Where's the evidence that active learning works?

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

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21st-Century Students in 20th Century Classrooms

Student-Driven Learning Strategies for the 21st Century Classroom - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-1689-7.ch010 ◽

2017 ◽

pp. 140-159 ◽

Cited By ~ 2

Author(s):

Jason Marshall ◽

Karen Thomas ◽

Sandra Robinson

Keyword(s):

Professional Development ◽

20Th Century ◽

21St Century ◽

Teaching And Learning ◽

Approaches To Teaching ◽

Student Centered ◽

Student Centered Learning ◽

Student Centred Learning

This chapter focuses on the transition from teacher-centred learning to student-centred learning. First, we situate the importance of student-centred learning within the Angloplone Caribbean experience. Second, we outline ways in which on-going professional development centers institutions interested in making the transition to student-centered learning. Third, we describe some techniques that can be used to engender student-centered approaches to teaching and learning. Finally, we conclude by summarizing student-centred pedagogical challenges and implications.

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Active Learning Approaches to Teaching and Learning Astrophysics in Higher Education

The International Journal of Learning in Higher Education ◽

10.18848/2327-7955/cgp/v27i01/31-39 ◽

2020 ◽

Vol 27 (1) ◽

pp. 31-39

Author(s):

Saad Alshehri

Keyword(s):

Higher Education ◽

Active Learning ◽

Teaching And Learning ◽

Learning Approaches ◽

Approaches To Teaching

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Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

10.33178/lc2019.24 ◽

2019 ◽

Author(s):

Jen Harvey ◽

◽

Claire McAvinia ◽

Kevin O'Rourke ◽

Jason FitzSimmons ◽

...

Keyword(s):

Active Learning ◽

Informal Learning ◽

Teaching And Learning ◽

Large Scale ◽

Learning Spaces ◽

Learning Space ◽

Student Centered ◽

Student Centered Learning ◽

Formal And Informal Learning ◽

New Learning

Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.

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Optimizing Conditions for Learning and Teaching in K-20 Education

Professional Development and Workplace Learning ◽

10.4018/978-1-4666-8632-8.ch013 ◽

2016 ◽

pp. 196-213

Author(s):

Christina De Simone ◽

Teresa Marquis ◽

Jovan Groen

Keyword(s):

Adult Education ◽

Educational Psychology ◽

Teaching And Learning ◽

Learning Sciences ◽

Learning And Teaching ◽

Individual Learner ◽

Conditions For Learning ◽

Individual Teacher ◽

Do So

A long debate in education has been whether to separate the study of children's pedagogy from the study of adults' andragogy or whether it is better to bring the two under one umbrella. In this chapter, the authors propose a third, and hopefully, more fruitful view. Their contention is that in order to understand teaching and learning, one needs to examine the conditions or contexts under which teaching and learning occur. Thus, the goal is to address the question “How does one optimize the conditions for all learners and, by the same token, optimize the conditions for all teachers?” Understanding conditions or contexts helps one to view learning and teaching as part of a larger whole. Contexts affect people, resources, place, and time. This position goes beyond the “fixing” of an individual learner, whether child or adult, and an individual teacher. In this chapter, the authors discuss the following: a) optimizing conditions for all learners and b) optimizing conditions for all teachers. They do so by framing the discussion around several key principles from educational psychology, learning sciences, and adult education.

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Optimizing Conditions for Learning and Teaching in K-20 Education

Handbook of Research on Teaching and Learning in K-20 Education - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-4666-4249-2.ch031 ◽

2013 ◽

pp. 535-552

Author(s):

Christina De Simone ◽

Teresa Marquis ◽

Jovan Groen

Keyword(s):

Adult Education ◽

Educational Psychology ◽

Teaching And Learning ◽

Learning Sciences ◽

Learning And Teaching ◽

Individual Learner ◽

Conditions For Learning ◽

Individual Teacher ◽

Do So

A long debate in education has been whether to separate the study of children's pedagogy from the study of adults' andragogy or whether it is better to bring the two under one umbrella. In this chapter, the authors propose a third, and hopefully, more fruitful view. Their contention is that in order to understand teaching and learning, one needs to examine the conditions or contexts under which teaching and learning occur. Thus, the goal is to address the question “How does one optimize the conditions for all learners and, by the same token, optimize the conditions for all teachers?” Understanding conditions or contexts helps one to view learning and teaching as part of a larger whole. Contexts affect people, resources, place, and time. This position goes beyond the “fixing” of an individual learner, whether child or adult, and an individual teacher. In this chapter, the authors discuss the following: a) optimizing conditions for all learners and b) optimizing conditions for all teachers. They do so by framing the discussion around several key principles from educational psychology, learning sciences, and adult education.

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International colleges and the cultivation of social capital in a divided Thailand: A narrative study of leadership perspectives at a Bangkok-based campus

Education Citizenship and Social Justice ◽

10.1177/1746197919844716 ◽

2019 ◽

Vol 15 (3) ◽

pp. 227-242

Author(s):

Matthew Robert Ferguson

Keyword(s):

Teaching And Learning ◽

Executive Leadership ◽

Public University ◽

Approaches To Teaching ◽

International Faculty ◽

Student Centered ◽

Narrative Study ◽

Narrative Case Study ◽

International College

The establishment of international colleges in public universities has been part of a deliberate national strategy to modernize higher education in Thailand since the 1990s. These colleges use English as the medium of instruction, employ many international faculty, and promote more Western approaches to teaching and learning such as student-centered education. In addition, international colleges have served a more symbolic role. They serve as markers of civilization and sophistication, a symbol to be cultivated for the purpose of elevating one’s status in an already deeply divided Thai society. This narrative case study aims to situate Thailand’s first public university international college in a long-standing historical framework characterized by paradoxes and prejudices deeply rooted in Thai society. Stories are collected from members of the executive leadership of the college. It is argued that the themes emerging from the leadership narrative are consistent with the historical framework.

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Penerapan Model Student-Centered Learning di Lembaga Pendidikan Tenaga Kependidikan

Edukasi Lingua Sastra ◽

10.47637/elsa.v15i2.63 ◽

2018 ◽

Vol 15 (2) ◽

pp. 7-19

Author(s):

Elizar Elizar

Keyword(s):

Active Learning ◽

Learning Process ◽

Teaching And Learning ◽

Project Based Learning ◽

Learning Activity ◽

Training Institution ◽

Student Centered ◽

Student Centered Learning ◽

Active Teaching

Teaching model is important componen in education system. It helps education process in implementing the aim of education effectively an effeciently. So, every education must also be creative in selecting and using education model. Based on the past and todays experiences, quality of education in Indonesia showed that the quality of teaching and learning process done by teachers and students was still low. Learning paradigm still focused on a teacher only (teacher centered learning) that caused learning process unattractive and monotonous. There were some factors that made difficult to change teacher paradigm in teaching and learning activity, namely teacher’s low commitment and skill in implementing active teaching-learning process. Therefore, teachers training institution (LPTK) should prepare the students to have skills in implementing active teaching and learning. One of some efforts that could be done to improve students’ skill, as prospective teachers, in implementing an active learning was that by implementing SCL (Student Centered Learning). It covered modelling a lecturer as a model in implementing active learning in the class and it integrates active learning in small group discussion, role-play and simulation, case study, discovery learning, self-directed learning, cooperative learning, colloborative learning, contextual learning, project based learning, problem based learning and inquiry.

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The effect of an online active learning-based course on approaches to teaching

10.4995/head21.2021.13050 ◽

2021 ◽

Author(s):

Mansurbek Kushnazarov ◽

Crystal Jing Luo ◽

Nicole Kwan Yee Lai

Keyword(s):

Active Learning ◽

Teaching And Learning ◽

Course Design ◽

Teaching Quality ◽

Technology Enhanced Learning ◽

Learning Approaches ◽

Teaching Approaches ◽

Approaches To Teaching ◽

Case Based Learning

The quality of teacher training research postgraduate (RPg) students receive is highly likely to determine the quality of teaching and learning they will provide when they are given teaching duties. Designing and developing such a teaching development course is considerably challenging, particularly if it is fully online. Owing to its focus on student learning, we integrated group learning, case-based learning and technology-enhanced learning approaches of active learning into an online Professional Development (PD) course at a university in Hong Kong. The course intended to enhance RPg students’ student-focused teaching approaches which, in turn, would help their students demonstrate high academic performance and achieve learning objectives. We relied on the concept of teaching approaches to build the theoretical foundation of this study and used Approaches to Teaching Inventory (ATI) to test the effectiveness of the PD course in improving the RPg students’ teaching quality. The quantitative analysis of the survey conducted showed that there was a significant increase in both Conceptual Change/Student Focused (CCSF) and Information Transmission/Teacher Focused approaches to teaching among the RPg students. The results provided opportunities to make informed decisions for further enhancement of the course design and start a new potential dialogue in studies of teaching approaches.

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Strategi Pengajaran Dosen Dan Pengalaman Pembelajaran Mahasiswa Dalam Matematika Teknik Di Polytechnic Kuching Sarawak Malaysia

MADRASAH ◽

10.18860/jt.v6i1.3293 ◽

2016 ◽

Vol 6 (1) ◽

pp. 14

Author(s):

Ling Ying Leh

Keyword(s):

Active Learning ◽

Teaching Methods ◽

Student Involvement ◽

Teaching And Learning ◽

Engineering Students ◽

Learning Experience ◽

Learning Experiences ◽

Learning Approaches ◽

Student Centered ◽

Passive Learning

Teaching and learning approaches practiced by educators today must be different to suit the contents and time. Lecturers-teaching focused on student-centered teaching should be encouraged and emphasized as highly active student involvement is required during the process of teaching and learning. Active student involvement will form the interest of students to explore knowledge. The purpose of this study is to get the students’ perception of the lecturers’ teaching and students’ learning experiences. In this study, the lecturers’ teaching aspect highlighted is composed of a lecturer-centered teaching methods and student-centered teaching and learning experience aspects is in relation to active learning and passive learning. This study involved a total of 169 respondents among 2nd semester engineering students of diploma program who are studying in Engineering Mathematics 2 at Polytechnic Kuching Sarawak. These samples were identifid through stratifid random sampling method to answer a questionnaire about the lecturers’ teaching and students learning experiences. The instrument used was a structured questionnaire which containing 20 items. The data obtained were analyzed using descriptive statistics; i.e. mean, percentage and standard deviation. Through this study, the overall mean value obtained for lecturer-centered teaching methods and student-centered teaching methods are respectively 4.08 and 3.81. While the overall mean for active learning and passive learning is respectively 3.65 and 4.04. In this regard, the role of the lecturers who teach should not be underestimated because the majority of students still consider lecturer as a source of knowledge and “guardian” of them. Keywords: Active learning, Student-centered teaching

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