scholarly journals Jigsaw learning versus traditional lectures: Impact on student grades and learning experience

2020 ◽  
Vol 8 (1) ◽  
pp. 154-172
Author(s):  
Teresa Costouros
Keyword(s):  
Active Learning ◽  
Cooperative Learning ◽  
Teaching Method ◽  
Positive Impact ◽  
Learning Experience ◽  
Student Groups ◽  
Learning Modules ◽  
Traditional Lectures ◽  
Student Grades ◽  
The Impact

Despite significant research supporting active learning, many professors continue to use traditional lectures as their primary teaching method, particularly in introductory level courses. This article explores whether jigsaw cooperative learning had a positive impact on student grades and enhanced their learning experience, as compared to the traditional lecture method. The question was answered by collecting data from an insurance and risk management introductory course in the business school. To answer the question on learning experience, students completed a validated survey on each pedagogy, consisting of 15 statements that they rated on a Likert scale of 1 to 5, strongly disagreeing or agreeing with the statements. The course content was taught using lectures for four learning modules and the jigsaw learning method for four learning modules. After each module, a quiz was written by each student, and these grades were compared to establish the impact of each teaching method on student grades. Data was analyzed using descriptive statistics and two-way ANOVA testing to determine significant differences. Data was collected from two student groups. One group was a traditional university group of diverse students and the other group consisted of international students from India. I compared the results of the two student groups to identify any differences. This research adds to the studies on active learning in insurance education, specifically jigsaw cooperative learning. It also contributes to literature on effective teaching strategies for international student groups.

scholarly journals Impacto da metodologia de simulação realística na graduação de enfermagem

2017 ◽  
Vol 11 (12) ◽  
pp. 5269 ◽  
Author(s):  
Roseane Mota Santana Rohrs ◽  
Claudenice Ferreira Dos Santos ◽  
Ruana Dos Santos Barbosa ◽  
Renata Da Silva Schulz ◽  
Milena Bastos De Carvalho
Keyword(s):  
Nursing Students ◽  
Teaching Method ◽  
Positive Impact ◽  
Private University ◽  
Higher Learning ◽  
Simulated Patients ◽  
Traditional Teaching ◽  
Learning Achievement ◽  
Simulation Methodology ◽  
The Impact

RESUMOObjetivo: analisar o impacto da metodologia da simulação realística na visão dos acadêmicos de enfermagem. Método: estudo quanti-qualitativo, a partir da pesquisa-ação, utilizando questionário semiestruturado com amostra de 133 acadêmicos do 6º ao 10º semestre em uma Universidade privada. Resultados: 98% dos acadêmicos afirmaram gostar muito da aula com a metodologia de simulação; 97% relataram ter diferença na aprendizagem com a simulação; destes, 62% confirmaram ter maior rendimento no aprendizado quando utilizada a simulação com paciente simulado; e 35% mencionaram ter melhor rendimento quando utilizado o boneco estático. Conclusão: o estudo demonstrou impacto positivo da metodologia de simulação entre os acadêmicos ao demostrarem preferência no uso desta metodologia em detrimento ao método de ensino tradicional e que o uso dessa metodologia permite melhorias no processo de ensino-aprendizado. Descritores: Simulação; Enfermagem; Ensino; Educação. ABSTRACTObjective: to analyze the impact of realistic simulation methodology on nursing students' view. Method: quantitative-qualitative study, based on action research, using a semistructured questionnaire with a sample of 133 students from the 6th to the 10th semester in a private university. Results: 98% of the students said they liked the classes with the simulation methodology; 97% stated they felt a difference in learning with the simulation; of these, 62% affirmed they had a higher learning achievement when using simulation with simulated patients; and 35% stated having higher learning achievement when using the static doll. Conclusion: the present study showed a positive impact of the simulation methodology among the students, demonstrating a preference in the use of this methodology in detriment to the traditional teaching method and that the use of this methodology allows improvements in the learning process. Descriptors: Simulation; Nursing; Teaching; Education; Learning.RESUMENObjetivo: analizar el impacto de la metodología de la simulación realística en la visión de los académicos de enfermería. Método: estudio cuantitivo-cualitativo, a partir de la investigación, utilizando cuestionario semi-estructurado con muestra de 133 académicos del 6º al 10º semestre en una Universidad privada. Resultados: 98% de los académicos afirmaron que gustaban mucho de la clase con la metodología de simulación; 97% relataron tener diferencia en el aprendije con la simulación; de este, 62% confirmaron tener mayor rendimiento en el aprendizado cuando utilizado la simulación con paciente simulado; y 35% mencionaron tener mejor rendimiento cuando utilizado el muñeco estático. Conclusión: el estúdio demostró impacto positivo de la metodología de simulación entre los académicos al demostrar preferencia en el uso de esta metodología en detrimento al método de enseñanza tradicional y que el uso de esa metodología permite mejorías en el proceso de enseñanza-aprendizaje. Descriptores: Simulación; Enfermería; Enseñanza; Educación; Aprendimiento.

scholarly journals The impact of flipped classroom andragogy on student assessment performance and perception of learning experience in two advanced physiology subjects

2020 ◽  
Vol 44 (1) ◽  
pp. 80-92
Author(s):  
Joseph A. Rathner ◽  
Mark A. Schier
Keyword(s):  
Active Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Student Assessment ◽  
Renal Physiology ◽  
Classroom Teaching ◽  
Time On Task ◽  
Pass Rates ◽  
Learning Content ◽  
The Impact

Flipped classroom teaching has been used by many educators to promote active learning in higher education. This andragogy is thought to increase student engagement by making them more accountable for their learning and increase time on task in the classroom. While there are several systematic reviews that point to improved student results, it remains unclear if flipped classrooms have positive learning effects in physiology education. Flipped classroom teaching was introduced in two advanced physiology subjects (advanced neuroscience, semester 1, and cardiorespiratory and renal physiology, semester 2). Changing the mode of content delivery reduced the time students needed to spend listening to lectures by one-third, without sacrificing either learning content or academic standards. Higher pass rates were observed with larger number of students earning distinction and high-distinction grades. Statistically significant improvements in final grades were observed from both subjects ( semester 1: 2017, 49.28 ± 20.16; 2018, 53.29 ± 19.77, t268 = 2.058, P = 0.0405; semester 2: 2017, 58.87 ± 21.19; 2018, 67.91 ± 20.40, t111 = 2.306, P = 0.023). Finally, students’ perception of their learning experience remained at or above the university benchmarks (median score of >80% for all iterations of the subjects). While the most frequent and persistent area that students suggested could be improved was reduction of content, equal numbers of students commented that no improvement in the subjects was required. Despite the generally positive attitude to recorded didactic teaching content, classroom attendance remained very low, and students did not engage with the active learning content. This suggest that more emphasis needs to be placed on promoting class attendance by developing better active learning content.

scholarly journals Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong

2019 ◽  
Vol 9 (3) ◽  
pp. 172
Author(s):  
Fridolin Sze Thou Ting ◽  
Wai Hung Lam ◽  
Ronnie Homi Shroff
Keyword(s):  
Hong Kong ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Tertiary Education ◽  
Background Knowledge ◽  
Learning Platform ◽  
The Impact

Research has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.

scholarly journals Pilot evaluation of an interactive multimedia platform to provide nutrition education to Portuguese adolescents

2019 ◽  
Vol 30 (2) ◽  
pp. 353-357 ◽  
Author(s):  
José Maria Tallon ◽  
Raquel Saavedra Dias ◽  
Aldo Matos Costa ◽  
Janine Narciso ◽  
Ana Barros ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Interactive Multimedia ◽  
Positive Impact ◽  
Learning Experience ◽  
Obesity Prevalence ◽  
Post Intervention ◽  
Health Related ◽  
The Impact ◽  
Web Platform ◽  
Portuguese Adolescents

Abstract Background Obesity prevalence has been rising worldwide and currently is one of the most serious public health problems. Nutrition literacy is important to the development of healthier habits that could help prevent and stem obesity and overweight. The aim of this study was to evaluate the impact of using a multimedia web platform to provide nutrition education to Portuguese adolescents. Methods The intervention consisted in a two-week period in which students (n = 1291) had access to an interactive multimedia web platform with nutritional content, and designed for a self-paced learning experience. Students completed a knowledge questionnaire at baseline and immediately after the end of the intervention. Results The results obtained revealed that 85.8% of the students increased their nutrition knowledge. No gender differences were observed post-intervention. There were significant differences in the knowledge acquisition regarding age (P < 0.001). The baseline knowledge seemed to influence the learning process. Conclusions Overall, the intervention had a positive impact. The preliminary results observed will be important for the improvement of the intervention, though they need to be confirmed by further research. Nevertheless, it is safe to say that technology-based assets can be important tools to incorporate and complement health-related interventions in schools.

scholarly journals THE IMPACT OF THE CLASSROOM ENVIRONMENT ON THE TRANSITION FROM THE TRADITIONAL MODEL TO THE FLIPPED CLASSROOM IN A UNIT OPERATION COURSE

2019 ◽  
Author(s):  
Clémence Fauteux-Lefebvre
Keyword(s):  
Active Learning ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Deep Understanding ◽  
Entire Group ◽  
Unit Operation ◽  
Efficient Design ◽  
Design Skills ◽  
The Impact

The learning objectives of the Unit Operation course are to learn, understand and apply the operational and design principles of various separation units. For each unit, students must learn the process principles, how to apply mass and energy balances and how to use solving procedures in various contexts to design units, based on given parameters and operating objectives. The main challenges for the students are to develop the general design skills and the necessary knowledge of the theory principles, with a deep understanding of the various concepts and procedures specific to each unit. The traditional format of the course leads students to solve problems mostly during their study time, while the help of the teacher is not direct. A flipped classroom approach would allow students to revise, explore and acquire significant part of the knowledge online or on their own rather than during the lectures and then to benefit from more efficient design problem-solving sessions. It, however, requires adaptation and engagement from both the students and the instructors for a successful learning experience. In this course, the transformation is gradually implemented with the use of active learning classrooms and the development of a blended learning format of the course, to obtain an entirely flipped classroom. The access to active learning classrooms is one of the tools that could impact the quality of the flipped classroom organization, but also change the student’s experience, and was the studied. Having the suitable space, tools and seating organization to easily work in team and share their work with the entire group efficiently could help them to be engaged and to develop these new skills. The assessment of the student’s experience during the unit operations course in the active learning classroom showed that it promotes collaboration and it was appreciated by the majority of students, with a clear preference for this classroom over a traditional one for the various learning activities. It could then help reducing some obstacles to engage students in cooperative learning.  

scholarly journals Enhancing Student Active Learning in Consumer Behaviour Class Using 5E Learning Cycle: A Conceptual Paper

2020 ◽  
Vol 16 ◽  
Keyword(s):  
Active Learning ◽  
Undergraduate Students ◽  
Consumer Behaviour ◽  
Positive Impact ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Learning Cycle ◽  
Learning Activity ◽  
Learning Cycles ◽  
The Impact

5E learning cycle was suggested as a better option for students’ learning and has brought a positive impact on students learning education, particularly with theory and practice components. These method of learning is a student’s centre oriented learning model which solely prioritize on students own experiences, creates active participation and built creative critical thinking skills. 5E learning cycle consist of engagement, exploration, explanation, elaboration, and evaluation. This study is intended to determine students’ perceptions of 5E learning cycles in their learning activity and to explore the impact of 5E learning cycles towards student’s active learning. The discussion is based on the information gauged from an estimated number of 60 undergraduate students who will be enrolling in BPMM3013 Consumer Behaviour Class in UUM. Data will be collected qualitatively from various sources such as students’ reflections, lecturer’s reflections, peer feedback, lecturer’s feedback, and focus group interview. Meanwhile for quantitative method, a survey will be developed through Google form. The data will be analysed using transcribe technique and regression analysis.

scholarly journals Do text discussions improve the academic skills of students of HE? Andorra University case.

2020 ◽  
Author(s):  
Helena Prieto Sanz
Keyword(s):  
Text Comprehension ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Peer Interactions ◽  
Participant Observation ◽  
Core Competency ◽  
Academic Skills ◽  
Dialogic Reading ◽  
Student Groups ◽  
The Impact

Reading is a core competency in learning processes of higher education as a tool for accessing discipline-specific knowledge. The aim of this case study is to analyse the impact of text group discussions on the academic skills of students at the Universitat d’Andorra (UdA). Qualitative techniques -non-participant observation, interviews and discussion groups- were applied to UdA students and faculty. Five student groups belonging to the Bachelor of Teaching and Learning (BTL), Bachelor of Computer Science (BCS) and Bachelor of Business Administration (BBA) were studied. After processing the data with Atlas.ti, the first results were obtained. Evidences of a positive impact on the academic skills are identified. Firstly, both students and faculty indicated an improvement of the text comprehension mainly because of the peer interactions. Improvement of the critical and analitycal attitude, the own speech as well as the metacognitive learning are also highlighted as areas on which dialogic reading has positive impact.

scholarly journals Pengaruh Pembelajaran Kooperatif Tipe STAD terhadap Kecerdasan Emosi Siswa SMK N 2 Somba OPU Kabupaten Gowa

2021 ◽  
Vol 6 (1) ◽  
pp. 97-105
Author(s):  
Muhammad Akbar Syafruddin ◽  
Herman Herman
Keyword(s):  
Emotional Intelligence ◽  
Cooperative Learning ◽  
Conventional Method ◽  
Teaching Method ◽  
Positive Impact ◽  
T Test ◽  
Learning Method ◽  
Student Teams

The research aimed to discover the influence of cooperativelearning method type STAD (Student Teams Achievement Division) toward emotional intelligencestudent’s of SMK Negeri 2 Somba Opu Kabupaten Gowa. The population of the research were all students at the school. There were 35 students as sample chosen randomly which treated by using cooperative learning method. Questionnaires were employed to collect the data and analyzed by using T-Test with SPSS 20 which were taken after Normality and HomogenityTest. The result showed that, 1) There was a significant effect from the cooperative learning methid toward stuedent’s intelligence, 2)Cooperative learning method was more effective than conventional method in developing student’s quation.Thus it can be infer that cooperative learning gives a positive impact toward student’s development in learning. Keywords: Cooperative learning, Student Teams Achivement Division, Emotional Intelligence, Conventional teching, Teaching method, AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe STAD (Student Teams Achievement Division) terhadap kecerdasan emosisiswa SMK Negeri 2 Somba Opu Kabupaten Gowa.  Populasi pada penelitian ini adalah jumlah keseluruhan dari siswa SMK Negeri 2 Somba Opu Kabupaten Gowa dengan sampel berjumlah 35 (1 kelas) orang yang dipilih secara acak,dengan perlakuan menggunakan model pembelajaran kooperatiftipe STAD (Student Teams Achievement Division). Sedangkan untuk memperoleh data kecerdasan emosi siswa dilakukan dengan menggunakan angket kuisioner. Data dalam penelitian ini kemudian dianalisis dengan menggunakan uji T dengan bantuana plikasi SPSS 20 yang sebelumnya melewati uji prasyarat tes normal dan homogenitas. Berdasarkan hasil penelitian maka dihasilkan kesimpulan sebagai berikut : (1) Terdapat pengaruh model pembelajaran kooperatif   tipe STAD (Student Teams Achievement Division) terhadap kecerdasan emosi siswa. (2) Model pembelajaran kooperatif tipe STAD (Student Teams Achievement Division) lebih efektif dibandingkan model pembelajaran konvensional dalam meningkatkan kecerdasan emosi siswa. Kata Kunci: Model Pembelajaran, Pembelajaran Kooperatif KooperatifTipe STAD, Pembelajaran Konvensional, PendidikanJasmani, Kecerdasan Emosi. 

Interactive Scenario-Based Teaching of Metal Casting Processes

2011 ◽  
Author(s):  
Zahed Siddique ◽  
Mrinal Saha ◽  
Firas Akasheh ◽  
Shaiful Arif ◽  
Bipul Barua
Keyword(s):  
Active Learning ◽  
Learning Experience ◽  
Casting Process ◽  
Metal Casting ◽  
University Of Oklahoma ◽  
Post Test ◽  
Manufacturing Engineering ◽  
Novel Concept ◽  
The University ◽  
The Impact

It is well documented that students learn more effectively when they are actively involved in the learning process. Interactive scenario-based education is a novel concept expected to stimulate active learning and provide an engaging learning experience. Recently we have developed a Create your Scenario Interactively (CSI) module to teach metal casting and have implemented it in manufacturing engineering courses at the University of Oklahoma. In this paper, we discuss the impact of the CSI on students’ learning in manufacturing engineering education. The pedagogical effectiveness of the CSI instruction has been evaluated in several areas such as students’ engaging and active learning through pre-test and post-test format and survey questionnaires. Our preliminary results suggest that a majority of the students feels that the CSI module is very effective in keeping them engaged. Results also indicate that the CSI instructions help improve their understanding of the metal casting process. The details of the CSI module, implementation details, and assessment results are discussed.

5E Learning Cycle: Enhancing Student Active Learning in Strategy and Marketing Analysis Class

2021 ◽  
Vol 12 (3) ◽  
pp. 2409-2417
Author(s):  
Yaty Sulaiman Et.al
Keyword(s):  
Active Learning ◽  
Positive Impact ◽  
Evaluation Research ◽  
Thinking Skills ◽  
Good Choice ◽  
Learning Cycle ◽  
Learning Activity ◽  
Learning Cycles ◽  
Marketing Analysis ◽  
The Impact

5E learning cycle is proposed to be a good choice for students’ learning and has brought a positive impact on students learning education theoretically and practically. This method of learning is a student’s centre oriented learning model which solely prioritize on students own experiences, creates active participation and built creative critical thinking skills. The elements of 5E learning cycle are engagement, exploration, explanation, elaboration, and evaluation. Research here intended to identify students’ perceptions of 5E learning cycles in their learning activity and to explore the impact of 5E learning cycles towards student’s active learning. The study was conducted at Universiti Utara Malaysia. This study uses qualitative approach with classroom action research. The discussion is based on the information gauged from 42 undergraduate students who enrolled in BPMM3043 Strategy and Marketing Analysis class in UUM. Data had been collected qualitatively from various sources such as students’ reflections, lecturer’s reflections, peer feedback, lecturer’s feedback, and focus group interview. The results showed that the 5E learning cycle mayenhanced students active learning in Strategy and Marketing Analysis class.

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