
Vol 2 (1) ◽  
pp. 89-98
Author(s):  
Hilma Safitri
Keyword(s):  
Data Collection ◽  
Qualitative Study ◽  
Group Work ◽  
Classroom Interaction ◽  
Interaction Patterns ◽  
Listening Skills ◽  
Interactive Teaching ◽  
Pair Group ◽  
A Chain

Improving listening skills is one of urgent problems in education. Insufficiency of students’ linguistics and non-linguistics knowledge or background knowledge to comprehend ideas during listening could be solved by providing them with interactive tasks since to learn to listen is to learn to respond and to continue a chain of listening and responding. This study aims to uncover interactive teaching in a listening session at LBPP-LIA Kalimalang Jakarta. The subjects of the study were the students of Intermediate 3 together with their teacher. The object of the study were the aspects covered by classroom interaction: student-student and student-teacher interactions. Data collection consisted of audio-recording of the spoken exchange and note taking of all observed activities during the listening session.  As a qualitative study, the findings were described in terms of words. The result showed the teacher seemed to be aware that interactive tasks in pair/group work would benefit the students. The interaction patterns taken place among participants involved in a discussion reflected an interactive teaching. However, the teacher should have developed his roles. He needed to vary his techniques in maintaining the interaction, therefore, the students were motivated to volunteer information, comment, or questions.

Implementing an Active Learning Environment To Influence Students’ Motivation in Biochemistry

2016 ◽  
Vol 93 (6) ◽  
pp. 1020-1026 ◽  
Author(s):  
Camila Aparecida Tolentino Cicuto ◽  
Bayardo Baptista Torres
Keyword(s):  
Active Learning ◽  
Learning Environment
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