Active Learning Strategies for Online and Blended Learning Environments

Students must be engaged in active learning opportunities that allow them to feel connected to the class and not just a passive spectator. However, that may require the instructor to learn and try different methods of teaching and learning that are more student-centered and less faculty-centered. The purpose of this chapter is to assist faculty in developing active learning strategies that will advance their personal skill sets to better embrace learner-centered instruction with the use of technology tools for online and blended environments.

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Nursing Education Innovations and Obstacles During COVID-19

10.4018/978-1-7998-7623-6.ch008 ◽

2022 ◽

pp. 162-188

Author(s):

Amy M. Curtis ◽

Tiffani L. Chidume ◽

David R. Crumbley ◽

Meghan C. Jones ◽

Karol Renfroe ◽

...

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Active Learning ◽

Learning Strategies ◽

Clinical Judgment ◽

Teaching And Learning ◽

Clinical Environment ◽

First Semester ◽

Active Learning Strategies ◽

Technology Strategies

The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

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Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study

Mathematics ◽

10.3390/math8122163 ◽

2020 ◽

Vol 8 (12) ◽

pp. 2163

Author(s):

Edgar Lopez-Caudana ◽

Maria Soledad Ramirez-Montoya ◽

Sandra Martínez-Pérez ◽

Guillermo Rodríguez-Abitia

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Math Learning ◽

Treatment Groups ◽

Effective Learning ◽

Direct Observations ◽

Use Of Technology ◽

Active Learning Strategies ◽

Technological Tool ◽

Quantitative Analyses

The use of technology, which is linked to active learning strategies, can contribute to better outcomes in Mathematics education. We analyse the conditions that are necessary for achieving an effective learning of Mathematics, aided by a robotic platform. Within this framework, the question raised was “What are the conditions that promote effective active math learning with robotic support?” Interventions at different educational scenarios were carried in order to explore three educational levels: elementary, secondary, and high school. Qualitative and quantitative analyses were performed, comparing the control and treatment groups for all scenarios through examinations, direct observations, and testimonials. The findings point to three key conditions: level, motivation, and teacher training. The obtained results show a very favourable impact on the attention and motivation of the students, and they allow for establishing the conditions that need to be met for an effective relationship between the teacher and the technological tool, so that better learning outcomes in Mathematics are more likely to be obtained.

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IMPEDIMENTS FACED BY TEACHERS IN APPLYING ACTIVE LEARNING STRATEGIES IN LANGUAGE CLASSES IN ENHANCING LISTENING SKILLS

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2020.8117 ◽

2020 ◽

Vol 8 (1) ◽

pp. 113-121

Author(s):

V. Maithri ◽

P. Suresh

Keyword(s):

Active Learning ◽

Middle Schools ◽

Learning Strategies ◽

Language Skills ◽

Teaching Methodology ◽

Listening Skills ◽

Student Centered ◽

Survey Form ◽

Active Learning Strategies ◽

Blended Teaching

Purpose: The study analyses how active learning strategies can improve the learners’ language skills especially the listening skills with the use of various active learning strategies and blended teaching. It also shed light on the aim and purpose of certain strategies that will make the class more student-centered and engages the learners actively. It supports the constructivist approach a theory that underlies active learning. The study involves a survey conducted in some private, semi-urban, CBSE, middle schools in Chennai on the English teachers in understanding their opinion on using active learning strategies in class to enhance the learners’ language skills in a day-to-day classroom. The data collected from the survey form and details from one-on-one interaction with teachers will help the researcher learn the impediments faced by the teachers in implementing these strategies in the classroom. Methodology: The survey sheet is a questionnaire that focuses on the teacher’s classroom practices. It involves certain aspects such as Teaching methodology, teaching strategies, assessments, Feedback and its efficacy and Teacher attitude towards students. The questionnaire besides MCQs also had some one-line questions to which teachers had to answer. The survey was conducted on 50 teachers from 6 different schools teaching English in Middle schools of the semi-urban area of Chennai. Main Findings: The various barriers faced by the teachers in implementing active learning strategies are found in the survey conducted. It was also observed that there was some dearth of knowledge among teachers in the contemporary theories that lead to the resistance of the teachers in conducting the activities. Application: The methods mentioned in the paper can be adopted by teachers who also feel that the major reasons for their resistance in using active learning strategies in their day-to-day class are categorically similar to the reasons mentioned in the paper. Novelty: The methods suggested in the paper are a combination of active learning which is a theory predominantly based on constructivism and blended teaching. Although the reasons mentioned by the teachers in the survey are major limitations in planning an active learning class, these can be controlled to an extent by planning these strategies with resources suitable to one’s learner group and using certain active learning strategies in class with the students.

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

IJGIE (International Journal of Graduate of Islamic Education) ◽

10.37567/ijgie.v1i1.19 ◽

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.

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Enhancing Traditional Birth Attendant Training in Guatemala

International Journal of Childbirth ◽

10.1891/ijcbirth-d-20-00028 ◽

2021 ◽

Vol 11 (1) ◽

pp. 27-36

Author(s):

Lisa R. Roberts ◽

Barbara A. Anderson

Keyword(s):

Active Learning ◽

Focus Group ◽

Learning Strategies ◽

Statistical Significance ◽

Traditional Birth Attendant ◽

Traditional Birth Attendants ◽

Low Literacy ◽

Birth Attendants ◽

Use Of Technology ◽

Active Learning Strategies

BACKGROUNDThis article describes the follow-up study to Simulation Learning Among Low Literacy Guatemalan Traditional Birth Attendants, published in the International Journal of Childbirth in 2017. This current study had two purposes: (a) to implement and evaluate the use of enhanced training modalities (active-learning strategies and use of technology in a remote area), and (b) to pilot training-of-trainer (ToT) methods. The current study builds upon the previous study in which we conducted and evaluated a simulation-based training among low-literacy Guatemala traditional birth attendants (TBAs).MATERIALS AND METHODSIn the current study, we conducted a focus group with experienced TBAs (n = 8) to elicit concepts and issues important to address in the training. The 60-hour training designed for low-resource settings, was enhanced with active-learning strategies, technology, and ToT modules. We assessed pre–posttest knowledge and attitudes by paper-pencil format, and pre–post skills by demonstration using simulation.RESULTSTraining participants (N = 31) included the eight experienced TBAs from the focus group. Knowledge, skills, and attitudes all improved, with statistical significance achieved in many parameters. Evaluation of the training was positive and enhancement strategies were noted as particularly helpful. Two participants participated in the additional ToT modules and are now collaborating to provide short educational programs to other TBAs in their regions.CONCLUSIONTraining enhancement strategies have the potential to increase safe practice among TBAs where skilled birth attendants are lacking. Adding ToT modules enhances sustainability and exemplifies the importance of locally prepared trainers in a time when global interaction is severely limited.

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Active Learning Strategies in Technology Integrated K-12 Classrooms

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch035 ◽

2019 ◽

pp. 721-743

Author(s):

Esther Ntuli

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Classroom Environment ◽

Large Sample Size ◽

Grade Levels ◽

Use Of Technology ◽

Information Research ◽

Active Learning Strategies ◽

Critical Components ◽

K 12

Active learning is central to student retention and application of learned information. Research indicates that technology has reshaped the classroom environment and some of the teaching methods that traditionally supported active learning are no longer compatible with the emerging technologies. The question is; how best can teachers promote active learning through the use of technology? With technology flooding the school learning environments, teachers need effective strategies that promote active learning. Using research-based theories and literature review; this chapter extends a new definition and critical components of active learning in the context of technology integrated classrooms. Further, the chapter offers active learning strategies aligned with technology tools that could be used effectively in K-12 classrooms to promote active learning. Finally, the chapter opens up a discussion for potential new research that could be conducted to explore in depth some of the strategies using a large sample size stratified by grade levels, content areas, and geography.

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Active Learning Strategies in Technology Integrated K-12 Classrooms

Handbook of Research on Educational Technology Integration and Active Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-8363-1.ch007 ◽

2015 ◽

pp. 140-161 ◽

Cited By ~ 1

Author(s):

Esther Ntuli

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Classroom Environment ◽

Large Sample Size ◽

Grade Levels ◽

Use Of Technology ◽

Information Research ◽

Active Learning Strategies ◽

Critical Components ◽

K 12

Active learning is central to student retention and application of learned information. Research indicates that technology has reshaped the classroom environment and some of the teaching methods that traditionally supported active learning are no longer compatible with the emerging technologies. The question is; how best can teachers promote active learning through the use of technology? With technology flooding the school learning environments, teachers need effective strategies that promote active learning. Using research-based theories and literature review; this chapter extends a new definition and critical components of active learning in the context of technology integrated classrooms. Further, the chapter offers active learning strategies aligned with technology tools that could be used effectively in K-12 classrooms to promote active learning. Finally, the chapter opens up a discussion for potential new research that could be conducted to explore in depth some of the strategies using a large sample size stratified by grade levels, content areas, and geography.

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Contributions of Neuroscience Knowledge to Teachers and Their Practice

The Neuroscientist ◽

10.1177/1073858419835447 ◽

2019 ◽

Vol 25 (5) ◽

pp. 394-407 ◽

Cited By ~ 3

Author(s):

Janet M. Dubinsky ◽

S. Selcen Guzey ◽

Marc S. Schwartz ◽

Gillian Roehrig ◽

Carrie MacNabb ◽

...

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Science Teachers ◽

Brain Function ◽

Teacher Educators ◽

Higher Order Thinking ◽

Learner Centered ◽

Analysis And Synthesis ◽

Active Learning Strategies ◽

Teacher Professional

While neuroscience has elucidated the mechanisms underpinning learning and memory, accurate dissemination of this knowledge to teachers and educators has been limited. This review focuses on teacher professional development in neuroscience that harnessed the power of active-learning strategies and best educational practices resulting in increased teacher and student understanding of cognition and brain function. For teachers, the experience of learning a novel subject in an active manner enabled them to subsequently teach using similar strategies. Most important, participants viewed neuroscience as a frame for understanding why active-learning pedagogies work to engage and motivate students. Teachers themselves made connections applying neuroscience concepts to understand why learner-centered pedagogies are effective in promoting higher order thinking and deep learning in their students. Teachers planned and embraced pedagogies involving modeling, experimentation, discussion, analysis, and synthesis, increasing classroom cognitive engagement. Comprehending that everyone is in charge of changing their own brains is a tremendously powerful idea that may motivate science and non-science teachers to provide students opportunities to actively engage with content. Neuroscience courses for preservice and in-service teachers, provided as collaborations between scientists and teacher educators, can result in improved science education, pedagogy, and understanding of neuroscience.

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The landscape of research on learning in low-tech environments

Information and Learning Sciences ◽

10.1108/ils-10-2019-0103 ◽

2019 ◽

Vol 120 (11/12) ◽

pp. 687-703 ◽

Cited By ~ 2

Author(s):

Kathleen Campana ◽

Naresh Kumar Agarwal

Keyword(s):

Learning Environments ◽

Learning Strategies ◽

Design Methodology ◽

High Technology ◽

High Tech ◽

Content Type ◽

The Past ◽

Learner Centered ◽

Active Learning Strategies ◽

Insight Into

Purpose This paper aims to review the landscape of research in pedagogy and learning that surmounts the challenges of low-tech, information-rich environments during the past decade. It also reviews the methods used, populations studied and places where such research was carried out and proposes a conceptual framework. Design/methodology/approach A scoping review methodology was used to provide initial, broad insight into the field of learning in low tech environments. Findings The study found that low tech was not a barrier when it came to effectiveness of pedagogy and learning. In addition, it became apparent that active learning strategies combined with no-tech, low-tech and high-tech resources and strategies can lead to learning environments that are learner-centered, knowledge-centered, assessment-centered and community-centered. Originality/value The authors propose the framework for learning in low-tech, information-rich environments, which can be used by researchers, educators, practitioners and policymakers in environments with low technology, or in those with high technology seeking to transfer expertise and technology to these areas.

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