scholarly journals Lowering barriers to active learning: a novel approach for online instructional environments

2021 ◽  
Vol 45 (3) ◽  
pp. 547-553
Author(s):  
Ashley Rhodes
Keyword(s):  
Active Learning ◽  
High Speed ◽  
Learning Activities ◽  
Learning Activity ◽  
Specific Level ◽  
Student Comprehension ◽  
Novel Approach ◽  
Instructional Environments ◽  
Active Learning Method ◽  
And Mathematics

The value of active learning for increasing student comprehension and retention of science, technology, e,ngineering, and mathematics (STEM) concepts within undergraduate courses has proven to be beneficial many times over; however, barriers still exist for both instructors and students. For example, instructors are often left to decide what type of active learning activities to incorporate and how to implement them yet receive little to no formal training about how to do this effectively. Additionally, student resistance to active learning persists, which adds to the pressure faced by some instructors. Compounding these issues is the absence of high-speed Internet in some regions, which makes accessing active learning activities, many of which are offered through online commercial programs, impractical if not impossible for some students. This problem was highlighted during the pandemic when courses transitioned to being partially or fully online. In this article, I describe a novel active learning method that encourages students to cognitively engage with physiology concepts by using digital images to build structures and processes using an approach that is more accessible to everyone, regardless of Internet capabilities. This approach also provides instructors an option for creating their own active learning activity that may be more suitable for their specific level of students or learning outcomes.

scholarly journals Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

2018 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Renee M. McFee ◽  
Andrea S. Cupp ◽  
Jennifer R. Wood
Keyword(s):  
Veterinary Medicine ◽  
Active Learning ◽  
Student Performance ◽  
Student Attitudes ◽  
Learning Activities ◽  
Learning Activity ◽  
Hands On ◽  
Case Based Learning ◽  
Survey Responses ◽  
Case Based

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests ( P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest ( P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

scholarly journals 1311. Incorporating an “Escape Room” Game Design in Infectious Diseases Instruction

2018 ◽  
Vol 5 (suppl_1) ◽  
pp. S401-S401 ◽  
Author(s):  
Sarah Cotner ◽  
Kelly M Smith ◽  
Leah Simpson ◽  
David S Burgess ◽  
Jeffrey Cain
Keyword(s):  
Active Learning ◽  
Game Design ◽  
Learning Activities ◽  
Learning Activity ◽  
University Of Kentucky ◽  
Instructional Activity ◽  
Knowledge Based ◽  
Assigned Reading ◽  
Kentucky College ◽  
Based Instruction

Abstract Background As health professions education evolves toward active learning environments, interest in using games as an educational tool is increasing. One contemporary commercial game that has design potential for learning activities is an “escape” or “breakout” room. Escape rooms are live-action games where teams of players work to achieve a common goal in a set amount of time. Limited literature is available assessing this type of gaming format for education design. This study investigated the design and implementation of an escape room learning activity in a third-year pharmacy infectious disease elective course at the University of Kentucky College of Pharmacy. Methods During a Gram-positive antimicrobial resistance module, third-year pharmacy students participated in both patient case-based instruction and an escape room learning activity. Three IRB-approved surveys were distributed electronically to students; the first was completed prior to class and functioned as a standard teaching tool to assess mastery of content based on pre-assigned reading and previous coursework. Two surveys were completed after the session to assess knowledge and perceptions gained during each learning activity. Students answered multiple-choice knowledge-based questions and then responded to five statements using a Likert scale from 1 to 7 (1 = Not at all, 4 = Somewhat, and 7 = Very much) to indicate perceptions of each instructional activity. Results Nineteen students participated in the study. The mean correct scores for knowledge-based assessment were 90.5% in the pre-class survey, 82.1% in the post-case survey, and 90.5% in the post-escape room survey. There was an overall positive perception of both learning activities based on results of the survey questions. The escape room learning activity was preferred by 18 of 19 students (94.7%), but only 11 of 19 (57.9%) indicated they learned better from the escape room. Conclusion This study illustrates an escape room designed to meet lecture learning objectives is a feasible active learning technique. While students demonstrated knowledge gained from the activity and indicated positive perceptions, this approach warrants further evaluation. Disclosures All authors: No reported disclosures.

scholarly journals Active Learning Augmented Reality for STEAM Education—A Case Study

2020 ◽  
Vol 10 (8) ◽  
pp. 198 ◽  
Author(s):  
Joanna Jesionkowska ◽  
Fridolin Wild ◽  
Yann Deval
Keyword(s):  
Augmented Reality ◽  
Active Learning ◽  
Learning Experience ◽  
Extracurricular Activity ◽  
Study Approach ◽  
Simulation Engine ◽  
Physics Simulation ◽  
Active Learning Method ◽  
And Mathematics

Immersive technologies are rapidly transforming the field of education. Amongst them, Augmented Reality (AR) has shown promise as a resource, particularly for education in Science, Technology, Engineering, Arts, and Mathematics (STEAM). There are, however, few teachers deploying this new medium in the classroom directly, and, consequently, only a few, elect students benefit from the AR-enriched offers. Curricula are already overloaded, and schools generally lack developmental resources, thus leaving no room for experimentation. This situation is further aggravated by the too few educational applications available with sufficient learning content. In this article, we investigate the method of Active Learning for the teaching of STEAM subjects, using a format where students are tasked with building an AR application as part of their learning. We evaluate the applicability of the Active Learning for STEAM subjects with a qualitative, case study approach, applying the workshop format as an extracurricular activity in our work with students from a range of secondary schools in Oxford. We discuss how the format works, so it can be embedded into regular curricula, not just as an extracurricular activity, also providing an overview on the involved teaching units and rationale. All teams in our preview audience of the case study succeeded in building working applications, several of impressive complexity. Students found that the lessons were enjoyable and AR technology can enhance their learning experience. The Active Learning method served as a catalyst for students’ skills development, with the case study providing evidence of learning to code, working with a physics simulation engine, ray-tracing, and geometry, learning how to manage teams and interact with other students/instructors, and engineering a working prototype of a game. We consequentially argue that combining the STEM subjects and the arts, using the proposed Active Learning format, is able to provide a more holistic and engaging education.

scholarly journals Learner-Centric Technologies to Support Active Learning Activity Design in New Education Normal: Exploring the Disadvantageous Educational Contexts

2021 ◽  
Vol 16 (10) ◽  
pp. 150
Author(s):  
Mohammad Nehal Hasnine ◽  
Mahmoud Mohamed Hussien Ahmed ◽  
Hiroshi Ueda
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Activities ◽  
Collaborative Problem Solving ◽  
Learning Activity ◽  
Course Materials ◽  
Success Stories ◽  
Active Learning Strategies ◽  
New Education ◽  
Activity Design

Active learning is a learner-centric instructional method that uses discussion, role play, collaborative problem-solving based approaches to engage students with the course materials. However, due to the pandemic, active learning activities take place over multiple learner-centric technologies, as classroom-centered activity design is no longer possible. This study explored the success stories of active learning in disadvantageous educational contexts, particularly in Arab regions. After examining the theory, models, various learner-centric technologies of pre-pandemic active learning de-signs, this study proposes 25 emerging technologies to support active learn-ing 19 active learning strategies in terms of activity design in new education normal. The three-fold findings are related to designing active learning activities in new education normal, enhancing less practiced active learning strategies, and bridging the gaps in pre-and post-pandemic active learning activity design using learner-centric technologies.

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 PENERAPAN MODEL ACTIVE LEARNING START WITH A QUESTION UNTUK MENINGKATKAN AKTIVITAS BELAJAR MATEMATIKA SISWA KELAS VII DI SMP NEGERI 6 KOTA BENGKULU

2019 ◽  
Vol 3 (1) ◽  
pp. 99-109
Author(s):  
Nopriza Rahmawati ◽  
Rusdi Rusdi ◽  
Hanifah Hanifah
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Discussion Groups ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Group Activities ◽  
The Subject ◽  
Academic Year

AbstrakPenelitian ini bertujuan untuk mengetahui cara menerapkan Model Active Learning Start With A Question sehingga dapat meningkatkan hasil belajar siswa pada pokok bahasan segiempat dan segitiga. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Subjek Penelitian ini adalah 22 siswa kelas VIIB SMP Negeri 6 Kota Bengkulu semester genap tahun ajaran 2017/2018. Instrumen yang digunakan adalah adalah lembar observasi aktivitas siswa. Hasil penelitian menunjukkan terjadi peningkatan aktivitas belajar siswa yang dilakukan dengan cara membentuk kelompok diskusi yang heterogen, menggunakan bahan ajar berupa handout, membimbing untuk mengambil andil tugas kegiatan kelompok, dan memberikan motivasi dan apresiasi berupa nilai plus dan pujian. Peningkatan aktivitas belajar dapat dilihat dari rata-rata skor pada lembar observasi aktivitas belajar siswa siklus I sampai siklus III secara berturut-turut: 14 (kriteria kurang); 20,375 (kriteria cukup); 26,5 (kriteria baik).Kata kunci: Aktivitas Belajar, Model Active Learning Start With A Question AbstractThis study aims to find out how to apply Active Learning Start With A Question Models so as to improve learning outcomes of mathematics on the topics of rectangle and triangle. This type of research is Classroom Action Research (CAR). The subject of this research is 22 students of class VII B SMP Negeri 6 Bengkulu City even semester of 2017/2018 academic year. The instrument used is activity observation sheets. The results showed that there was an improvement in the student's learning activities by forming heterogeneous discussion groups, using handout as assistance, guiding them to take on the task of group activities, and providing motivation and appreciation in the form of plus values and praise. The improvement of learning activity can be seen from the average score on the observation sheets of student learning activities from cycle I to cycle III respectively: 14 (less criteria); 20,375 (sufficient criteria); 26,5 (good criteria). Keywords: Learning Activity, Active Learning Start With A Question Models

scholarly journals Integrating active learning activities and metacognition into STEM writing courses

2021 ◽  
Author(s):  
Hongmei Zhang ◽  
Yanju Li
Keyword(s):  
Active Learning ◽  
Cell Biology ◽  
Learning Activities ◽  
Learning Approaches ◽  
Learning Tools ◽  
Writing Courses ◽  
Molecular Cell Biology ◽  
And Mathematics ◽  
Intensive Course ◽  
Biology Laboratory

While active learning is highly recognized and recommended in the educational community, instructors are still struggling with how to incorporate active learning tools into writing courses. In this article, we have 1) described specific challenges that we have encountered in the course of Molecular Cell Biology Laboratory-Critical Thinking through Writing (BIOL3810-CTW); 2) introduced the active learning approaches and metacognition integrated into this writing-intensive course; 3) demonstrated the effectiveness of these active learning approaches, and 4) shared the principles of integrating active learning activities into writing courses in science, technology, engineering, and mathematics (STEM) and beyond.

scholarly journals Implementasi Pembelajaran Berdiferensiasi dalam Upaya Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa kelas XI MIPA SMA Negeri 8 Barabai oleh : Syamsir Kamal

2021 ◽  
Author(s):  
Jurnal Julak
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Mathematics Students ◽  
And Mathematics ◽  
Differentiated Learning

This study aims to improve the learning activities and mathematics learning outcomes of students in class XI MIPA in the 2021/2022. This study uses differentiated learning by involving three elements, namely visual, auditory, and kinesthetic. This research is a classroom action research which is divided into two cycles. Each cycle consists of planning, implementing actions, observing, evaluating, and reflecting. The research was carried out on students of class XI MIPA 1 at SMA Negeri 8 Barabai in the 2021/2022. The results of the research carried out on 29 students, the activities in the first cycle showed an increase in learning activities from the previously applied learning, with an average student learning activity of 9.92 while the average score of student learning activities in the second cycle was 16 ,80. While student learning outcomes have increased from cycle I to cycle II, in the first cycle the number of students who completed 15 students (51.72%) while students who had not completed were 14 students (48.28%) with an average score of 66.55 . Then in the second cycle, there was a very high increase compared to the previous cycle, namely students who had reached the KKM totaled 28 students (96.55%), while students who had not completed was 1 student (3.45%) with an average score of 80. .This study shows that the application of differentiated learning can improve the activities and learning outcomes of mathematics students in class XI MIPA at SMA Negeri 8 Barabai in 2021/2022.

scholarly journals PENINGKATAN KUALITAS PEMBELAJARAN SERTA AKTIFITAS BELAJAR SISWA PADA PELAJARAN PKN MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE BERMAIN KOCOK DADU DI SMP NEGERI 5 KOTA SERANG

2018 ◽  
Vol 4 (01) ◽  
pp. 135
Author(s):  
Komariah Komariah
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Activity ◽  
Student Activities ◽  
Traditional Game

Teaching and learning activities at school should be interesting and funny, student activities as learning is always enthusiastic in following each subject. But the reality in the field shows another, learning activities that should attract, full of activities, creativity and bright ideas that do not exist, there is only a passive class hanayalah. Teachers are the spearhead in the success of teaching and learning process, therefore teachers are required to be able to innovate and master the various methods in delivering learning meteri that will be conveyed to the students. Lack of variation in the model of learning is one of the factors lazy students in following the teaching and learning process resulting in the level of mastery of student learning. To cultivate the spirit, cheerfulness in learning and not boring required a method of learning such as "shake the dice" as one of the active learning model, is essentially a traditional game with the aim that students in implementing learning is not saturated because this learning invites students to play while learning. Keywords. Learning Activity, Learning Model, Beat Dice

scholarly journals Active learning activities

2020 ◽  
Author(s):  
Lenita Brodin Berggren ◽  
Ika Jorum
Keyword(s):  
Active Learning ◽  
Computer Game ◽  
Peer Learning ◽  
Peer To Peer ◽  
Learning Activities ◽  
Learning Activity ◽  
First Year ◽  
New Knowledge ◽  
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.

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