scholarly journals Design, Development and Delivery of Active Learning Tools in Software Verification & Validation Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13
Author(s):  
Sushil Acharya ◽  
Priyadarshan Anant Manohar ◽  
Peter Wu ◽  
Bruce Maxim ◽  
Mary Hansen
Keyword(s):  
Active Learning ◽  
Case Studies ◽  
Real World ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Assessment Tools ◽  
National Science Foundation Grant ◽  
Learning Tools ◽  
Design Development ◽  
Applied Knowledge

Active learning tools are critical in imparting real world experiences to the students within a classroom environment. This is important because graduates are expected to develop software that meets rigorous quality standards in functional and application domains with little to no training. However, there is a well-recognized need for the availability of effective active tools. This need has been addressed by the authors by designing, developing, and delivering, twenty delivery hours of Case Studies, sixteen delivery hours of Class Exercises, and six delivery hours of Video Case Studies for use in V&V courses. The active learning tools focus on some specific SV&V topics such as requirements engineering, software reviews, configuration management, and software testing. Four key skill areas sought after by employers, namely communication skills, applied knowledge of methods, applied knowledge of tools, and research exposure have been used to drive the development funded by a National Science Foundation grant and perfected through an industry-academia partnership. These tools have been successfully disseminated to over 25 universities with many CS, IS, SE programs incorporating the tools in their existing courses and others designing new courses based on these tools.In this paper we present data on the student feedback and pedagogical effectiveness of the strategies used to effectively incorporate and deliver the developed active learning tools by instructors at two universities. Traditional and flipped classroom delivery strategies are discussed as well as topics like pre-requisite knowledge preparation prior to class, course module presentation sequence, homework, team/individual work, collaborative discussions, and assessment tools are deliberated. The student questionnaire data from the two University Partners who used the V&V instructional activities were quite positive and showed that students were interested in the activities, saw the real-world applications, and communicated with their classmates as they solved the problems. Educational outcomes assessment demonstrated more effective learning in all key learning areas.

scholarly journals Using Academia-Industry Partnerships to Enhance Software Verification & Validation Education via Active Learning Tools

2017 ◽  
Vol 6 (2) ◽  
pp. 69
Author(s):  
Sushil Acharya ◽  
Priyadarshan Manohar ◽  
Peter Wu ◽  
Walter Schilling
Keyword(s):  
Active Learning ◽  
Software Verification ◽  
Gap Analysis ◽  
Course Delivery ◽  
National Science Foundation Grant ◽  
Learning Tools ◽  
Engineering Software ◽  
Develop Software ◽  
Applied Knowledge

Imparting real world experiences in a software verification and validation (SV&V) course is often a challenge due to the lack of effective active learning tools. This pedagogical requirement is important because graduates are expected to develop software that meets rigorous quality standards in functional and application domains. Realizing the necessity the authors designed and developed 42 delivery hours of active learning tools consisting of Case Studies, Class Exercises, and Case Study Videos for use in courses that impart knowledge on SV&V topics viz. requirements engineering, software reviews, configuration management, and software testing. Four key skill areas sought after by employers, namely communication skills, applied knowledge of methods, applied knowledge of tools, and research exposure are used to drive the development funded by a National Science Foundation grant and perfected through an industry-academia partnership.In this paper, we discuss in detail the four project plans the researchers and their industry counterparts followed over the past two years in the development and eventual dissemination of the active learning tools. A course enhancement plan was used to drive activities related to reviewing, enhancing, and modularizing modules, identified by a gap analysis performed by focus groups comprised of industry and academic partners. The course delivery plan was used to drive activities related to developing content delivery strategies. An evaluation and assessment plan was used to drive activities related to periodically evaluating student learning and assessing the project. And finally a course dissemination plan is being used to drive activities related to distributing course modules and assessment reports. The tools have been shared through two workshops and other means with instructors in universities and industry partners.

Inverted Constructivism to Leverage Mobile-Technology-Based Active Learning

2018 ◽  
pp. 240-258
Author(s):  
Doo Hum Lim ◽  
Kristie Tschopp-Harris
Keyword(s):  
Active Learning ◽  
Mobile Technology ◽  
Curriculum Design ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Low Cost ◽  
Primary Objective ◽  
Mobile Technologies ◽  
Design Development ◽  
The Social

The classroom environment in the 21st century has increasingly utilized many types of technologies as supplemental tools for teaching and learning including instructional design, development, and delivery. The level at which schools are encompassing more technology is often restrained by financial constraints and rapid advances in the static equipment, making the equipment outdated within a short period of time. However, the use of relatively low cost mobile technologies such as tablets and cell phones in the classroom setting have reduced the social and logistical barriers in education and enhanced the creative active learning processes. The primary objective of this chapter is to offer insights into the importance of using mobile technology to educate students in today's connected society and to identify the multi-faceted advantages of mobile technology within an active learning curriculum design to encourage a meaningful learner-centered experience.

Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades

2016 ◽  
Vol 17 (1) ◽  
pp. 197-208 ◽  
Author(s):  
Jack F. Eichler ◽  
Junelyn Peeples
Keyword(s):  
General Chemistry ◽  
Active Learning ◽  
Case Studies ◽  
Flipped Classroom ◽  
Student Response ◽  
Collaborative Group ◽  
Grade Point ◽  
Science Courses ◽  
Introductory Science ◽  
Large Enrollment

In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered lectures in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in introductory science courses, flipped classroom modules for large enrollment general chemistry course sequence have been created. Herein is described how student response systems (clickers) and problem-based case studies have been used to increase student engagement, and how flipped classroom modules have integrated these case studies as collaborative group problem solving activities in 250–500 seat lecture halls. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yields successful outcomes.

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.  

Higher education: the best practices for fostering competences for sustainable development through the use of active learning methodologies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matilde Martínez Casanovas ◽  
Noemí Ruíz-Munzón ◽  
Marian Buil-Fabregá
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Active Learning ◽  
Case Studies ◽  
Real World ◽  
Problem Based Learning ◽  
Content Type ◽  
Research Findings ◽  
Development Goals ◽  
The Relationship

Purpose The purpose of this paper is to analyse which are the active learning methodologies, which had better contribute to acquiring competences for sustainable development (SD) in higher education. Design/methodology/approach Cluster analysis is used to define 252 students’ skills patterns and their perception of the different active learning methodologies conducted in class to promote SD. Findings The results show how different learning methodologies enhance SD, the quality assessment perception of students regarding the methodologies used in class and present real-world experiences, problem-based learning and case studies as the active learning methodologies that had better promote SD. Research limitations/implications The limitations of the study are that the results obtained are particular for one university and are not generalizable to other institutions and could vary depending on the degree and year of study of the group of student participants. Practical implications The research proposes to introduce active learning methodologies in general and real-world experiences, problem-based learning and case studies in particular, in education for sustainable development. Social implications These research findings could be used for those interested in applying active learning methodologies to foster the acquisition of SD competences to promote the 2030 Agenda for sustainable development goals. Originality/value This research study aims to shed light on the nascent stage of the relationship between pedagogical approaches used in higher education to develop sustainability competences.

scholarly journals The Effectiveness of the Flipped Classroom Model Using E-learning Media in Introduction to Information Technology Course

2019 ◽  
Vol 14 (21) ◽  
pp. 148
Author(s):  
Liranti Rahmelina ◽  
Fadil Firdian ◽  
Ilham Tri Maulana ◽  
Hesty Aisyah ◽  
Jufriadif Na‘am
Keyword(s):  
Information Technology ◽  
Flipped Classroom ◽  
Learning Tools ◽  
Design Development ◽  
Web Based ◽  
Gain Score ◽  
Average Value ◽  
E Learning ◽  
Mation Technology ◽  
Technology Course

This study aimed to develop learning tools based on E-Learning in introductory information technology course. E-Learning, a web-based learning tool that uses classroom flipped learning models. The method used in this research was Analysis, Design, Development, Implementation, and Evaluation (ADDIE) with processed data sourced from 22 students. The effectiveness of this study was very effective because through the calculation of the Gain score it was found that the overall average value of students there was an improvement. The average increase in learning outcomes was 0.591949 with a moderate gain score acquisition criteria. Then, it was concluded that e-learning using the flipped classroom learning model was very helpful in introducing Infor-mation Technology and as an E-Learning guideline for other subjects.

scholarly journals The role of self-determination theory in developing curriculum for flipped classroom learning: A Case Study of First-Year Business Undergraduate Course

2018 ◽  
Vol 15 (5) ◽  
pp. 75-95
Author(s):  
Roshni Narendran ◽  
◽  
Shamika Almeida ◽  
Rebecca Coombes ◽  
Geraldine Hardie ◽  
...  
Keyword(s):  
Academic Performance ◽  
Active Learning ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Self Determination Theory ◽  
Self Determination ◽  
First Year ◽  
Ethnographic Research ◽  
Research Approach ◽  
At Home

This study examines the influence of adopting a student-centered active learning approach based on selfdetermination theory (SDT) to develop independent and motivated first-year Australian business undergraduates. Existing literature demonstrates how active learningapproaches can help to improve student motivation. However, there are no empirical studies to assess the influence of active learningclassroom activities on student academic performance during their first year of tertiary studies. The aim of our study is to contribute to knowledge by integrating self-determination theory, and ‘at-home ethnographic’ research approach to reflect on how active learning-classroom strategies can help tertiary business students become independent learners and improve their academic performance. The active learning-classroom approach included a scaffolded assessment structure; timely and ongoing tutor feedback on assessment criteria and learning outcomes of the scaffolded assessments; and social/peerbased learning activities within and outside of the classroom to support student performance. The authors draw on an ‘at-home ethnographic’ research approach, which allowed the teaching team to use their observations during the 13 weeks of teaching, and team reflections, to describe not only what they witnessed, but also their experiences of how students interacted, and what they did within the classroom environment. The study shows that students became autonomous and positively benefited from the scaffolded assessment structure while evolving to become competent, independent learners due to the continuous feedback they received on their assessments, and to the active peer learning within and outside of the classroom. Moreover, the group assessments provided a platform to engage with academic literature, which, in turn, helped students to challenge their understanding of the concepts by engaging in critical analysis with their peers. The findings can help future tertiary learning designers to develop first year assessments that will support students to become independent learners and reduce the level of attrition during the first year of tertiary education

scholarly journals Flipped Classroom Approach During Multimedia Project Development

2021 ◽  
Vol 12 (1Sup1) ◽  
pp. 01-18
Author(s):  
Funda Gezr Fasli
Keyword(s):  
Active Learning ◽  
Information And Communication Technologies ◽  
Classroom Environment ◽  
Teacher Candidates ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Project Development ◽  
Multimedia Development ◽  
Information And Communication ◽  
The University

The Flipped Classroom Model is a particular type of Blended Learning Model that enables more active learning in the classroom environment. In other words, by dismissing the traditional teaching method, the Flipped Classroom Model provides an active learning environment with classroom activities. Students learn by making use of information and communication technologies. Students watch videos about their course whenever they want and take notes before coming to class. Instead of providing students with lecture notes before each lesson, videos are assigned to be watched. Therefore, in this research, it aims to identify the teacher candidates' views regarding project development training carried out with the Flipped Classroom approach. The research is composed of qualitative data collected from 21 teacher candidates studying their final year at the university. The research findings indicated that teacher candidates are satisfied with applying the Flipped Classroom approach as it increased curiosity and willingness of the participants towards the multimedia development course. It is also found that the majority of the teacher candidates produced complimentary views regarding the project development training carried out with the Flipped Classroom approach.

scholarly journals Development of Learning Tools with Learning Videos Using the Flipped Classroom Approach on Gas Kinetic Theory Material in Class XI SMA

2021 ◽  
Vol 8 (2) ◽  
pp. 150
Author(s):  
Sukma Raviasta ◽  
Zulhelmi Zulhelmi ◽  
Zuhdi Ma’aruf
Keyword(s):  
Kinetic Theory ◽  
Flipped Classroom ◽  
Descriptive Analysis ◽  
Lesson Plans ◽  
Learning Tools ◽  
Design Development ◽  
Average Value ◽  
High Category ◽  
A Value ◽  
Very High

 This research’s goal was to develop learning tools with video using a flipped-classroom approach which is valid on the kinetic theory of gas for students in class XI MIPA SMA. This research uses a research and development method with the ADDIE development model (analysis, design, development, implementation, and evaluation), which in this research is limited to the development phase. The research instrument used was a problem-fulfillment questionnaire filled out by students and a validation assessment sheet that was filled in by a validator. The data collection technique was based on the results of filling out a questionnaire by students at SMA N 1 Pekanbaru and from the validation analysis sheet by the validator. The data analysis technique used the percentage method and continued with data validation using descriptive analysis. This research produces learning tools in the form of lesson plans, student worksheets, and learning videos. The results of the assessment of learning tools using the flipped classroom approach obtained an average value for lesson plans with a very high category value of 4.36, video learning with a value of 4.56 in the very high category, and LKPD with a score of 4.2 very high categories. Each assessment indicator has a value greater than 3, and the validity value is declared valid. Thus, the learning device using video media using the flipped-classroom approach to the kinetic theory material of gas for students of class XI MIPA SMA is declared to be valid and suitable for use.

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