scholarly journals Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students

2018 ◽  
Vol 42 (1) ◽  
pp. 99-103 ◽  
Author(s):  
Lara D. LaDage ◽  
Samantha L. Tornello ◽  
Jennilyn M. Vallejera ◽  
Emily E. Baker ◽  
Yue Yan ◽  
...  
Keyword(s):  
College Students ◽  
Active Learning ◽  
Direct Interaction ◽  
Learning Activity ◽  
Traditional Lecture ◽  
Pedagogical Techniques ◽  
Learning Techniques ◽  
Hands On ◽  
Hands On Learning ◽  
New Material

There are many pedagogical techniques used by educators in higher education; however, some techniques and activities have been shown to be more beneficial to student learning than others. Research has demonstrated that active learning and learning in which students cognitively engage with the material in a multitude of ways result in better understanding and retention. The aim of the present study was to determine which of three pedagogical techniques led to improvement in learning and retention in undergraduate college students. Subjects partook in one of three different types of pedagogical engagement: hands-on learning with a model, observing someone else manipulate the model, and traditional lecture-based presentation. Students were then asked to take an online quiz that tested their knowledge of the new material, both immediately after learning the material and 2 wk later. Students who engaged in direct manipulation of the model scored higher on the assessment immediately after learning the material compared with the other two groups. However, there were no differences among the three groups when assessed after a 2-wk retention interval. Thus active learning techniques that involve direct interaction with the material can lead to learning benefits; however, how these techniques benefit long-term retention of the information is equivocal.

Blockchains:  An Experiential Accounting Learning Activity

2021 ◽  
Author(s):  
Lorraine S. Lee ◽  
Deniz Appelbaum ◽  
Richard Mautz III
Keyword(s):  
Conceptual Understanding ◽  
Emerging Technologies ◽  
Accounting Students ◽  
Learning Activity ◽  
Learning Approach ◽  
Technology Change ◽  
Accounting Curriculum ◽  
Hands On ◽  
Hands On Learning ◽  
Rapid Pace

Organizations such as the AASCB and the Pathways Commission (2012) recommend that emerging technologies be included in the accounting curriculum.  Yet the inclusion of emerging technologies represents a challenge for accounting educators due to the complexity and uncertainty associated with many technologies, as well as the rapid pace of technology change and innovation.  This paper answers the call by the Pathway Commission (2012) for additional research focused on enhancing learning experiences to better reflect current and emerging technologies. Using an experiential learning approach (Butler, Church, and Spencer (2019), we create a hands-on, learning activity focused on blockchains in order for accounting students to gain a conceptual understanding of blockchains and its applications and implications beyond bitcoins.

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 TEACHING THE FUNDAMENTALS OF CIVIL ENGINEERING MATERIALS THROUGH EXPERIENTIAL LEARNING

2017 ◽  
Author(s):  
Joshua Woods ◽  
Natalie Mazur ◽  
John Gales
Keyword(s):  
Experiential Learning ◽  
Environmental Sustainability ◽  
Civil Engineering ◽  
Experimental Testing ◽  
Learning Experience ◽  
Reinforced Concrete Beam ◽  
Learning Activity ◽  
Hands On ◽  
Hands On Learning ◽  
Engineering Materials

This study presents an overview of a civil engineering materials course curriculum at Carleton University developed by the authors. The curriculum aims to move away from traditional civil engineering materials courses, which focus heavily on concepts related to material science, and instead concentrate on concepts that are more relevant to today’s practicing civil engineers. The rationale, application, and analysis of the integration of these concepts through an advanced application of case-based and experiential learning is discussed. Central to this new course curriculum is a hands-on experiential learning activity on the construction and experimental testing of reinforced concrete beam specimens in lab sections of approximately 25 students. The goal of the lab is to provide students with a hands-on learning experience and use this as a tool to cover advanced topics related to civil engineering; for example, environmental sustainability and resilience. The assessment of the students’ understanding of the concepts taught in class were performed through the use of an anonymous questionnaire distributed at the end of the course and through traditional examination and assignments. Results of the survey were compared between classes who engaged in the advanced experiential learning laboratory and those who did not. The results demonstrate that after introducing experiential learning into the course curriculum, students were more likely to form an educated opinion on the potential sustainability of a material. Experiential learning is shown to be a valuable tool for engineering education that, when used efficiently, can seamlessly incorporate newly emerging engineering concepts to ensure that graduating students are equipped with the knowledge and tools they require to be competitive in the job market. The relation of the course to contemporary accreditation of Graduate attributes is discussed at length along with critical information regarding the effectiveness of balancing student engagement in STEM subjects.

Using round table labs to complement didactic lectures and experimental labs.

1998 ◽  
Vol 274 (6) ◽  
pp. S68 ◽  
Author(s):  
N P Nekvasil
Keyword(s):  
Round Table ◽  
Analytic Thinking ◽  
Physiological Mechanisms ◽  
Traditional Lecture ◽  
Undergraduate Level ◽  
Hands On ◽  
Hands On Learning ◽  
The Subject ◽  
Didactic Lecture ◽  
Physiology Students

In an effort to teach the volume of material needed by physiology students as well as to enhance the student's understanding of physiological mechanisms, a combination of teaching methods is being used at the undergraduate level. Didactic lectures are used to convey the mass of information needed, experimental labs are used to aid the student in visualizing concepts, and situational labs [called round table labs (RTLs) here] are used to provide an opportunity for the student to learn, in a risk-free setting, how to answer application questions. The RTLs utilize discussion, writing, verbal communication, and analytic thinking. The major emphasis of the RTLs is on the integrative nature of physiology. Use of the RTLs bridges, the gap among the facts learned in the didactic lecture, the hands-on learning of the experimental lab, and the need to be able to apply what is being learned. Using this combination facilitates student learning such that the student reaches a level of proficiency with the subject beyond that which can be attained with the more traditional lecture-exam format.

29 Pin the part on the dinoflagellate: a hands on learning activity

2003 ◽  
Vol 39 (s1) ◽  
pp. 11-11
Author(s):  
D. Dalpra ◽  
B. Kirkpatrick ◽  
L. E. Fleming
Keyword(s):  
Learning Activity ◽  
Hands On ◽  
Hands On Learning

scholarly journals Strength of Materials Teaching from Active Learning

2021 ◽  
Vol 4 (1) ◽  
pp. 42-62
Author(s):  
Luciano Andreatta-da-Costa
Keyword(s):  
Active Learning ◽  
Young’S Modulus ◽  
Young's Modulus ◽  
Hypothesis Test ◽  
Control Group ◽  
Pedagogical Intervention ◽  
Traditional Lecture ◽  
Hands On ◽  
Group Control Group ◽  
Conceptual Nature

This paper presents the results of research conducted in the area of engineering education based on active learning from a hands-on experiment determining the Young’s modulus of rubber bands. This research primarily aims to evaluate the extent to which active learning contributes to a better understanding of the Young’s modulus. The theoretical framework emphasises the need for student action in knowledge-building. A hypothesis test for proportions was used to compare the average scores obtained by students from two groups on a test given at the end of each pedagogical intervention. The first group (control group) took traditional lecture-based classes, and the second group took classes combined with a hands-on experiment using rubber bands. The results showed a significant improvement in the students who conducted the practical experiment for questions of a conceptual nature and a statistical difference between the performance for the conceptual questions and calculation questions in both groups.

scholarly journals Alienating students: Marxist theory in action

2016 ◽  
Vol 9 (1) ◽  
pp. 4-28
Author(s):  
Megan Thiele ◽  
Yung-Yi Diana Pan ◽  
Devin Molina
Keyword(s):  
Experiential Learning ◽  
Marxist Theory ◽  
Learning Activity ◽  
Classroom Activity ◽  
University Campuses ◽  
Wage Labour ◽  
Hands On ◽  
The World ◽  
Hands On Learning ◽  
Quasi Experimental

Karl Marx’s revolutionary call, ‘Workers of the World Unite’, resonates with many in today’s society. This article describes and assesses an easily reproducible classroom activity that simulates both alienating, and perhaps more importantly, non-alienating states of production as described by Marx. This hands-on learning activity gives students the opportunity to experience and process these divergent states. In reflecting, students connect their classroom experience to societal forces surrounding wage labour. A quasi-experimental design implemented across eight sociology classes at two U.S. university campuses – one two-year and one four-year college – points to the effectiveness of the activity. Evidence suggests that students are better able to grasp Marx’s theory of alienation, retain the knowledge over time and apply it to their own lives with this experiential learning activity.

scholarly journals Hands-on Learning Activity Using an Apparatus for Transient Phenomena in RC Circuit Based on Arduino UNO R3-LINX-Labview

2017 ◽  
Vol 13 (01) ◽  
pp. 116 ◽  
Author(s):  
Nanang Suwondo ◽  
Dwi Sulisworo
Keyword(s):  
Student Learning ◽  
Learning Strategy ◽  
Learning Performance ◽  
Learning Activity ◽  
Good Opportunity ◽  
Transient Phenomena ◽  
Hands On ◽  
Hands On Learning ◽  
Arduino Uno ◽  
Rc Circuit

Integrating student-centered learning strategy and technology utilization will improve learning performance. Hands-on learning strategy will reduce the misconception and also engage student learning on certain theory or concepts. Both are the reason of this study. The aim of this study is to develop the learning apparatus based on ALL (Arduino UNO R3-LINX-LabView). The observed case is on transient phenomena in RC circuit through real time current and voltage wave chart characteristic of charging and discharging capacitor. It is controlled on semi-automatic. The result showed that this apparatus has a good opportunity to be used on physics learning. On the next study this apparatus will be used on certain learning strategy to find its effect to the student learning performance.

scholarly journals Participant Learning in an Archival Education and Outreach Program to Fraternities and Sororities: An Implementation of Evidence-Based Librarianship and Information Science

2013 ◽  
Vol 14 (2) ◽  
pp. 92-110 ◽  
Author(s):  
Sarah Passoneau ◽  
Michele Christian
Keyword(s):  
Information Science ◽  
Learning Experience ◽  
Educational Outreach ◽  
Outreach Program ◽  
State University ◽  
Traditional Lecture ◽  
Archival Education ◽  
Hands On ◽  
Hands On Learning ◽  
The University

What can researchers do when they want to transform a traditional lecture into a collaborative, hands-on learning experience? How can participants learn and become empowered to construct and maintain historical records that reflect their experiences? An archivist can lecture students about basic archival practices and the students can learn a few skills, but hands-on activities for record creation and maintenance that facilitate participants’ learning will create collaborators with basic, but important, archival skills.At Iowa State University (ISU), the University Archivist and the Assessment Librarian partnered to create an educational outreach program with Greek (fraternity and sorority) students and alumni.

Design Implementation and Assessment of a Suite of Multimedia and Hands-on Active Learning Enhancements for Machine Design

2005 ◽  
Author(s):  
Dan Jensen ◽  
John Wood ◽  
Scott Dennis ◽  
Kristin Wood ◽  
Matthew Campbell
Keyword(s):  
Active Learning ◽  
Planetary Gear ◽  
The United States ◽  
Consumer Products ◽  
Machine Design ◽  
Qualitative Assessment ◽  
Educational Innovations ◽  
University Of Texas ◽  
Learning Techniques ◽  
Hands On

Over the last eight years, the Machine Design courses at the United States Air Force Academy and at the University of Texas, Austin have evolved through the development, implementation and assessment of extensive active learning methods. In particular, the courses have evolved to include extensive hands-on projects that are integrated throughout the course as well as a significant multimedia component. The hands-on educational innovations, which promote experiential investigation using devices such as remote controlled cars, Lego RoboLab, and reverse engineering of consumer products, have received very positive assessment. The multimedia content, which includes extensive foundational content on Mechanics of Materials as well as a separate multimedia experience for learning about planetary gear systems, has also been assessed and received very affirmative feedback. The assessment of these active learning educational innovations has been multifaceted. Quantitative components of the assessment have included student end-of-course critiques, homework, specific exam questions and survey data. Qualitative assessment has been achieved through focus groups as well as both written and verbal feedback from students and professors using the active learning aids. Although the majority of the assessment has been positive, we have also received important constructive criticism during the development of these educational enhancements. The “iterative” development of these active learning techniques has involved responding to these criticisms and reassessing the program’s effectiveness. In this paper, we first provide an overview of the previous work done in this area, then move on to show new developments and related assessment. In particular, new assessment, which is correlated with Myers Briggs personality types, is reported, showing results of the current integrated use of active learning techniques, including hands-on and multimedia experiences. In this light, the current paper should work as a roadmap for others who desire to integrate active learning into their courses, whether they are courses in Machine Design or not.

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