The benefits of incorporating active learning into online, asynchronous coursework in Dental Physiology

AJP Advances in Physiology Education ◽

10.1152/advan.00110.2021 ◽

2021 ◽

Author(s):

Cynthia J. Metz ◽

Michael J. Metz

Keyword(s):

Active Learning ◽

Student Perceptions ◽

Learning Strategies ◽

Clinical Work ◽

Dental Students ◽

Active And Collaborative Learning ◽

Traditional Lectures ◽

Active Learning Strategies ◽

Exam Scores ◽

Collaborative Learning Opportunities

The COVID-19 pandemic required a shift to online learning that posed particular challenges for the education of dental students. Basic science courses were presented in an online, asynchronous format to facilitate small group rotations through pre-clinical work. The success of active learning was previously examined in a Dental Physiology course, and it was desired to reassess those methods in an online environment. Students were provided with pre-recorded lectures containing learning activities, and the effectiveness was compared to traditional lecture recordings. On surveys, dental students had more positive perceptions of online recordings that incorporated active learning strategies, with higher perceived effectiveness of the lecturer, ability to pay attention, motivation to study, and confidence with the material. This was similar to the previous study, in which face-2-face (F2F) active learning was more positively reviewed than traditional lectures. Compared to these past sections, the online cohort expressed similarly positive perceptions of the active learning sections, but the online traditional lectures were perceived to be less effective than F2F lectures. Despite the differences in student perceptions, unit exam scores were similar for didactic lectures in both online and F2F settings. Unit exam scores were significantly higher when active learning strategies were employed, with the highest performance levels in the F2F cohort. While active learning strategies continue to be effective, further research is needed to optimize these methods and engage students in online coursework. The results suggest the importance of active and collaborative learning opportunities in the education of students in physiology coursework.

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Active learning interventions and student perceptions

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-09-2016-0061 ◽

2017 ◽

Vol 9 (3) ◽

pp. 465-473 ◽

Cited By ~ 4

Author(s):

Gregory Joseph Lobo

Keyword(s):

Active Learning ◽

Student Perceptions ◽

Learning Strategies ◽

Student Evaluation ◽

Authentic Learning ◽

Learning By Doing ◽

Traditional Lecture ◽

Content Type ◽

Favorable Evaluation ◽

Active Learning Strategies

Purpose Engaging students through active learning is the gold standard of teaching especially in higher education; however, it is not clear whether students appreciate being so engaged. The purpose of this paper is to recount an attempt to redesign a lecture-based course, applying research-supported active learning strategies, and to report on student perceptions of the attempt. Design/methodology/approach The author attempted to innovate a standard lecture-based introductory social science class to engage students and facilitate authentic learning. The active learning innovations were learning by doing, collaboration, reading with a method, and increased autonomy. Student perceptions were measured over two iterations of the course (each one lasting one semester) using electronically distributed surveys. Findings The results have shown that most students strongly agreed that the innovations facilitated their learning; however, overall, the course received a lower student evaluation than versions given in the traditional lecture-based format. Originality/value The results suggest that students appreciate active learning strategies and that such strategies do indeed promote authentic learning; nonetheless, further research needs to be done to explain the paradox of specific student appreciation of active learning strategies combined with an overall less favorable evaluation of the class rooted in such strategies as compared to evaluations of the traditional lecture-based class.

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Student Perceptions of Active-Learning Strategies Utilized in a Drugs in Pregnancy Elective Delivered Synchronously Across Multiple Campuses

TechTrends ◽

10.1007/s11528-018-0260-2 ◽

2018 ◽

Vol 62 (3) ◽

pp. 259-265 ◽

Cited By ~ 2

Author(s):

Lea S. Eiland

Keyword(s):

Active Learning ◽

Student Perceptions ◽

Learning Strategies ◽

Active Learning Strategies ◽

In Pregnancy

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Do International Students Appreciate Active Learning in Lectures?

Australasian Journal of Information Systems ◽

10.3127/ajis.v22i0.1334 ◽

2018 ◽

Vol 22 ◽

Cited By ~ 1

Author(s):

Mauricio Marrone ◽

Murray Taylor ◽

Mara Hammerle

Keyword(s):

International Students ◽

Active Learning ◽

Learning Styles ◽

Student Perceptions ◽

Learning Strategies ◽

International Student ◽

Structured Interviews ◽

Accounting Information Systems ◽

Active Learning Strategies ◽

Social Constructivist Theory

Active learning has been linked with increased student motivation, engagement and understanding of course material. It promotes deep learning, helping to develop critical thinking and writing skills in students. Less well understood, however, are the responses of international students to active learning. Using social constructivist theory, the purpose of this study is to examine domestic and international student perceptions of active learning introduced into large undergraduate Accounting Information Systems lectures. Several active learning strategies were implemented over one semester and examined through the use of semi-structured interviews as well as pre- and post- implementation surveys. Our results suggest broad improvements for international students in student engagement and understanding of unit material when implementing active learning strategies. Other key implications include international student preference for active learning compared with passive learning styles, and that international students may receive greater benefits from active learning strategies than domestic students due to social factors. Based on these findings this paper proposes that educators should seek to implement active learning to better assist and integrate students of diverse backgrounds.

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Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry

Chemistry Education Research and Practice ◽

10.1039/c7rp00186j ◽

2018 ◽

Vol 19 (2) ◽

pp. 520-532 ◽

Cited By ~ 1

Author(s):

Julie Donnelly ◽

Florencio E. Hernández

Keyword(s):

Physical Chemistry ◽

Active Learning ◽

Cooperative Learning ◽

Student Perceptions ◽

Learning Strategies ◽

Flipped Classroom ◽

Phenomenological Study ◽

Student Experiences ◽

Learning Space ◽

Active Learning Strategies

Physical chemistry students often have negative perceptions and low expectations for success in physical chemistry, attitudes that likely affect their performance in the course. Despite the results of several studies indicating increased positive perception of physical chemistry when active learning strategies are used, a recent survey of faculty in the U.S. revealed the continued prevalence of instructor-centered approaches in physical chemistry. In order to reveal a deeper understanding of student experiences in an active learning physical chemistry course, we present a phenomenological study of students’ perceptions of physical chemistry when the course is completely redesigned using active learning strategies. Using the flipped classroom, an active learning space, cooperative learning, and alternative assessments, we emphasized fundamental concepts and encouraged students to take responsibility for their learning. Based on open-ended surveys and interviews with students, we found that students struggled with the transition, but had some significant positive perceptions of the approach. This is in agreement with previous studies of physical chemistry courses in which cooperative learning was the focus. As part of a larger study of the effectiveness of this course redesign, we show how students perceive the effectiveness of these strategies and how they react to them. In addition, we discuss the implications of these findings for the active learning physical chemistry classroom.

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