scholarly journals Redesigning first year anatomy and physiology subjects for allied health students: Introducing active learning experiences for physiology in a first semester subject

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Pam Lee Megaw ◽  
Monika Andrea Zimanyi
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experiences ◽  
Learning Activities ◽  
First Year ◽  
Anatomy And Physiology ◽  
Allied Health Students ◽  
Active Learning Strategies

In this paper we describe the initial development of flipped classroom learning activities for the physiology component of a first year anatomy and physiology class for allied health students, and the subsequent transformation to focus on active learning strategies over a period of three years. The learning activities incorporated included the use of audience response systems for in-class quizzing, mini case studies, role plays, and simulations. Results of on-course assessment items, consisting of on-line quizzes, was compared in order to determine whether active learning approaches improved academic performance. We found that academic performance increased across the cohorts when first implemented as flipped classroom, and the increase was maintained in the subsequent years focussing on the active learning strategies alone. We conclude that the introduction of active learning experiences to this class enhanced engagement and academic performance across the student cohorts.

scholarly journals Redesigning first year anatomy and physiology subjects for allied health students: Impact of active learning strategies

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Monika Andrea Zimanyi ◽  
Nicholas F. Emtage ◽  
Pamela Lee Megaw
Keyword(s):  
Active Learning ◽  
Occupational Therapy ◽  
Student Performance ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
First Year ◽  
Science Students ◽  
Sport Science ◽  
Anatomy And Physiology ◽  
Active Learning Strategies

To combat high failure rates in an Anatomy and Physiology for first year Occupational Therapy, Physiotherapy and Sport Science students, a flipped classroom was introduced in 2015. It became apparent that students did not engage with materials prior to classes, but they did engage with in-class active learning strategies. In subsequent years of this study, our focus changed to delivery with student active learning in mind. The active learning approaches introduced resulted in improvements in academic performance for all three student cohorts. Occupational Therapy students’ marks improved by 12.9% when comparing pre-intervention (2014) results to the end of the post-intervention period (2017), Physiotherapy students’ marks increased by 6.9%, while the greatest gains of 14.8% were seen in Sport Science students. When investigating the relationship between student performance and university entrance scores, students with high entrance scores demonstrated modest gains in performance, while those students with lower entrance scores benefited the most. Our results suggest that the introduction of active learning may result in the transition of the learning style of students under-prepared for university studies, to be more like those of more successful students; that is, to a deeper level of learning.

Active Learning Strategies for Online College Classrooms

2020 ◽  
pp. 1-19
Author(s):  
Marina Kamenetskiy
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Educational Leaders ◽  
Learning By Doing ◽  
Learning Activities ◽  
College Classrooms ◽  
Learning Techniques ◽  
Online Classrooms ◽  
Active Learning Strategies ◽  
Interest And Motivation

The term active learning is also known as “learning by doing”; it is where students are presented with a variety of learning activities that encourages thinking and reflection. Educational leaders recognize the value of promoting active learning in the educational setting and encourage their faculty to apply active learning techniques in their online classrooms to increase learner interest and motivation. This chapter identifies various active learning strategies that can be applied to any discipline in any online course, as well as presents different examples of active learning activities. Active learning strategies can include group work, simulations (role play), and games, in order to build learners' critical thinking, problem-solving, and collaboration skills.

Using Active Learning Strategies to Motivate Students

2002 ◽  
Vol 8 (1) ◽  
pp. 48-51
Author(s):  
Kimberly R. Boyer
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Learning Strategies ◽  
Mathematics Teacher ◽  
Early Years ◽  
Eighth Grade ◽  
First Year ◽  
Mathematical Connections ◽  
Eighth Grade Students ◽  
Active Learning Strategies

Icouldn't believe my ears when i heard a colleague make this statement during my first year of teaching: “Eighth grade is the year that the students' brains are turned off.” Was it true? Were eighth-grade students really that hopeless? In my early years of teaching, I was on a mission to be the best mathematics teacher I could be by incorporating problem solving, reasoning, communication, and mathematical connections into each lesson. I wanted to take time to involve my students personally so that they could see how mathematics directly affects their lives. However, I quickly learned that there is “no one way to be a topnotch teacher” (Harmin 1998, p. 2).

Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry

2018 ◽  
Vol 19 (2) ◽  
pp. 520-532 ◽  
Author(s):  
Julie Donnelly ◽  
Florencio E. Hernández
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Cooperative Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Phenomenological Study ◽  
Student Experiences ◽  
Learning Space ◽  
Active Learning Strategies

Physical chemistry students often have negative perceptions and low expectations for success in physical chemistry, attitudes that likely affect their performance in the course. Despite the results of several studies indicating increased positive perception of physical chemistry when active learning strategies are used, a recent survey of faculty in the U.S. revealed the continued prevalence of instructor-centered approaches in physical chemistry. In order to reveal a deeper understanding of student experiences in an active learning physical chemistry course, we present a phenomenological study of students’ perceptions of physical chemistry when the course is completely redesigned using active learning strategies. Using the flipped classroom, an active learning space, cooperative learning, and alternative assessments, we emphasized fundamental concepts and encouraged students to take responsibility for their learning. Based on open-ended surveys and interviews with students, we found that students struggled with the transition, but had some significant positive perceptions of the approach. This is in agreement with previous studies of physical chemistry courses in which cooperative learning was the focus. As part of a larger study of the effectiveness of this course redesign, we show how students perceive the effectiveness of these strategies and how they react to them. In addition, we discuss the implications of these findings for the active learning physical chemistry classroom.

scholarly journals Learner-Centric Technologies to Support Active Learning Activity Design in New Education Normal: Exploring the Disadvantageous Educational Contexts

2021 ◽  
Vol 16 (10) ◽  
pp. 150
Author(s):  
Mohammad Nehal Hasnine ◽  
Mahmoud Mohamed Hussien Ahmed ◽  
Hiroshi Ueda
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Activities ◽  
Collaborative Problem Solving ◽  
Learning Activity ◽  
Course Materials ◽  
Success Stories ◽  
Active Learning Strategies ◽  
New Education ◽  
Activity Design

Active learning is a learner-centric instructional method that uses discussion, role play, collaborative problem-solving based approaches to engage students with the course materials. However, due to the pandemic, active learning activities take place over multiple learner-centric technologies, as classroom-centered activity design is no longer possible. This study explored the success stories of active learning in disadvantageous educational contexts, particularly in Arab regions. After examining the theory, models, various learner-centric technologies of pre-pandemic active learning de-signs, this study proposes 25 emerging technologies to support active learn-ing 19 active learning strategies in terms of activity design in new education normal. The three-fold findings are related to designing active learning activities in new education normal, enhancing less practiced active learning strategies, and bridging the gaps in pre-and post-pandemic active learning activity design using learner-centric technologies.

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