scholarly journals Effects of an applied supplemental course on student performance in elementary physiology.

2000 ◽  
Vol 24 (1) ◽  
pp. 56-61 ◽  
Author(s):  
D Richardson ◽  
B Birge
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Case Studies ◽  
Learning Experience ◽  
Factual Information ◽  
Learning Opportunity ◽  
Lecture Material ◽  
Subjective Scale ◽  
Supplemental Course ◽  
Didactic Lecture

The objective of this study was to determine whether students within a large (100-160 students) didactic lecture-based course, "Elementary Physiology" (EP), who were given an active-learning opportunity would perform better on objective examinations over EP material compared with their classroom peers who did not have the same active-learning experience. This was achieved by offering the EP students the option of taking a supplemental one credit hour discussion-based course, "Case Studies in Physiology" (CSP). Approximately 14% of the EP students opted for the CSP course. The format of CSP consisted of a one-hour-per-week discussion of applied problems based on the factual information presented in EP. On a subjective scale of 1 to 4, the CSP students felt that the course helped them to understand the EP material (3.5). This was reflected in the EP examination results for which the CSP students scored significantly higher compared with their non-CSP peers (81.1% vs. 75.7%; P < 0.05). These results indicate that when active-learning methods, such as discussion of applied problems, are used as a supplement to didactic lectures in physiology, performance on objective examinations of lecture material is improved.

scholarly journals Preparation and synchronous participation improve student performance in a blended learning experience

2021 ◽  
pp. 187-199
Author(s):  
Charlotte Emily Jane Clark ◽  
Ger Post
Keyword(s):  
Active Learning ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Experience ◽  
Individual Student ◽  
Research Approach ◽  
Assessment Task ◽  
Assessment Tasks ◽  
Student Preference ◽  
Student Grades

Blended learning can create flexibility for students, more efficiently utilise infrastructure, and can provide high-quality learning at scale. We investigated perceived value and learning gains associated with asynchronous eLearning and synchronous face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable, but that participation in f2f classes would enhance student learning. Using a design-based research approach, we have evaluated two iterations of a blended learning experience, combining qualitative survey data and quantitative attendance data and student grades. Students overwhelmingly valued active learning, both within eLearning materials and f2f classes. Final marks positively correlated with the number of f2f classes students attended. Analysis of a subset of intended learning outcomes (ILOs) showed that students who accessed eLearning independently and students who attended f2f classes performed equally-well in ILO-related assessment tasks, however, students were more likely to choose an assessment task directly-related to a class they attended. In addition, completion of required eLearning prior to f2f class attendance significantly enhanced student performance in related assessment tasks. We suggest that f2f attendance as part of blended learning is beneficial, however students can obtain selected ILOs from engaging eLearning materials. Implications for practice or policy: Instructors will gain insight into aspects of blended active learning that students value. We present evidence that supports the benefits to students of completion of pre-eLearning prior to participation in synchronous f2f classes.

scholarly journals Active Learning in the Context of the Teaching/Learning of Computer Programming: A Systematic Review

10.28945/4767 ◽  
2021 ◽  
Vol 20 ◽  
pp. 201-220
Author(s):  
João Henrique Berssanette ◽  
Antonio Carlos de Francisco
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Learning Process ◽  
Computer Programming ◽  
Selection Process ◽  
Learning Experience ◽  
Future Research ◽  
Pedagogical Techniques ◽  
Education Levels ◽  
Teaching Learning

Aim/Purpose: This paper presents the results of a systematic literature review that sought to identify the studies that relate the different pedagogical techniques by which active learning is developed in the context of the teaching/learning of computer programming, with the objective to characterize the approaches, the pedagogical techniques used, the application, the contributions, and difficulties of implementation reported by these studies. Background: The literature has shown that teachers in teaching programming have been less successful than they should and need to be, so dropout and failure rates for students remain high. In this sense, much has been discussed about the possibilities and limitations of using the active learning pedagogical techniques in this context. Methodology: For this review, an analysis from all studies mentioning active learning in the context of the teaching/learning of computer programming published between 2014 and 2019 was performed, retrieved in WOS, SCOPUS, ScienceDirect, and ACM Digital Library. The selection of studies was based on a set of criteria established to guide the selection process, including alignment with the research questions and evaluating the quality of studies. Contribution: This study contributes to an overview of the current scenario, characterizing the research studies that associate the different pedagogical techniques of active learning in the context of the teaching/learning of computer programming. Findings: The results showed that the studies’ approaches usually occur by intervention/pedagogical experiment or by the development of a tool, instrument or methodology. The lipped classroom methodology has obtained a notable prominence in research. The use of active learning pedagogical techniques results in greater acceptance or positive feedback from students, increasing their satisfaction or motivation to improve the learning experience, learning outcomes, or student performance. However, they require a greater effort/work by the teacher to plan and/or execute the teaching/learning process. It should be highlighted that the contributions observed for the teaching/learning process of computer programming derive from investigations mainly concentrated in the university context, aiming to observe if these contributions can be reproduced in other education levels. The contributions observed in the studies regarding the uses of pedagogical techniques of active learning in the context of computer programming indicate that their use can contribute significantly to the teaching/learning process, showing it to be a viable alternative and consistent with the reduction of the failures in the learning of programming. Recommendations for Practitioners: Considering that over the years the teaching/learning process of computer programming has been a challenge for students, based on the findings of this research, we recommend that teachers consider restructuring their traditional practices of teaching computer programming, making use of pedagogical techniques of active learning to obtain better learning results of their students. Recommendation for Researchers: We recommend that fellow scholars consider investigating how the difficulties inherent to teachers related to the teaching/learning process of programming may relate to difficulties concerning students and content, especially with regard to traditional teaching practices. Impact on Society: This study adds to previous systematic reviews of the literature, specifically studies that relate active learning to the context of teaching/learning of programming. It is hoped that the findings of this article can support other research that addresses the topic, enabling its development and deepening, through the developed basis from which active learning researchers can work. Future Research: Future studies may investigate the benefits of using different pedagogical techniques for active learning and the costs related to the higher cognitive burden imposed by these techniques for learning computer programming.

Active learning in large class settings.

1995 ◽  
Vol 269 (6) ◽  
pp. S73 ◽  
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Large Class ◽  
Learning Experience ◽  
Large Body ◽  
Factual Knowledge ◽  
Factual Information ◽  
Large Classes ◽  
Sources And Sinks ◽  
Working Together

Science education is in the process of shifting from the mastery of a large body of factual information to an emphasis on the development of reasoning skills and the solving of practical problems. Such skills are best developed by instructors and students working together in an active learning environment as opposed to instructors and students being, respectively, sources and sinks of factual knowledge. Most models of active learning are geared toward small group (< 15 students) settings in which interactions between students and instructor are optimized. However, basic courses in physiology are often forced to meet in large classes in which it is more difficult to utilize active learning methods. The panelists in this workshop demonstrated techniques that they use in large class settings to promote an active learning experience. We hope that this summary of the workshop will encourage you to experiment with educational approaches to improve the efficacy of teaching in the large class setting.

scholarly journals Survey of case study users during pandemic shift to remote instruction

2021 ◽  
Vol 45 (3) ◽  
pp. 620-625
Author(s):  
Clyde Freeman Herreid ◽  
Annie Prud’homme-Généreux ◽  
Carolyn Wright ◽  
Nancy Schiller ◽  
Ky F. Herreid
Keyword(s):  
High School ◽  
Online Learning ◽  
Active Learning ◽  
Student Performance ◽  
Case Studies ◽  
Small Groups ◽  
The Internet ◽  
Case Method ◽  
Learner Participation

Before COVID-19, the use of case studies to learn science was well established in high school and postsecondary classrooms. Once the pandemic ensued, many faculty continued to use the method as a way to infuse elements of active learning remotely. The results of a survey taken by 600 faculty reveal how they accomplished this feat. Respondents to the survey found that the case method readily transferred to online learning. Most used a mixture of synchronous and asynchronous classrooms. Serious challenges were encountered, primarily due to the difficulty instructors had in keeping track of learner participation. Many obstacles were overcome by creative strategies such as using Google Forms. Some semblance of a normal classroom was achieved by using online conferencing tools and using small groups in synchronous breakout rooms. Cases were commonly broken into chunks and spread over several days. This worked especially well with cases that were already structured this way, including interrupted cases and problem-based learning exercises. Assessment of student performance largely followed the traditional path of exams, projects, and essays, although a third of the faculty attempted to evaluate participation. Classes conducted via an asynchronous approach were largely lecture based, with cases given to learners to complete as homework either individually or as groups. The greatest challenge in this setting was that answers to case questions were often readily available to learners on the internet. This was avoided by faculty modifying questions or creating their own.

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.

scholarly journals Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dania Hernandez ◽  
Gema Jacomino ◽  
Uma Swamy ◽  
Krista Donis ◽  
Sarah L. Eddy
Keyword(s):  
Social Support ◽  
Active Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
Social Supports ◽  
Informational Support ◽  
Confirmatory Factor Analyses ◽  
Appraisal Support ◽  
Instrument Measuring ◽  
Support Students

Abstract Background Active learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to interact with and support students during in-class activities. LAs increase student performance, but the mechanism behind this is still unclear. Social support is a promising framework to help elucidate the types and extent of assistance LAs provide to students and begin exploring the “how” behind LAs effectiveness. The aim of this study was to develop an instrument measuring undergraduate students’ perceptions of the social supports for active learning available to them in the classroom. This instrument was based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning. To provide initial evidence of validity, the instrument was completed in six sections of General Chemistry I at one R1 university. Exploratory and confirmatory factor analyses were applied to determine the internal structure of the instrument. Then the instrument’s relationship to engagement in active learning was evaluated as another form of validity evidence. Results These analyses best supported a three-factor instrument that included five items representing supportive feedback provided during active learning (appraisal support), eight items representing emotional support during active learning, and six items representing the communications of norms and values related to active learning (informational support). All three factors were individually correlated with three measures of engagement. In regression analyses with all three factors measured together, only informational support predicted changes in two of the three measures of engagement. Conclusions This study supports the use of the Perception of Social Supports for Active Learning (PSSALI) instrument to understand students’ perceptions of the supports they are receiving to engage in active learning in chemistry courses. One implication of this work is that in order to increase engagement, learning assistants should clearly communicate the value of active learning and the classroom norm of active participation.

Leveraging Active Learning Pedagogy in a Scaffolded Approach: Reconceptualizing Instructional Leadership Learning

2020 ◽  
Vol 15 (3) ◽  
pp. 210-226 ◽  
Author(s):  
Jason D. Salisbury ◽  
Decoteau J. Irby
Keyword(s):  
Active Learning ◽  
Instructional Leadership ◽  
Learning Experience ◽  
Leadership Practice ◽  
University Of Illinois ◽  
The University

This article investigates how the University of Illinois at Chicago (UIC) redesigned its three-course instructional leadership strand to operate as a continuous three-semester learning experience that sequenced and emphasized an active learning pedagogy. This accounting elaborates the design and use of this pedagogy to support aspirant leaders in progressing through a continuum of knowers, assessors, and demonstrators of instructional leadership practice. Finally, we discuss the tensions that emerged from this approach to instructional leadership learning.

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