Inexperienced Versus Experienced Students' Expectations For Active Learning in Large Classes

2007 ◽  
Vol 55 (3) ◽  
pp. 125-133 ◽  
Author(s):  
Melinda Messineo ◽  
George Gaither ◽  
Jennifer Bott ◽  
Kristin Ritchey
Keyword(s):  
Active Learning ◽  
Large Classes

Active learning in small and large classes

2002 ◽  
Vol 11 (3) ◽  
pp. 271-282 ◽  
Author(s):  
Brock Murdoch ◽  
Paul W. Guy
Keyword(s):  
Active Learning ◽  
Large Classes

Active Learning in Large Classes:

2010 ◽  
Vol 59 (4) ◽  
pp. 223
Author(s):  
Lynne M. Adrian
Keyword(s):  
Active Learning ◽  
Large Classes

scholarly journals An online tutorial for helping nonscience majors read primary research literature in biology

2004 ◽  
Vol 28 (3) ◽  
pp. 95-99 ◽  
Author(s):  
Christopher M. Gillen ◽  
Jasmine Vaughan ◽  
Bethany R. Lye
Keyword(s):  
Active Learning ◽  
Research Literature ◽  
Primary Research ◽  
Basic Principles ◽  
Large Classes ◽  
Online Tutorial ◽  
Nonscience Majors ◽  
Primary Literature ◽  
Scientific Papers ◽  
Science Classes

Using primary literature is an effective tool for promoting active learning and critical thinking in science classes. However, it can be challenging to use primary literature in large classes and in classes for nonscience majors. We describe the development and implementation of an online tutorial for helping nonscience majors learn to read primary literature in biology. The tutorial includes content about the scientific process and the structure of scientific papers and provides opportunities for students to practice reading primary literature. We describe the use of the tutorial in Biology of Exercise, a course for nonscience majors. Students used the tutorial outside of class to learn the basic principles involved in reading scientific papers, enabling class sessions to focus on active-learning activities and substantive class discussions.

scholarly journals Penggunaan AC/ID dan Active Learning dalam Pembelajaran Anatomi dalam Large Group

2015 ◽  
Vol 4 (1) ◽  
pp. 7
Author(s):  
Siti Munawaroh
Keyword(s):  
Instructional Design ◽  
Active Learning ◽  
Medical Science ◽  
Large Classes ◽  
Effective Learning ◽  
Large Group ◽  
Advantages And Disadvantages ◽  
Alternative Choice ◽  
Basic Medical

Background: Anatomy is a basic medical science that very important for medical students and other health professions. With a good understanding of the anatomy, they can understand the condition of the patient's illness. However, many of students who complain about the difficulty of anatomy. This paper aims to provide an alternative choice of instructional design in large classes (large group) to improve the quality of learning.Method: literature review.Results: There are many designs of learning that can be applied in a large group. Each has advantages and disadvantages. To improve the quality of student learning, need to be actively involved students in the learning process, so that the material being studied can understand and survive long in the memory of the student.Conclusion: Management of the large group on anatomy lesson is required to produce effective learning. One of the instructional design that can be applied to achieve these objectives is the 4C / ID by applying the principles of active learning.

scholarly journals IMPROVEMENT OF FOUNDATION STUDENT PERFORMANCE IN BIOLOGY THROUGH INTENSIVE STATION BASED LEARNING APPROACH

2020 ◽  
Vol 5 (36) ◽  
pp. 168-181
Author(s):  
Siti Nor Ani Azaman ◽  
Ezyana Kamal Bahrin ◽  
Nor Hafizah Ahmad Kamarudin ◽  
Marina Mohd Top @ Mohd Tah ◽  
Nadiatul Hafiza Hassan ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Small Groups ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
Large Classes ◽  
Short Period ◽  
Improve Student Performance ◽  
Group Members

A growing revolution is underway in teaching introductory science to foundation studies. Recent educational research explains that traditional teaching approaches in large classes often fail to reach many students. To address this problem, we conducted an intensive station rotation-based workshop called “Bio Made Easy” for a group of students who obtained F grade in the first Biology assessment, N = 120. The workshop was designed to improve students’ understanding of selected Biology topics by providing simple examples, analogy, and explanation of the concept using various active and interactive approaches. The goal was to change the students’ perception of biology and deliver the content within a short period of time. The students were divided into small groups and required to complete all stations conducted by different instructors. For each station, students were directed to perform activities that required them to actively participate, interact, and discuss among the group members. A comparison was made between their performance during the first test and the second test of the semester. From F grade in the first test, about 88.3% of the students accomplished higher performance grades in the test 2 assessment. This reflects an encouraging sign that active-learning practice and direct engagement of students in the station rotation-based learning approach improve student performance in biology subjects and serve as one of the strategies to motivate students for better grades.

scholarly journals Disruption in Large Classes during Active Learning Sessions

2016 ◽  
Author(s):  
Kimberly Catton ◽  
Abril Galang ◽  
Alexander Bulk
Keyword(s):  
Active Learning ◽  
Large Classes

scholarly journals ADAPTATION OF A CLASSROOM OBSERVATION PROTOCOL FOR ACTIVE LEARNING

2021 ◽  
Author(s):  
Allison Van Beek ◽  
Susan McCahan
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Learning Activities ◽  
Large Classes ◽  
Space Design ◽  
Observation Protocol ◽  
Future Work

In our work, we are focusing on the use of classroom observation to provide feedback on instructional space design. An initiative to redesign teaching space began a decade ago at a large, research-intensive institution. In September 2018, a large-scale (477 seat) active learning classroom became operational. The affordances of this space are intended to enable active teaching and learning in large classes. However, it is difficult to assess how successful this space is for active learning. A multi-year study has been undertaken to observe teaching practice in situ, with the goalof developing design principles for instructional space and technology that support the development, design, and implementation of teaching activities. Existing teaching observation protocols do not fully capture the interaction between the instructor and the space because such protocols were generally intended for other purposes. The goal is to develop a protocol that captures activities that are both intrinsic and extrinsic to teaching. This paper describes the development and use of an observation protocol. The core of the protocol is the wellknownTeaching Dimensions Observation Tool (TDOP). The scope of the TDOP is extended to active learning activities drawing from the Active Learning Classroom Observation Tool (ALCOT). The resulting extended protocol, TDOP+, was used for coding both live and recorded classroomobservations in the Winter 2020 term. This extended protocol allows the researchers to capture information that characterizes the intersection of pedagogy, space, and technology through Activity Theory. In future work, the data gathered through observations will be analyzed using theDifferentiated Overt Learning Activities (DOLA) framework, to provide insight into what types of teaching activity happens in a large-scale active learning classroom across STEM education and how active learning in large classrooms compares to pedagogy in other spaces.

scholarly journals Improving educational quality through active learning: Perspectives from secondary school teachers in Malawi

2021 ◽  
pp. 174549992199290
Author(s):  
Hülya Kosar Altinyelken ◽  
Mark Hoeksma
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Low Income ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Long Distance ◽  
Large Classes ◽  
Implementation Challenges ◽  
Active Teaching

Addressing the learning crisis in low-income contexts remains a major concern. This paper analyses how active teaching and learning pedagogy (ATL) was implemented in secondary schools in Malawi to improve learning outcomes. Based on interviews with teachers and headteachers from five schools, the paper seeks to explore how ATL was understood and implemented, and what challenges were experienced from the perspectives of trained and untrained teachers. The findings reveal that ATL was positively viewed by all participants, as it was considered beneficial in improving students’ academic performance and skills development. All participants identified some key implementation challenges, including large classes, lack of materials, the use of English, long distance to school and poverty. The paper underscores the need to move away from a polarised view of pedagogy (direct instruction against ATL) and conceptualise active learning on a continuum.

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