scholarly journals Modern Learning Strategies in Higher Education: Team-Based Learning

2020 ◽  
Vol 44 ◽  
pp. 141-151
Author(s):  
Birutė Aleksandravičiūtė ◽  
Kęstutis Liekis
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Middle Eastern ◽  
The United States ◽  
Essential Elements ◽  
Large Network ◽  
Team Based Learning ◽  
Modern Learning ◽  
Active Learning Strategy

Team-based learning is a student-orientated active learning strategy created by Lary Michaelsen in 1979. Team-based learning is widely used not only in the United States of America, but all around the world: in Asian, European, and Middle Eastern universities and colleges. It is extremely popular in biomedicine as well as in social sciences. It is, unfortunately, rare in Lithuanian higher education. There is a large network of team-based learning strategy consultants in Singapore, Japan, Australia, the Netherlands, the United Kingdom, Uruguay, and North America.Research aim: to introduce the team-based learning strategy.Research questions: what is team-based learning strategy? What are the main reasons of the prevalence of team-based learning strategies? How is the team-based learning strategy adopted to the learning subject?Research object: Team-based learning strategy.Research method: literature analysis.The popularity of team-based learning is determined by its effectiveness: it motivates students, ensures their involvement, develops critical thinking, problem-solving, interpersonal leadership, and conflict management and similar skills. Team-based learning ensures the satisfaction of students with the learning process.There are four essential elements of the team-based learning strategy: teams must be properly formed and managed; students must be motivated to attend class and must come prepared; students must learn to use course concepts to solve problems; students must be truly accountable in case the lecturer decides to implement team based learning into their subject.

scholarly journals Perception and Attitude Toward Self-Regulated Learning of Thailand’s Students in Educational Data Mining Perspective

2019 ◽  
Vol 14 (09) ◽  
pp. 34 ◽  
Author(s):  
Wongpanya Sararat Nuankaew ◽  
Pratya Nuankaew ◽  
Direk Teeraputon ◽  
Kanakarn Phanniphong ◽  
Sittichai Bussaman
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Educational Data Mining ◽  
Learning Technology ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Modern Learning

The Self-Regulated Learning (SRL) strategies can be the best. It can be achieved by a sub-goal that will be more important in the younger generation. This paper proposes the process of developing factors (attributes) which are related to the development of learning styles through self-regulated strategies. The objectives of this paper are (1) to study the perception and attitude toward the attributes of students with self-regulated learning of the students in higher education, and (2) to find the level of acceptance towards the factor of SRL using applied statistics and machine learning technology. The results show that two tools have proved the respondents and the factors of SRL in the accepted level. Besides, the results found that Thai higher education students still focus on formal learning, which conflicts with the behavior and us-age of Internet and telephone in the classroom. In future work, the author is committed to develop and apply a self-regulated learning strategy model with a combination of collaborative learning strategies of blended learning. Also, it supports undergraduate students in analyzing the factors and studying the behavior patterns of learners in suitable modern learning.

scholarly journals A Team-Based Strategy in Bachelor’s Studies of Lithuanian university: Exploring the Possibilities of Adaptation

Pedagogika ◽  
2020 ◽  
Vol 137 (1) ◽  
pp. 25-45
Author(s):  
Birutė Aleksandravičiūtė ◽  
Kęstutis Liekis
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Positive Impact ◽  
Research Problem ◽  
High Quality ◽  
Working Students ◽  
Team Based Learning ◽  
Study Process

Team-based learning strategy is widely applied in the world's higher education institutions in the most diverse fields of studies. Its popularity is due to its positive impact on student’s achievement. Team-based learning increases student’s motivation and involvement into the study process, and its implementation enables students to acquire the competencies necessary in the modern labor market. The research problem: what are the opportunities to adapt team-based learning strategies into university studies? Research object: team-based learning strategy. Aim: to explore the possibilities of Team-based learning strategy in bachelor studies. The research found, that in order to successfully adapt this strategy, it should be taken into consideration that a significant part of students is working students, and classes are missed. In cases where attendance is not compulsory, larger teams should be formed. It has been found that it is difficult for students to apply theoretical knowledges by solving real practical situations, so the teachers must to be prepared various of practical examples, in order to successfully adapt the team-based learning strategy, it is expedient to use already available, high-quality studies materials and properly adjust schedules.

scholarly journals Active Learning Strategy on Higher Education Biology Learning: A Systematic Review

2021 ◽  
Vol 6 (1) ◽  
pp. 75-86
Author(s):  
Essy Dian Pratiwi ◽  
Mohammad Masykuri ◽  
Murni Ramli
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Active Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Low Cost ◽  
Lesson Plan ◽  
Active Learning Strategies ◽  
Biology Learning ◽  
Active Learning Strategy

Student-centered learning intends to increase student participation. Biology subject is a broad scope and has a level of abstract concepts. Active learning has the potential to maximize the learning process of biology subjects. The purpose of the research is to describe the implementation and strategies of active learning applied to biology learning in higher education. The method used descriptive and systematic review. Selecting articles used the ERIC database. The search was carried out with predetermined categories, then a manual selection of the article to ensure the selected one. There are nine journals with nineteen articles analyzed at the higher education level of biology subject matter. This study's results, the implementation of active learning strategies, require support from lecturers and university stakeholders so that active learning runs effectively. An Active learning strategy used in biology material in higher education consists of the use of low-cost technology (virtual cell learning module) to high cost (SCALE-UP, clicker), low-cost learning without involving technology (card games, card organisms, kinesthetic physical models, 5E lesson plan, and pre-class reading guide) to outside the classroom (field training). The university's role and the understanding of lecturers in implementing active learning strategies have a crucial role in determining student learning outcomes. Lecturers and university stakeholders need to build cooperation, including a learning policy system and classroom implementation.

scholarly journals Hybrid Team-Based learning in cardiorespiratory physiotherapy education

2020 ◽  
Author(s):  
Shakila Devi Perumal
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Learning Experience ◽  
Scientific Evidence ◽  
Phase 1 ◽  
Chronic Obstructive ◽  
Allied Health Education ◽  
Obstructive Pulmonary Disease ◽  
Team Based Learning

Background: Todays modern and future cardio-respiratory physiotherapists are, and will be, presented with ubiquitous and uncertain complex problems in professional life. Yet, to date, teaching approaches lack robust scientific evidence of optimal learning to stimulate students active cognitive engagement of higher-order skills beyond knowledge and skills transfer and are only focused on graduation. For the past two decades, pedagogy recommends the use of active learning strategies to enhance authentic student engagement, self-efficacy, and satisfaction. In recent years, team-based learning (TBL) is emerging as a popular student-centered active collaborative learning strategy that promotes individual and team learning in medical and allied health education. Objective: This paper reports on the design and impact of the novel Hybrid Team-Based learning" (H-TBL) on students engagement and perceptions of their learning experience in a Year 2 undergraduate physiotherapy Cohort. Study Design : A retrospective study. Methods: In 2019, a keynote lecture on Chronic Obstructive Pulmonary Disease (COPD) was taught using a novel hybrid team-based learning" (H-TBL) comprising phases 1-4, delivered in two sessions (COPD1 and 2) to our year two (n=136), undergraduate physiotherapy students. Results: Of 136 students, 82% engaged in Phase 1, 80% attended Phase 2, and 3 of COPD 2 sessions, and 74% engaged in phase 4. 72% provided their perception of their learning experience. Conclusion: The majority of our students valued the learning experience in H-TBL design. This study confers that H-TBL supports students active engagement and self- efficacy. Future randomized studies are mandated to explore the validity and specificity of H-TBL in the physiotherapy curriculum.

scholarly journals Development and Validation of a Hybrid Active Learning Strategy for Teaching Direct Current Electricity Concepts for Secondary Schools in Nigeria

2015 ◽  
Vol 3 (8) ◽  
pp. 56-66
Author(s):  
Uche Connie Ofodile ◽  
Mangut Mankilik
Keyword(s):  
Active Learning ◽  
Secondary Schools ◽  
Learning Strategies ◽  
Direct Current ◽  
Learning Strategy ◽  
Relevant Literature ◽  
Poor Performance ◽  
Innovative Technology ◽  
Active Learning Strategy ◽  
Expert Validation

The study was carried out to develop and validate a Hybrid Active Learning Strategy (HALS) for teaching direct current electricity concepts (DCEC) in physics for secondary schools in Nigeria. The relevant literature reviewed revealed that the inappropriate use of relevant teaching strategies and the non-use of modern innovative technology in the teaching of physics result in lack of better understanding of concepts and hence, the poor performance of students in physics. In view of this, the HALS package which is a combination of active learning strategies including computer simulation was developed to help teachers to be more effective and students to understand DCEC concepts better. The developmental platform for the package is Microsoft visual basic 6. Other applications used during the design process include Adobe (macromedia) Director, Flash 8, Fireworks and Flash Player for animation, construction and display. The validation of HALS Package was done applying: subject content validation, computer expert validation, educational technology expert validation, personalized validation and group validation. The HALS package is generally perceived as very educative, comprehensive, adequate, relevant, user friendly and loaded with a lot of ingenuity.

scholarly journals PENERAPAN STRATEGI PEMBELAJARAN AKTIF TIPE TRUE OR FALSE UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA POKOK BAHASAN TEKS EKSPOSISI KELAS X MIPA 1 SMA NEGERI 2 PEKANBARU

Perspektif ◽  
2018 ◽  
Vol 9 (02) ◽  
pp. 48-54
Author(s):  
Nurmaini Nurmaini
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Subject Matter ◽  
Learning Strategy ◽  
Active Role ◽  
Learning Activities ◽  
The Subject ◽  
Active Learning Strategy ◽  
Answering Questions

Learning is a system that aims to help the learning process of students, which contains a series of events that are designed, arranged in such a way as to influence and support the learning process of students (Firdaus, 2012). According to Nasution (2000) the learning process is an interaction / process of communication between the teacher and students and between students and students. Intertwined communication should be reciprocal communication created in such a way, so that the message conveyed in the form of the subject matter will be effective and efficient. Students as the subject of learning must play an active role in learning. the activeness of students is assessed from their role in learning, such as asking questions, answering questions, giving responses and others. In addition, the activeness of students is a form of independent learning, namely students trying to learn everything about their own will and ability / business, so that in this case the teacher only acts as a mentor, motivator and facilitator. Therefore, the teacher needs to create an atmosphere of learning that can foster an attitude of collaboration between students and other students. The main problem in learning in formal education (school) today is the low absorption of students. The learning process to this day is still dominated by teachers and does not provide access for students to develop independently through discovery in the process of thinking. According to Dimyati and Mudjiono (2002) the dominance of teachers in the learning process causes students to be passively involved, students are more waiting for the presentation of the teacher rather than looking for and finding their own knowledge, skills and attitudes they need during the learning process. Therefore, it is necessary to apply new learning strategies that can make students actively participate in learning. One active learning strategy developed by Silberman (2011) is true or false active learning strategies. The learning steps in the true or false active learning strategy will activate students from the beginning of learning which will stimulate students to think and motivate students to play an active role in learning activities so that the teacher does not dominate the learning process. This strategy is marked by the teacher making statements that are in accordance with the subject matter, half right and the other half wrong. Then students discuss in their groups to state whether the statement is true or false. By discussing students can exchange opinions. According to Silberman (2011) by listening to various opinions, students will be challenged to think. our brain will do a better learning process if we discuss information with other people. When the learning process is passive, the brain cannot store information properly. In answering questions, students are required to give reasons why they answer correctly and why they answer wrongly. This is so that students do not guess when answering and will make students better understand the material. Then the results of the group discussion will be presented in front of the class, students are given the opportunity to ask questions, answer questions and respond or give opinions. This will activate students more in learning and can train students' courage. According to Silberman (2011), learning activities carried out with the activities of students themselves will cause a knowledge to be more meaningful and can last a long time in memory of students so that the learning outcomes achieved will be better. Based on the results of the study obtained values from the first and second cycles in a row - according (77.33%), and (80.00%).

scholarly journals THE EFFECT OF ACTIVE LEARNING STRATEGY USING THE THREE STAGE OF FISHBOWL DECISION TYPES ON THE RESULT OF HISTORY LEARNING

2013 ◽  
Vol 14 (1) ◽  
pp. 101
Author(s):  
Wahidul Basri
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Control Group ◽  
Control Group Design ◽  
Active Learning Strategies ◽  
Historical Fact ◽  
Good For ◽  
Active Learning Strategy

The ability of students of SMAN 1 Bukittinggi in studying history, especially in interpreting the facts are still low. To overcome these problems the writer try to applied active learning strategies Three Stage of Fishbowl Decision types (TSFD). The purpose of this study is to determine the effect of the use of active learning strategies on learning outcomes of TSFD type in the result of studying history, especially in the interpretation of historical facts. This research is experimental with Pretest-Posttest Control Group Design research. The results showed that active learning strategies of the type of TSFD were good for interpreting historical fact. However, after further analysis based on the pattern of growth or movement changes, in the process of active learning strategies of TSFD type was suitable to be applied. Furthermore, for the facts are based on royal topics of TSFD strategy that has turned out as good for the material that is repetition. Based on the analysis conducted it is believed that active learning strategies of TSFD type is better used on materials that complete require repetition.

scholarly journals A STUDY REVIEW OF ACTIVE LEARNING STRATEGY IN IMPROVING STUDENTS' LEARNING MOTIVATION

2020 ◽  
Vol 1 (1) ◽  
pp. 8-15
Author(s):  
Ubabuddin
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Problem Formulation ◽  
Learning Approaches ◽  
Active Learning Strategies ◽  
Active Learning Strategy

Scope: Learning approaches that are considered effective and feasible to be applied in the current learning process are active learning strategies. By using an active learning strategy, students will be invited to always be involved and motivated to do their best in each learning process, so that students will become excited in participating in learning. Objective: This qualitative study presented the results of literature reviewed gathering from various theories, including national, international journals, books, internet and other literature to answer the problem formulation. Method: A serial of literature on active learning strategies that actively applied in most modern education were reviewed and presented to answer the research question. Findings: based on many experts in the fields of teaching and learning, the findings of this study were First, Active learning starts with questions, card short, the power of two, jigsaw, Index card match, picture and picture, cooperative script, problem based instruction, students team achievement devision, etc. Significance: The findings of this literature rewiewing has promoted students better thoughtful and understanding on material presented as participants engaging themselves with the lesson cores not simply just follow teacher's instruction. These findings are also so useful insight to keep student's concentration and improving learning achieving to the higher learning outcomes as demanded by instructional curriculum. Recomendation: Monotonous and teacher-focused learning is increasingly in demand and continues to be abandoned because it makes students bored and boring. With an effective approach it is hoped that learning objectives can be optimally achieved.

Assessment of Opportunities and Implementation of Blended Learning Strategies in Nigeria Higher Education

2019 ◽  
pp. 279-298
Author(s):  
Francisca O. Aladejana ◽  
Simeon O. Olajide
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Strategies ◽  
Random Sampling ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Descriptive Survey ◽  
Frequency Counts

The chapter investigated the facilities available, extent of usage, and the various methods, perspectives, and strategies of blended learning used as well as possible challenges in Nigeria higher education using Obafemi Awolowo University, Ile-Ife as a case study. The descriptive survey research design was adopted. An instrument titled “Questionnaire on Opportunities and Implementation of Blended Learning” was administered on 216 lecturers selected by simple random sampling technique. Data collected were analyzed using frequency counts and simple percentages. The results showed that facilities are fairly available and there is moderate extent of usage of the available facilities for incorporating blended learning strategy. Lecturers used 21 different methods, the five blended learning perspectives, and four different strategies. Various challenges were identified. The study concluded that opportunities were available for lecturers to implement blended learning strategy into the classroom instruction delivery if the major challenges faced are properly addressed.

Implementation and Evaluation of Team-Based Learning in a Pharmacy Law and Ethics Module

2021 ◽  
pp. 133-159
Author(s):  
Mara Pereira Guerreiro
Keyword(s):  
Instructional Strategy ◽  
Learning Strategy ◽  
Organizational Skills ◽  
Law And Ethics ◽  
Team Based Learning ◽  
Strategy Planning ◽  
Assurance Process ◽  
The Right ◽  
Key Aspects ◽  
Active Learning Strategy

Team-based learning (TBL) is an active learning strategy based on sequential stages: individual advanced preparation, readiness assurance process, and team application. When adopting this instructional strategy, planning entails consideration about organizing contents, securing the right infrastructure, forming groups, and grading students' work. The first class should be used to cover key aspects, such as explaining how TBL works and why it is being used. Facilitating TBL classes demands communication and organizational skills, in addition to content-expertise. TBL was implemented in a pharmacy law and ethics module. The perspectives of students collected through surveys were overall favorable. These perspectives, together with other favorable indicators, led to TBL maintenance until the current days.

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