scholarly journals Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

2016 ◽  
Vol 15 (4) ◽  
pp. ar68 ◽  
Author(s):  
Jon R. Stoltzfus ◽  
Julie Libarkin
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Scale Up ◽  
Lecture Hall ◽  
Student Centered ◽  
Traditional Lecture ◽  
Quasi Experimental ◽  
And Performance ◽  
Based Instruction

SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology.

scholarly journals Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Ryan J. Walker ◽  
Brooke R. Spangler ◽  
E. Paige Lloyd ◽  
Bethany L. Walker ◽  
Peter M. Wessels ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Discussion Groups ◽  
Negative Consequences ◽  
Learning Techniques ◽  
Quasi Experimental ◽  
Secondary Analyses ◽  
Students Attitudes ◽  
And Performance

Instructors often implement technology-based active learning pedagogies, such as clickers, to maximise student engagement and facilitate learning outcomes. Despite the abundance of clicker research, no work has directly compared student performance as well as student perceptions of clickers to a distinct, non-technological active learning pedagogy. Using a mixed methods quasi-experimental design, the current research compared clickers to a collaborative active learning pedagogy, student discussion groups. As predicted, clickers were evaluated more favourably than discussion groups. Qualitative analysis of students’ open-ended evaluations augmented these quantitative findings. Secondary analyses suggested that student performance was equivalent for clicker and discussion sections. Together, these results suggest that incorporating clickers into introduction courses may improve students’ attitudes towards the instructor’s pedagogy without any negative consequences for performance.

scholarly journals Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes

2017 ◽  
Vol 41 (2) ◽  
pp. 194-202 ◽  
Author(s):  
Janet Casagrand ◽  
Katharine Semsar
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Cognitive Skills ◽  
Student Outcomes ◽  
Thinking Skills ◽  
Skill Levels ◽  
Student Centered ◽  
Traditional Lecture ◽  
Course Materials ◽  
Learning Assessments

Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures, both inside and outside of class. Due to the incremental nature of the reforms and absence of pre-reform learning assessments, we needed a way to retrospectively assess the effectiveness of our efforts. To do this, we first looked at performance on 12 conserved exam questions. Students performed significantly higher post-reform on questions requiring lower-level cognitive skills and those requiring higher-level cognitive skills. Furthermore, student performance on conserved questions was higher post-reform in both the top and bottom quartiles of students, although lower-quartile student performance did not improve until after the first exam. To examine student learning more broadly, we also used Bloom’s taxonomy to quantify a significant increase in the Bloom’s level of exams, with students performing equally well post-reform on exams that had over twice as many questions at higher cognitive skill levels. Finally, we believe that four factors provided critical contributions to the success of the course reform, including: transformation efforts across multiple course components, alignment between formative and evaluative course materials, student buy-in to course instruction, and instructional support. This reform demonstrates both the effectiveness of incorporating student-centered, active learning into our course, and the utility of using Bloom’s level as a metric to assess course reform.

scholarly journals From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Shannon Reidt ◽  
Keri Hager ◽  
James Beattie ◽  
Amy Pittenger ◽  
Maureen Smith ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Evidence Based Medicine ◽  
Integrated Design ◽  
First Year ◽  
Evidence Based ◽  
And Performance ◽  
Pharmacy Curriculum ◽  
Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum.   Type: Case Study

Active learning interventions and student perceptions

2017 ◽  
Vol 9 (3) ◽  
pp. 465-473 ◽  
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.

Student and Instructor Perceptions of the Efficacy of Computer-Aided Lectures in Undergraduate University Courses

1998 ◽  
Vol 19 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Jerrell C. Cassady
Keyword(s):  
Student Perceptions ◽  
Control Group ◽  
Traditional Lecture ◽  
Regular Class ◽  
Lecture Method ◽  
Computer Aided ◽  
Quasi Experimental ◽  
Class Instruction ◽  
Instructor Perceptions

Student and instructor perceptions of the effectiveness of computer-aided presentations in a lecture-oriented undergraduate course were investigated in a quasi-experimental design. Control group students received traditional lecture presentations covering two topics, separated by one week. The experimental group received the traditional lecture presentation for the first topic, and viewed the computer-aided presentation for the second. Between-group comparisons of student perceptions of the level of quality of both presentations were conducted as well as testing within group changes across the two presentations. Results indicate that students found the computer-aided presentations to be superior to regular class instruction in the following areas: 1) flow, organization, and clarity of the presented information; 2) ease in following the presentation; 3) preparation of instructor; 4) ability to pay attention; and 5) level of interest of the material. Open-ended interviews revealed that instructors considered the computerized presentations useful and worthy of continued use, however cited various conditions that would need to be met to begin to use this technique regularly. Such conditions included access to materials, extra time for preparation, and training on the equipment. The results support the integration of computer-aided presentations in courses using the lecture method, provided basic logistic conditions can be satisfied.

scholarly journals Making Progress: Introducing progress testing approaches to a single semester paramedic subject

2019 ◽  
Author(s):  
James Thompson ◽  
Don Houston
Keyword(s):  
Medical Education ◽  
Student Performance ◽  
Student Perceptions ◽  
Assessment Practices ◽  
Student Knowledge ◽  
Progress Testing ◽  
Broad Agreement ◽  
Program Of Study ◽  
And Performance ◽  
Don't Know Responses

Abstract Abstract Background. Paramedicine is a rapidly evolving profession with continually increasing demands placed upon educating its future workforce. Ensuring graduates are adequately prepared places many expectations on the suitability and effectiveness of university assessment practices, in a discipline where summative credentialing has established traditions of use. Progress tests and programmatic assessment have growingly become common fixtures of medical education, offering longitudinal information about student knowledge, ability and progress, usually across an entire program of study. Methods. Our project explored the development, implementation and evaluation of progress testing in a single semester capstone undergraduate paramedic topic. We examined the changes in student performance between two MCQ tests spaced ten weeks apart, and performance in a final oral assessment based on the same test content. Student perceptions and experiences of these events were also evaluated. Results. 55% of students indicated it was common practice to guess answers in exams. After introducing of negative marking students achieved 40% mean correct answers on previously satisfied curriculum content in our test 1. Scores increased by 65% by test 2, with substantial declines in numbers of incorrect and don’t know responses. Conclusion. Our results demonstrate a substantial increase in correct responses between the two tests, a high mean score in the viva, and broad agreement about the significant impact the approaches have had on learning growth.

scholarly journals A Comparison Of Delivery Formats To Encourage Student-Centered Learning In A Power Engineering Technology Course

2017 ◽  
Vol 8 (2) ◽  
pp. 141-156
Author(s):  
Mathew J. Turner ◽  
Rustin D. Webster
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Power Engineering ◽  
Engineering Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Structure ◽  
Inverted Classroom ◽  
Content Coverage ◽  
Technology Course

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped courses: one using video lectures and one using a media-enhanced electronic textbook. The authors compared courses in the areas of 1) student performance on multiple choice and numerical analysis problems, 2) students’ perceptions of course delivery format and satisfaction with the course and instructor, and 3) technical content coverage. Results show little difference in student achievement between the course formats, strong negative reactions by students to unfamiliar instructional methods, and little difference in content coverage. The authors believe that the outcomes of this study can be attributed to the benefits of small class sizes (n<12), which naturally enable active learning to be utilized without the need for rigid and formal course structure,

Embedding a Culture of Active Learning in Cardiorespiratory Physiotherapy Education- Hybrid Team-based Learning (H-TBL)

2020 ◽  
Author(s):  
Shakila Devi Perumal
Keyword(s):  
Student Engagement ◽  
Student Performance ◽  
Student Perceptions ◽  
Learning Strategy ◽  
Active Engagement ◽  
Student Centered ◽  
Subject Knowledge ◽  
Team Based Learning ◽  
Physiotherapy Students

In recent years, team-based learning (TBL) is gaining popularity as a student-centered active collaborative learning strategy in healthcare education. This paper reports the design, implementation, and impact of a "hybrid team-based learning" (H-TBL) for one respiratory lecture in year two undergraduate physiotherapy program in 2019. A retrospective study was conducted, including 136 second-year undergraduate physiotherapy students using H-TBL design for one respiratory lecture topic. Student engagement was evaluated based on the percentage of completion for pre-class work, attendance to classroom session, and submission of formative creative assignment. Student' performance on formative creative task was evaluated based on thinking and learning rubric. Student perceptions were assessed based on the student's feedback using "Mentimeter." 109/ 136 (80%) students attended the COPD 2 session. 90/109 (82%) students engaged in COPD 1 (online) and tRAT in COPD 2 session. 54/109 (50%) students provided feedback and 67/90 (74%) students submitted formal formative creative assignment on completion of COPD 2 session. This study confirms that H-TBL enhances student's active engagement, creativity, and equilibration of their subject knowledge. Future randomized studies are mandated to explore the validity and specificity of H-TBL in diverse physiotherapy curriculum to evaluate the long-term student engagement and academic performance.

scholarly journals Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments

2017 ◽  
Vol 16 (4) ◽  
pp. ar62 ◽  
Author(s):  
Nadia Sellami ◽  
Shanna Shaked ◽  
Frank A. Laski ◽  
Kevin M. Eagan ◽  
Erin R. Sanders
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Cognitive Skills ◽  
Higher Order ◽  
Underrepresented Minority ◽  
Learning Gains ◽  
Student Centered ◽  
Large Enrollment ◽  
Curricular Transformation ◽  
Positive Effect

Learning assistant (LA) programs have been implemented at a range of institutions, usually as part of a comprehensive curricular transformation accompanied by a pedagogical switch to active learning. While this shift in pedagogy has led to increased student learning gains, the positive effect of LAs has not yet been distinguished from that of active learning. To determine the effect that LAs would have beyond a student-centered instructional modality that integrated active learning, we introduced an LA program into a large-enrollment introductory molecular biology course that had already undergone a pedagogical transformation to a highly structured, flipped (HSF) format. We used questions from a concept test (CT) and exams to compare student performance in LA-supported HSF courses with student performance in courses without LAs. Students in the LA-supported course did perform better on exam questions common to both HSF course modalities but not on the CT. In particular, LA-supported students’ scores were higher on common exam questions requiring higher-order cognitive skills, which LAs were trained to foster. Additionally, underrepresented minority (URM) students particularly benefited from LA implementation. These findings suggest that LAs may provide additional learning benefits to students beyond the use of active learning, especially for URM students.

scholarly journals Comparison of student performance and perceptions of a traditional lecture course versus an inverted classroom format for clinical microbiology

2018 ◽  
Vol 32 (2) ◽  
pp. 90-97 ◽  
Author(s):  
Kara D Burnham ◽  
James Mascenik
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Test Performance ◽  
Test Scores ◽  
Clinical Microbiology ◽  
Student Perception ◽  
Primary Concern ◽  
Teaching Methodologies ◽  
Traditional Lecture ◽  
Inverted Classroom

Objective: Student satisfaction and student performance are of primary concern when classroom pedagogy is changed. We determine the equivalence of two teaching methodologies in a clinical microbiology course using test scores as the measure of student performance. Methods: The two teaching methodologies examined were a traditional lecture-based method face-to-face (F2F) method and an inverted classroom method (ICM). Student perceptions of the ICM method were measured using a course survey in which students were asked to compare their experiences in the ICM class with experiences in a traditional F2F class. Classroom exams were administered in the same way in the traditional F2F lecture and ICM courses. Student test averages obtained in both pedagogies were compared for equivalence using an independent samples t-test. A six-question survey was developed to assess student perception of the ICM classroom compared to that for the traditional lecture-based classroom. Results: Test performance of students in the ICM was equivalent to that of students receiving traditional F2F lectures. Mean difference between test scores for the ICM and traditional F2F groups was 1.9 points (95% confidence interval [CI], −4.0–0.14). Survey responses indicated that respondents feel positively about self-learning in ICM and prefer the flexibility provided by ICM. Conclusion: This study provides evidence that the ICM method of teaching clinical microbiology can replace the traditional F2F method without loss of student performance. Respondent perceptions of the inverted classroom were positive, with students favoring the flexibility.

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