scholarly journals It’s Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions

2015 ◽  
Vol 14 (1) ◽  
pp. ar7 ◽  
Author(s):  
Tessa C. Andrews ◽  
Paula P. Lemons
Keyword(s):  
Active Learning ◽  
Empirical Evidence ◽  
Learning Strategies ◽  
Decision Model ◽  
Need Support ◽  
Personal Experiences ◽  
Learning Instruction ◽  
Active Learning Strategies ◽  
Case Study Teaching

Despite many calls for undergraduate biology instructors to incorporate active learning into lecture courses, few studies have focused on what it takes for instructors to make this change. We sought to investigate the process of adopting and sustaining active-learning instruction. As a framework for our research, we used the innovation-decision model, a generalized model of how individuals adopt innovations. We interviewed 17 biology instructors who were attempting to implement case study teaching and conducted qualitative text analysis on interview data. The overarching theme that emerged from our analysis was that instructors prioritized personal experience—rather than empirical evidence—in decisions regarding case study teaching. We identified personal experiences that promote case study teaching, such as anecdotal observations of student outcomes, and those that hinder case study teaching, such as insufficient teaching skills. By analyzing the differences between experienced and new case study instructors, we discovered that new case study instructors need support to deal with unsupportive colleagues and to develop the skill set needed for an active-learning classroom. We generated hypotheses that are grounded in our data about effectively supporting instructors in adopting and sustaining active-learning strategies. We also synthesized our findings with existing literature to tailor the innovation-decision model.

scholarly journals Management of Active Learning Strategies in Learning Fiqh in General Department Students

2019 ◽  
Vol 3 (2) ◽  
pp. 212
Author(s):  
Muhamad Ali Anwar
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Islamic Law ◽  
Educational Institution ◽  
Case Study Research ◽  
Implementation Evaluation ◽  
Active Learning Strategies ◽  
Nahdlatul Ulama ◽  
Planning Implementation

The success of learning in an educational institution depends on creativity in learning from the teacher's business. Because he is a teacher, he must bring the learner towards the goals he has set. This study describes how the planning, implementation, evaluation of active learning strategies in learning jurisprudence (Islamic law) in students majoring in Mathematics and Natural Sciences (MIPA) in Madrasah Aliyah Nahdlatul 'Ulama (MA-NU) Mojosari, Loceret, Nganjuk, East Java, Indonesia. This study uses an interpretive paradigm through a qualitative approach, a type of case study research. The results of the study found several related to the planning, implementation, and evaluation of active learning in fiqh learning carried out at the study site, all by the concept of the theory although there are still improvements in terms of implementation that will automatically affect the results, so the teacher must work extra hard to perfection through continuous evaluation.

Testing the Rhetoric: Application of Active Learning Strategies in Logic and Critical Thinking Classrooms– Lessons from University of Gondar, Ethiopia

2020 ◽  
Vol 7 (2) ◽  
pp. 78-85
Author(s):  
Ketemaw Tiruneh Muluye
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Strategies ◽  
Study Design ◽  
Document Analysis ◽  
Group Discussions ◽  
Case Study Design ◽  
Active Learning Strategies ◽  
Mixed Approach

The purpose of this research was to examine the implementation of Active Learning Strategies (ALSs) in logic and critical thinking classrooms by focusing on freshman students of Gondar University. For this purpose, a concurrent triangulation mixed approach and case study design were employed. The data were collected through questionnaires (n=361), interviews and document analysis. Accordingly, the utilization of ALSs in logic and critical thinking classrooms is found to be negligible. Though buzz group discussions and presentations were found to be preferable as compared to other ALSs, they are utilized in a rare manner. Factors related with the directives of the Ministry, motivation of the instructors and students were found to have an influence on the utilization of ALSs. This implies though the Ministry claims that it is committed for the utilization of ALSs, its directives are not found to be complimentary with its rhetoric for the utilization of ALSs. Int. J. Soc. Sc. Manage. Vol. 7, Issue-2: 78-85

Using Prediction Markets to Deliver Authentic Learning Experiences

2012 ◽  
pp. 42-57
Author(s):  
Patrick Buckley ◽  
John Garvey ◽  
Fergal McGrath
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Cognitive Domain ◽  
Prediction Markets ◽  
Teaching Environment ◽  
Mass Higher Education ◽  
Large Group ◽  
Active Learning Strategies ◽  
Authentic Learning Experiences

Mass higher education presents serious problems to implementing active learning. Large class sizes means that traditional active learning strategies are becoming more and more difficult to implement, due to the administrative burdens associated with them. In this chapter, the authors present prediction markets as a pedagogical tool which can be used to allow teachers to implement active learning in a large group teaching environment without imposing prohibitive administrative overheads. They outline the benefits for students in the cognitive and affective domains of learning. They move on to present a case study describing in detail how our methodology can be implemented and conclude by presenting research on the effectiveness of our approach in the cognitive domain of learning. The authors conclude that prediction markets are a powerful tool for implementing active learning in a large group teaching environment.

Use of active learning strategies in public affairs education: Advances and lessons from the scholarship and the practice

2021 ◽  
pp. 014473942110049
Author(s):  
Maite Careaga-Tagüeña ◽  
Pablo Sanabria-Pulido
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Latin American ◽  
Public Affairs ◽  
Empirical Literature ◽  
Learning Practices ◽  
The Us ◽  
Active Learning Strategies ◽  
Master Level

Public affairs education can benefit from the potential of active learning practices in preparing students for the complex surroundings of real public service. This article aims to explore the use of those practices in public affairs education and the extent to which those practices are suitable in a public affairs school in a country in the global South. To do so, it follows a threefold analytical approach. First, from a sample of empirical works in public affairs, it explores the active learning practices portrayed in the literature of public affairs education and identifies patterns and practices. Then, through content analysis of syllabi from a sample of master level courses of schools of public affairs in the US and Europe it identifies the most frequent participant-centered learning practices used in public affairs education. Finally, by means of a case study from a public affairs school in Colombia, it analyzes the adoption of active learning practices to be effectively adopted in such setting and compares them with the two sets of practices previously analyzed. The analysis provided some insights. Both the literature review and the benchmark of practices in public affairs schools, reflect that public affairs education already relies on a wide array of active learning strategies, which, according to some empirical literature, appear to be highly useful in preparing students for public sector practice. Then, the analysis of the use of active learning practices in a Latin American school of public affairs revealed a similarly evident use such practices, something that appears to be instrumental for the faculty, students and alumni of the program, and whose implementation does not appear to differ from other programs abroad.

scholarly journals Teachers’ perceptions and concerns about implementing active learning in teaching EFL literature. A case study at Tlemcen University, Algeria

2021 ◽  
Vol 11 (3) ◽  
pp. 216-225
Author(s):  
Mohammed Kheladi
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Teacher Development ◽  
Structured Interview ◽  
Teaching Methodology ◽  
Literature Teaching ◽  
Teachers Perceptions ◽  
Active Learning Strategies

One of the major features of literature teaching in Algeria is the use of teacher-centred instructional approaches based on unidirectional lecturing and extended presentations. The paper examines teachers’ perceptions of and their concerns in implementing complex active learning strategies in their classrooms. The research is a case study conducted at the Department of English at Tlemcen University, Algeria. A qualitative approach was adopted in the analysis of the data collected through a structured interview held with three teachers. The findings revealed that despite the teachers’ recognition of the crucial role of active learning strategies in sustaining students’ engagement with the literature, they are still reluctant to introduce them into their teaching owing to a host of personal reasons and other background and contextual challenges. In response to this, the paper suggests the urgent reconsideration of the applied literature teaching methodology, stressing the role of teacher development to make active learning a successful approach in the classroom.   Keywords: Active learning, literature teaching, teachers ‘perceptions, traditional approaches, teacher development.

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