Making Class Time Count

2021 ◽  
pp. 193-217
Author(s):  
Alice Katherine Shepherd
Keyword(s):  
Active Learning ◽  
Small Groups ◽  
Institutional Context ◽  
Student Perspectives ◽  
Large Cohort ◽  
Learning Approaches ◽  
Design Practice ◽  
Class Time ◽  
Lecture Theatre

This case study describes the ‘semi-flipped' redesign of an undergraduate Introductory Management Accounting module with a large cohort, using a newly refurbished ‘collaborative lecture theatre' at a large English research-intensive university. The chapter outlines the affordances of the collaborative lecture theatre and explains how these were used to promote the active application of theories and techniques in small groups during redesigned lecture sessions. The case considers the approach, design, practice, and space, and includes pedagogies readily transferable to other disciplines. The chapter considers the evaluation of the collaborative lecture theatre and the module redesign from staff and student perspectives. It identifies current challenges relating to the topic in the institutional context and concludes with recommendations and solutions for other institutions wishing to reconfigure spaces to promote active learning approaches.

scholarly journals Analyzing effectiveness of active learning through project-based learning approach in university level ICT courses

2021 ◽  
Vol 1 (1) ◽  
pp. 59-69
Author(s):  
Dhiraj Shrestha ◽  
Satyendra Nath Lohani ◽  
Roshan Manjushree Adhikari
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Real Life ◽  
Project Based Learning ◽  
Learning Approaches ◽  
Engineering Project ◽  
Science And Engineering ◽  
University Level ◽  
Teaching Learning

The concept of Active Learning (AL), which has journeyed through multiple research studies over the years, is an important part of the teaching learning process at academic institutions. The present study applies active learning via project-based approaches where students engage in real life projects and solve associated complications with their research, communication, and technical skills. As a case study of effectiveness of project-based learning (PBL), especially in engineering project contexts, the present research is conducted among students studying computer science and engineering at Kathmandu University (KU), Nepal. The key findings of the study suggest that PBL assignments have helped students in their active learning processes. This paper also compares teaching and learning approaches of KU with other IT institutions of Nepal.

TOWARD A FULL(ER) IMPLEMENTATION OF ACTIVE LEARNING

2019 ◽  
Vol 18 (1) ◽  
pp. 63-82
Author(s):  
JEREMY F. STRAYER ◽  
NATASHA E. GERSTENSCHLAGER ◽  
LISA B. GREEN ◽  
NANCY MCCORMICK ◽  
SCOTT MCDANIEL ◽  
...  
Keyword(s):  
Active Learning ◽  
Statistics Education ◽  
Explanatory Power ◽  
Learning Approaches ◽  
Case Study Methodology ◽  
Research Journal ◽  
Education Community ◽  
Study Methodology ◽  
Embedded Case Study

Many university statistics instructors are interested in teaching with active-learning approaches in their classrooms. In this article, we attend to active learning in three ways. First, we review how the statistics education community has addressed issues surrounding active learning   implementation to date. Second, we describe how our project used design experiment methodology to create active-learning materials. Finally, using embedded case study methodology, we report on factors that impacted the extent to which statistics instructors facilitated active learning using our project’s materials. We describe properties of classroom interactions that led to full implementation of active learning and show how the unifying theme of relinquishing mathematical and statistical authority had explanatory power to inform ways instructors might effectively implement active learning. First published May 2019 at Statistics Education Research Journal Archives

Flipped classrooms and student learning: not just surface gains

2016 ◽  
Vol 40 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Sarah McLean ◽  
Stefanie M. Attardi ◽  
Lisa Faden ◽  
Mark Goldszmidt
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Approaches To Learning ◽  
Independent Learning ◽  
Undergraduate Teaching ◽  
Time On Task ◽  
Learning Approaches ◽  
Class Time

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning.

scholarly journals I flipped my tutorials: a case study of implementing active learning strategies in engineering

2015 ◽  
Author(s):  
Jonathan Verrett ◽  
Anne-Marie Kietzig ◽  
Maria Orjuela-Laverde
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Teaching Assistant ◽  
Working Time ◽  
Course Content ◽  
Class Time ◽  
Active Learning Strategies ◽  
Relevant Material

A variety of active learning strategies havebeen applied to engineering classrooms, includingflipping classrooms by recording lectures and havingstudents watch them outside of class time. In this study, asimilar approach was used for long-answer problemspresented in one-hour tutorial sessions. Problemsolutions were recorded and made available online.Instead of solving long-answer problems, tutorials beganwith a review of relevant material. The review was thenfollowed by independent working time where studentswere free to interact with the teaching assistant anddiscuss concepts with one another while working on anonline quiz.Students generally responded very positively tothe changes and appreciated the ability to go throughproblem solutions at their own pace with the recordings.In tutorials, the quizzes were successful at encouragingdiscussion of course content amongst students. Thetechniques also provided a repository of online videosand quizzes to be used in future course iterations.

scholarly journals Survey of case study users during pandemic shift to remote instruction

2021 ◽  
Vol 45 (3) ◽  
pp. 620-625
Author(s):  
Clyde Freeman Herreid ◽  
Annie Prud’homme-Généreux ◽  
Carolyn Wright ◽  
Nancy Schiller ◽  
Ky F. Herreid
Keyword(s):  
High School ◽  
Online Learning ◽  
Active Learning ◽  
Student Performance ◽  
Case Studies ◽  
Small Groups ◽  
The Internet ◽  
Case Method ◽  
Learner Participation

Before COVID-19, the use of case studies to learn science was well established in high school and postsecondary classrooms. Once the pandemic ensued, many faculty continued to use the method as a way to infuse elements of active learning remotely. The results of a survey taken by 600 faculty reveal how they accomplished this feat. Respondents to the survey found that the case method readily transferred to online learning. Most used a mixture of synchronous and asynchronous classrooms. Serious challenges were encountered, primarily due to the difficulty instructors had in keeping track of learner participation. Many obstacles were overcome by creative strategies such as using Google Forms. Some semblance of a normal classroom was achieved by using online conferencing tools and using small groups in synchronous breakout rooms. Cases were commonly broken into chunks and spread over several days. This worked especially well with cases that were already structured this way, including interrupted cases and problem-based learning exercises. Assessment of student performance largely followed the traditional path of exams, projects, and essays, although a third of the faculty attempted to evaluate participation. Classes conducted via an asynchronous approach were largely lecture based, with cases given to learners to complete as homework either individually or as groups. The greatest challenge in this setting was that answers to case questions were often readily available to learners on the internet. This was avoided by faculty modifying questions or creating their own.

A Case Study on the Effects of Active Learning Classrooms in Higher Education

2018 ◽  
Vol 24 (4) ◽  
pp. 733-754
Author(s):  
Hyeon Woo Lee ◽  
Yoon Mi Cha ◽  
Kibeom Kim Kibeom Kim
Keyword(s):  
Higher Education ◽  
Active Learning

Molecular Modeling as the Spark for Active Learning Approaches for Interdisciplinary Biology Teaching

2018 ◽  
Author(s):  
Antoine Taly ◽  
Francesco Nitti ◽  
Marc Baaden ◽  
samuela pasquali
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Modeling ◽  
Active Learning ◽  
Computer Science ◽  
Poster Presentation ◽  
Learning Approaches ◽  
School Students ◽  
The Subject ◽  
The Origin Of Life

<div>We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high-school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves Mathematics, Physics, Chemistry, Computer Science and Biology. Based on our own areas of research, molecular modeling is chosen as central axis as it involves all disciplines. In order to provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. </div><div>All sessions are built around active pedagogies, including games, and a final poster presentation.</div>

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