scholarly journals Flipping the Cosmos: Using Active Learning Techniques in a Large-Enrollment Astronomy Class

2014 ◽  
Vol 6 ◽  
Author(s):  
Rebecca Ericson ◽  
Mario Gliozzi ◽  
Katelynn Fariss ◽  
Robyn Meier
Keyword(s):  
Active Learning ◽  
General Education ◽  
High Tech ◽  
Specific Content ◽  
Learning Techniques ◽  
White Boards ◽  
Open Discussion ◽  
Large Enrollment ◽  
Structured Groups ◽  
Classroom Time

We will demonstrate turning the "cosmos" of general education astronomy upside-down with a studio-style class. Four components that matter:Move what students can do alone: listening, reading, and practice activities outside the classroomUse classroom time to address difficult concepts and techniquesEmploy learning assistants to engage with students as knowledgeable peersLeverage classroom energy with structured groups and activities that concentrate on examining processes through the lens of specific content. Participants will engage in activities similar to those in our active learning astronomy classrooms. They will work through several short learning activities while presenters circulate to guide and focus the work, demonstrating the flow and structure of a typical class session. Small white boards allow us to simulate "writing on the wall" activities, so we can see quickly where groups of participants are grasping concepts and where they bog down. "Mini-lectures" will highlight some of the technology in the high-tech classroom, as we discuss what worked and what didn't work so well. At several points, we will open discussion so participants can examine how the technique or technology might work for them, regardless of discipline. 

scholarly journals Students’ and Instructor’s Attitudes and Receptions of the Viability of Using A Flipped Classroom Instructional Model In A Technology-Enabled Active Learning (TEAL) Classroom

2016 ◽  
Vol 5 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Taotao Long ◽  
Joanne Logan ◽  
John Cummins ◽  
Michael Waugh
Keyword(s):  
Active Learning ◽  
Group Work ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Instructional Model ◽  
Video Lectures ◽  
White Boards ◽  
Small Capacity ◽  
Classroom Time

The flipped classroom is an instructional model in which the students are initially exposed to subject matter concepts outside classroom through instructor-provided video lectures or other pre-class learning materials, and utilize classroom time for active learning, such as problem solving and group work. The Technology-Enabled Active Learning (TEAL) classroom is a small capacity classroom equipped with multimedia projectors, white boards, laptops, and tablets, and that utilizes modular tables for flexibly configured working arrangement. This paper reports the initial findings from interviews with five students and the instructor about their experiences, attitudes, and perceptions regarding the Flipped-TEAL instructional approach, which is the use of a flipped classroom instructional strategy in a TEAL classroom. This paper also reports the participants’ suggestions for improving the teaching and learning efficiency in the Flipped-TEAL course.

scholarly journals A Sustainable Approach: Increasing Students’ Information-Technology Competences and Job-Seeking Capabilities through Course Redesign Using FIT Framework and Active Learning Pedagogy

2020 ◽  
Vol 12 (10) ◽  
pp. 4094
Author(s):  
Tung-Ming Pan ◽  
Kuo-Chin Fan
Keyword(s):  
Information Technology ◽  
Active Learning ◽  
General Education ◽  
Learning Strategies ◽  
National Research Council ◽  
Learning Performance ◽  
High Tech ◽  
New Approach ◽  
Job Seeking ◽  
Education Network

FIT, Fluency with Information Technology, was developed by the National Research Council, USA in 1999. A FIT individual is defined as someone who can build new knowledge based on his/her prior knowledge, be self-sustaining when changes happen, and find solutions creatively to solve more complicated problems. Using FIT framework and active learning concept to restructure an information technology (IT) course is a sustainable approach to helping students learn, think, and adapt to the constant changes of technology. This article illustrates how FIT framework helped redesign a general education Network Resources and Applications course to enhance students’ IT competences and job-seeking capabilities. It describes (1) the importance of IT education in Taiwan to sustain its high-tech economy, (2) the trend of IT literacy education and active learning presented in literature, (3) how FIT intellectual framework was applied to redesign this course and how active learning strategies were incorporated into teaching, and (4) how pre-test, post-test, and Likert-Scale statistical methodology were used to measure the effectiveness of this new approach. Test results indicated that the new approach did effectively facilitate teaching and increase students’ learning performance, which is consistent with the findings presented in the literature.

An Active-Learning Approach to Fostering Understanding of Research Methods in Large Classes

2017 ◽  
Vol 44 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Jennifer LaCosse ◽  
Sarah E. Ainsworth ◽  
Melissa A. Shepherd ◽  
Michael Ent ◽  
Kelly M. Klein ◽  
...  
Keyword(s):  
Active Learning ◽  
Research Methods ◽  
Research Process ◽  
Future Directions ◽  
Online Student ◽  
Large Classes ◽  
Learning Techniques ◽  
Large Enrollment ◽  
Using Data ◽  
Psychology Course

The current investigation tested the effectiveness of an online student research project designed to supplement traditional methods (e.g., lectures, discussions, and assigned readings) of teaching research methods in a large-enrollment Introduction to Psychology course. Over the course of the semester, students completed seven assignments, each representing a stage of the research process. Students formed hypotheses, tested their hypotheses using data from the class, interpreted their results, generated future directions, created PowerPoint slides summarizing their projects, and presented their results in a poster session. We found support for the hypothesis that the research methods intervention would lead to better performance on a research methods quiz compared to students in a nonintervention section taught by the same instructor. This intervention demonstrated that it is feasible to use project-oriented active-learning techniques to foster understanding of research methods in large classes.

An Active Learning Approach to Teaching Social Determinants of Health

2020 ◽  
Vol 6 (4) ◽  
pp. 266-273
Author(s):  
Jeanita W. Richardson
Keyword(s):  
Active Learning ◽  
Learning Style ◽  
Social Determinants ◽  
Learning Approach ◽  
Learning Style Preferences ◽  
Open Discussion ◽  
Approach To Teaching ◽  
The Individual ◽  
Style Preferences ◽  
The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).

scholarly journals Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

2018 ◽  
Vol 5 ◽  
pp. 238212051876513 ◽  
Author(s):  
Lise McCoy ◽  
Robin K Pettit ◽  
Charlyn Kellar ◽  
Christine Morgan
Keyword(s):  
Active Learning ◽  
Medical School ◽  
School Curriculum ◽  
First Year ◽  
Group Instruction ◽  
Large Group ◽  
Curriculum Review ◽  
Learning Techniques ◽  
Learning Centered ◽  
Semistructured Interviews

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

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