Preparing students to participate in an active learning environment.

1996 ◽  
Vol 270 (6) ◽  
pp. S69 ◽  
Author(s):  
H I Modell
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Mental Models ◽  
Personal Experience ◽  
Formal Models ◽  
Passive Learning ◽  
Learner Centered ◽  
School Career ◽  
Traditional Roles

Most students have spent the majority of their school career in passive learning environments in which faculty were disseminators of information, and students were required to memorize information or use specified algorithms to "solve problems." In an active learning environment, students are encouraged to engage in the process of building and testing their own mental models from information that they are acquiring. In such a learner-centered environment, faculty become facilitators of learning, and students become active participants, engaging in a dialogue with their colleagues and with the instructor. To create a successful active learning environment, both faculty and students must make adjustments to what has been their respective "traditional" roles in the classroom. For the instructor who is committed to promoting active learning, the challenge lies in helping students understand the necessity of becoming active colleagues in learning. This process can be facilitated if the curriculum includes exercises to direct students' attention to a number of issues that impact their learning. This paper describes four such exercises designed to help students form appropriate course expectations, recognize the need for seeking clarification when communicating, recognize the role of personal experience in building mental models, and become familiar with study aids for building formal models.

scholarly journals The Flipped-Blended Model for STEM Education to Improve Students' Performances

2018 ◽  
Vol 7 (2.29) ◽  
pp. 1006
Author(s):  
Basuki Wibawa ◽  
Seipah Kardipah
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Stem Education ◽  
Flipped Classroom ◽  
Passive Learning ◽  
Learner Centered ◽  
New Learning ◽  
Conceptual Paper ◽  
K 12 ◽  
Descriptive Method

Flipped-Blended model, a combination of flipped classroom and blended learning environment, has become increasingly popular, especially in K-12 education. Flipped-Blended model takes advantage of technology for a more flexible learning environment and facilitates a more learner-centered as well as a more active learning in classroom. Flipped-Blended can be seen as an innovation and a new learning paradigm. This is more than just flipped the in-class and out-class activities, the flipped-blended also change the passive learning into active learning. This model can work well for STEM education due to its active learning and learner-centered nature. Thus, students can explore themselves in class by doing lab work or doing research in small group or individuals. Research method used was a descriptive method. This conceptual paper describes many of the characteristics of flipped-blended model and STEM education. The paper concludes by proposing a flipped-blended theoretical model and offers recommendation regarding implementation in STEM Education.  

Student Response Systems for Active Learning

2011 ◽  
pp. 803-807
Author(s):  
Lisa Byrnes ◽  
Stephanie J. Etter
Keyword(s):  
Active Learning ◽  
Subject Matter Expert ◽  
Student Response ◽  
Cognitive Resources ◽  
Student Response Systems ◽  
Wrong Answer ◽  
Male And Female ◽  
Passive Learning ◽  
Learner Centered ◽  
Response Systems

The importance of a student’s involvement in learning is well documented and well known. It is easy to sum up research related to active learning by simply saying, “students who participate in the learning process learn more than those who do not” (Weaver & Qi, 2005, p. 570). Active learning seeks to create a learner-centered environment and engage students as active participants in their education. The opposite of this is passive learning, which is thought of as the traditional way of teaching where the professor is a subject matter expert whose role is to convey the knowledge to an audience of students (Barr & Tagg, 1995). While the success of active learning is well documented, some instructors may find it difficult to fully engage students as active learners in the classroom. Active learning requires student participation, which is easier for some students than it is for others. Larkin and Pines (2003) found theF common practice of calling on students to promote active learning in the classroom resulted in a “clear and unmistakable pattern of avoidance behavior as reported by both male and female students” because many students seek ways to avoid the psychologically unpleasant situation of providing the wrong answer and looking foolish. Larkin and Pines (2003) argue that if a student’s emotional and cognitive resources become directed towards avoiding the immediate threat of being called on, then arguably the practice of calling on students may reduce active learning, which was the intended goal of calling on the student in the first place. Fortunately, educational technologies are able to assist in this challenge.

Facilitating Active Learning among Adult Learners

2013 ◽  
pp. 565-578
Author(s):  
Chinmoy Sahu
Keyword(s):  
Adult Learners ◽  
Active Learning ◽  
Relevant Literature ◽  
Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Passive Learning ◽  
Technological Intervention ◽  
Participative Learning ◽  
To Receive

A learner-centric approach to learning is widely known as active learning. This approach helps learners to develop higher order thinking skills and therefore facilitates deep learning. On the other hand, passive learning approach expects learners to receive information from the professor passively without much involvement in the learning process. This chapter aims to lead the readers to appreciate the role of active learning in positively influencing the process of learning among adult learners. The chapter begins by setting the context through a review of relevant literature on active learning. The subsequent discussions are structured around the four approaches to achieve active learning, namely, experiential learning, problem-based learning, participative learning, and cooperative learning. The discussions provide insights on how technological intervention is shaping each of these four approaches to facilitate active learning. While the chapter does not aim to present an exhaustive list of all possible technological interventions, the idea is to stimulate further thoughts on new possibilities in this direction. The chapter also discusses trends like the proliferation of Web 2.0 technologies, computing devices becoming increasingly portable, popularity of MOOCs, and eLearning that have the potential to positively influence active learning among adult learners.

A Textbook and Other Resources for Teaching Challenge-Based Biotransport

2011 ◽  
Author(s):  
Robert J. Roselli ◽  
Kenneth R. Diller
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Direct Evidence ◽  
Real Life ◽  
Traditional Lecture ◽  
Student Activities ◽  
Effective Learning ◽  
Class Time ◽  
Learner Centered ◽  
Challenge Based Learning

An important outcome of the VaNTH ERC for Bioengineering Education Technologies is direct evidence of the effectiveness of challenge-based learning. This is a form of active learning that is based on the principle that the most effective learning environment is not only knowledge-centered, but is also learner-centered, assessment-centered and community-centered. Challenges presented in such a learning environment are most effective when they are based on real life applications that are of interest to the learner, but require the learner to extend his/her knowledge base before the challenge can be solved. By design, some of the necessary knowledge is gained outside the classroom and some is gleaned by student activities conducted inside the classroom. An objection to the use of active learning raised by some instructors is that less material can be covered in the classroom than in a traditional lecture-based course. Although this is true, it is not true that less material can be covered in an active learning course than in a lecture-only course. Instead, concepts that are easy to grasp can be moved to out-of-class activities, allowing more in-class time for the more difficult concepts. We have developed resources that can assist instructors of biotransport to begin adopting the challenge-based approach.

scholarly journals Higher education lectures: From passive to active learning via imagery?

2017 ◽  
Vol 20 (1) ◽  
pp. 63-77 ◽  
Author(s):  
David Roberts
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environment ◽  
Visual Processing ◽  
Social Needs ◽  
Visual Aids ◽  
Marshall Mcluhan ◽  
Traditional Lecture ◽  
Passive Learning ◽  
Education Experience

An important contemporary challenge to the large-group lecture in higher education is that it encourages passive learning which is claimed to be out of sync with academic rhetoric and social needs. Attempts to change this practice have salvaged some aspects of the higher education experience for students, but they have not transformed the learning environment that is the most usual one, that is, one characterized by lectures, into an arena of active learning. This article tests recent multimedia learning propositions which claim that using certain images dislocates pedagogically harmful excesses of text, reducing cognitive overloading and exploiting underused visual processing capacities. The experiments yielded unpredicted results, which indicates that the use of certain images can also prompt students to become active co-producers of knowledge. This is not about visual aids, where images are a side-bar to a traditional lecture. This is about images as the medium through which active learning is energized. Marshall McLuhan famously remarked that ‘the medium is the message’. But for this article, the message is the medium.

Redefining classroom instruction

2006 ◽  
Vol 30 (3) ◽  
pp. 124-127 ◽  
Author(s):  
Harry R. Goldberg ◽  
Eileen Haase ◽  
Artin Shoukas ◽  
Lawrence Schramm
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Contact Time ◽  
Core Curriculum ◽  
Classroom Instruction ◽  
Web Based ◽  
Traditional Lecture ◽  
The Core

In this study, the role of the classroom instructor was redefined from a “lecturer” responsible for delivering the core curriculum to a “facilitator” at the center of an active learning environment. Web-based lectures were used to provide foundation content to students outside of the classroom, which made it possible to improve the quality of student-faculty contact time in the classroom. Students reported that this hybrid format of instruction afforded them a better understanding of the content, a higher probability of retaining the content, and the opportunity to spend more time thinking about the application of the content compared with more traditional lecture-based methods of instruction.

Creativity in Teams: The Role of Shared Mental Models

2011 ◽  
Author(s):  
Nicholas J. Arreola ◽  
Erika Robinson-Morral ◽  
Danielle A. S. Crough ◽  
Ben G. Wigert ◽  
Brad Hullsiek ◽  
...  
Keyword(s):  
Mental Models ◽  
Shared Mental Models

Auditing the Systems Understanding Aid Project: An Integrative Assignment for Accounting Students

2012 ◽  
Vol 7 (1) ◽  
pp. 27-51 ◽  
Author(s):  
Susan L. Swanger ◽  
Beth H. Jones
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Work Environments ◽  
Accounting Students ◽  
External Work ◽  
Learning Tasks ◽  
Independent Auditors ◽  
Course Integration

ABSTRACT Accounting educators strive to prepare graduates for work in their chosen field. Various teaching methods can be employed to best accomplish this goal. One valuable tool is the use of active learning tasks that simulate external work environments. This paper describes the collaboration between an AIS and an Auditing professor who used an integrative task that spanned their two classes over two semesters. The authors had their AIS students complete Arens and Ward's Systems Understanding Aid (SUA) project (Arens & Ward, 2008). The following semester, students in the auditing class audited the records and financials that had been generated by students the previous semester. The project was designed to facilitate course integration and teamwork by having groups of students play the role of corporate accountants, then act as independent auditors.

Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course

2015 ◽  
Vol 32 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Jennifer Riley ◽  
Kerry Ward
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Student Performance ◽  
Accounting Information ◽  
Data Availability ◽  
Exam Performance ◽  
Learning Methods ◽  
Accounting Information Systems ◽  
Passive Learning ◽  
Learning Conditions

ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

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