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Relevant bibliographies by topics / Student active learning

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Academic literature on the topic 'Student active learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Student active learning"

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Riley, Jennifer, and Kerry Ward. "Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course." Issues in Accounting Education 32, no. 2 (December 1, 2015): 1–16. http://dx.doi.org/10.2308/iace-51366.

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ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

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Joseph Lobo, Gregory. "Active learning interventions and student perceptions." Journal of Applied Research in Higher Education 9, no. 3 (July 3, 2017): 465–73. http://dx.doi.org/10.1108/jarhe-09-2016-0061.

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Purpose Engaging students through active learning is the gold standard of teaching especially in higher education; however, it is not clear whether students appreciate being so engaged. The purpose of this paper is to recount an attempt to redesign a lecture-based course, applying research-supported active learning strategies, and to report on student perceptions of the attempt. Design/methodology/approach The author attempted to innovate a standard lecture-based introductory social science class to engage students and facilitate authentic learning. The active learning innovations were learning by doing, collaboration, reading with a method, and increased autonomy. Student perceptions were measured over two iterations of the course (each one lasting one semester) using electronically distributed surveys. Findings The results have shown that most students strongly agreed that the innovations facilitated their learning; however, overall, the course received a lower student evaluation than versions given in the traditional lecture-based format. Originality/value The results suggest that students appreciate active learning strategies and that such strategies do indeed promote authentic learning; nonetheless, further research needs to be done to explain the paradox of specific student appreciation of active learning strategies combined with an overall less favorable evaluation of the class rooted in such strategies as compared to evaluations of the traditional lecture-based class.

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Gehringer, Edward F., and Carolyn S. Miller. "Student-generated active-learning exercises." ACM SIGCSE Bulletin 41, no. 1 (March 4, 2009): 81–85. http://dx.doi.org/10.1145/1539024.1508897.

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SP, Dubhashi, Dalvi SD, Kadam SN, and Kadam NN. "Active Learning Techniques to Promote Student Learning." Global Bioethics Enquiry Journal 6, no. 2 (September 1, 2018): 93. http://dx.doi.org/10.38020/gbe.6.2.2018.93-95.

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Schuch, U. K., and G. R. Nonnecke. "163 Fostering Active Learning through Cooperative Learning Techniques." HortScience 34, no. 3 (June 1999): 470C—470. http://dx.doi.org/10.21273/hortsci.34.3.470c.

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Iowa State Univ. is committed to improve student learning and supports faculty and staff through Project LEA/RN (Learning Enhancement Action/Resource Network) workshops and continuous training. Project LEA/RN teaches cooperative learning techniques that are known to improve student interest in the subject, allow active participation, improve understanding and retention of the material, and encourage learning inside and outside the classroom. Three learning techniques that have been used successfully in our lecture and laboratory classes ranging from 20 to 100 students per class are: turn to your partner (TTYP), note-taking pairs (NTP), and jigsaw. In TTYP, the instructor asks a question and students formulate an answer individually, then share the answer with a partner, listen to the partner's answer, and finally create a new answer through discussion. NTP can be used after new material has been presented. A student compares notes with their partner, both add/correct their notes, share key points with a partner, and carefully listen to the partner's keypoints. In the jigsaw exercise, students who had the same assignment compare information they have prepared with each other and then with the entire class. In all exercises students are made accountable by the instructor who calls randomly on individuals to share their answers with the class. Examples of how to use these techniques and the interpersonal skills acquired and practiced during these exercises will be discussed.

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Demazière, C. "USING ACTIVE LEARNING IN HYBRID LEARNING ENVIRONMENTS." EPJ Web of Conferences 247 (2021): 14001. http://dx.doi.org/10.1051/epjconf/202124714001.

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In this paper, an innovative pedagogical approach relying on flipped classroom and offered in a hybrid learning environment combining on-site and off-site attendees is proposed. The set-up is furthermore tested on two short courses offered at Chalmers University of Technology and analyzed using student course evaluation questionnaires. Several elements constitute the backbone of the courses. Such elements are either offered in an asynchronous fashion or in a synchronous fashion. The asynchronous elements are made of textbooks specifically written for the respective courses, pre-recorded short webcasts explaining the key concepts of the textbooks and on-line quizzes giving formative feedback to the students. Such elements should thus be studied by the students before attending the synchronous sessions. Because of the preparatory work made by the students, the synchronous sessions can focus on much more active forms of learning under the teacher’s supervision. The success of the pedagogical approach entirely depends on the contents of the synchronous sessions, which need to be carefully planned and designed so that they promote student learning. Although the hybrid learning environment gives rise to some additional challenges from a teacher’s perspective, it also gives much more flexibility in attracting students from remote locations, without compromising the learning experience.

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Rangachari, P. K. "Active learning: in context." Advances in Physiology Education 268, no. 6 (June 1995): S75. http://dx.doi.org/10.1152/advances.1995.268.6.s75.

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Active learning has become trendy, particularly in health care education. It has been noted that active learning is an attitude, not a method. Promotion of active learning requires willing students, sympathetic teachers, and an institution willing to promote interactions between them. The essence is to shift the locus of control from the teacher to the student. This essay draws attention to books and articles discussing such issues.

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Wijaya, Hengki, I. Putu Ayub Darmawan, Suzana Claudia Setiana, Helaluddin Helaluddin, and Ivan Th J. Weismann. "Active Reconnecting Learning Strategies to Increase Student Interest and Active Learning." Indonesian Journal of Instructional Media and Model 3, no. 1 (April 21, 2021): 26. http://dx.doi.org/10.32585/ijimm.v3i1.1290.

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The main issue of education in the last few decades is the efforts and solutions in improving the quality of teaching and learning. In this case, the teacher’s steps are to conduct classroom action research, which is a form of a bottom-up approach in improving the quality of education. This action research introduces active reconnecting learning strategies for increasing student interest and learning activities. The CAR design includes three stages, namely the pre-cycle, cycle 1, and Cycle 2. Some of the instruments used in this study are checklist observation sheets, questionnaires, and learning outcomes tests, which are then analyzed using quantitative approaches. The results showed that this strategy was proven to improve student learning outcomes, interests, and activeness. Student learning interest increased from 59.35 to 65.5 in cycle 1 and 80.5 in cycle 2. Likewise, student learning activeness observations increased with the highest percentage on one indicator from 25% (pre-cycle) to 80% and 90% (cycle 1 and 2). Student learning outcomes have also increased from an average grade of 60 in the pre-cycle phase to 74.25 (cycle 1). And it rose again to 80 in cycle 2.

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Favero, Terence G. "Active review sessions can advance student learning." Advances in Physiology Education 35, no. 3 (September 2011): 247–48. http://dx.doi.org/10.1152/advan.00040.2011.

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Traditional review sessions are intended to help students learn and prepare for upcoming exams. Most sessions are passive question and answer sessions that look backward at content deficits rather than advancing student learning. By incorporating active and cooperative learning approaches during a review session, students are able to recognize critical concepts and better prepare for physiological problem solving. Active review sessions help students prioritize the knowledge and develop the thinking skills will be required of them on the exam.

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Modell, Harold I., Joel A. Michael, Tom Adamson, and Barbara Horwitz. "Enhancing active learning in the student laboratory." Advances in Physiology Education 28, no. 3 (September 2004): 107–11. http://dx.doi.org/10.1152/advan.00049.2003.

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Modell, Harold I., Joel A. Michael, Tom Adamson, and Barbara Horwitz. Enhancing active learning in the student laboratory. We previously examined how three approaches to directing students in a laboratory setting impacted their ability to repair a faulty mental model in respiratory physiology (Modell, HI, Michael JA, Adamson T, Goldberg J, Horwitz BA, Bruce DS, Hudson ML, Whitescarver SA, and Williams S. Adv Physiol Educ 23: 82–90, 2000). This study addresses issues raised by the results of that work. In one group, a written protocol directed students to predict what would happen to frequency and depth of breathing during exercise on a bicycle ergometer, run the experiment, and compare their results to their predictions (“predictor without verification”). In a “predictor with verification” group, students followed the same written protocol but were also required to show the instructor their predictions before running the experiment. Students in a third group reported their predictions verbally to an instructor immediately before exercise and reviewed their results with that instructor immediately after exercise (“instructor intervention group”). Results of this study were consistent with our earlier work. The predictor with verification and predictor without verification protocols yielded similar results. The instructor intervention protocol yielded higher success rates in repairing students’ mental models. We subsequently assessed the efficacy of a prediction period at the beginning of the lab session and a wrap-up period at the end to compare predictions and results. This predict and wrap-up protocol was more effective than the predictor without verification protocol, but it was not as effective as the instructor intervention protocol. Although these results may reflect multiple factors impacting learning in the student laboratory, we believe that a major factor is a mismatch between students’ approaches to learning and the intended learning outcomes of the experience.

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Dissertations / Theses on the topic "Student active learning"

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Taylor, Teresa Brooks. "Being Intentional: Active Learning, Student Reflection." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3645.

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Popkess, Ann M. "The Relationship Between Undergraduate, Baccalaureate Nursing Student Engagement and Use of Active Learning Strategies in the Classroom." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2108.

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Thesis (Ph.D.)--Indiana University, 2010.
Title from screen (viewed on March 3, 2010). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Judith Halstead, Anna McDaniel, Mary L. Fisher, Lillian Stokes. Includes vitae. Includes bibliographical references (leaves 98-107).

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Liu, Hairong. "Student modeling in e-learning environments /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1420936.

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Syer, Cassidy A. "Student teachers' understanding of inquiry instruction." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102848.

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Curriculum reform emphasizes the importance of inquiry instruction for learners. For inquiry-oriented curriculum to occur, attention must be focused on teacher education. Using a mixed-methods design, I investigated if and how groups of student teachers who receive different types of exposure to inquiry differ in their understanding of inquiry instruction. Preservice teachers' descriptions of inquiry experiences in their teacher-preparation program contextualized the results. Considerable effort was given in the first phase of this study to establish the reliability and validity of the Strategic Demands of Inquiry questionnaire.
Participants were from McGill University, Montreal, and included preservice teachers in the Bachelor of Education program, Continuing Education students enrolled in an inquiry-based course, and Honours Psychology students engaged in research. Data sources included the Strategic Demands of Inquiry questionnaire and an interview schedule.
Groups who had different types of exposure to the inquiry approach varied in how they understand inquiry instruction. Fourth-year Elementary preservice teachers held more sophisticated conceptualizations of the inquiry approach and greater appreciation for the components involved in carrying out an inquiry curriculum compared to first-year Elementary preservice teachers. After the completion of an inquiry-oriented course, Continuing Education students (including experienced teachers) were similar to fourth-year Elementary student teachers in conceptualizing and identifying important components of inquiry instruction. First-year Elementary and Secondary student teachers were different in their views of inquiry instruction. Finally, Honours Psychology students, who were engaged in scholarly research, held sophisticated conceptualizations of the inquiry approach. However, they did not use this knowledge of the inquiry method as extensively as fourth-year preservice teachers to identify important aspects of inquiry instruction. Therefore, although experience with the inquiry method may be necessary for conceptualizing inquiry as a pedagogical approach, it is not sufficient to enable undergraduates to identify important aspects of planning, enacting, and evaluating an inquiry curriculum.
These findings point to the importance of the Bachelor of Education program in advancing knowledge about inquiry instruction. Fourth-year student teachers reported experiences with the inquiry approach that influenced their understanding of this method. This study also provided evidence for the construct validity of the Strategic Demands of Inquiry questionnaire.

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Stotz, Melissa Rae. "Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP): Effective Tool for Biology?" Thesis, North Dakota State University, 2019. https://hdl.handle.net/10365/31715.

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The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) method incorporates active learning pedagogies into space designed to facilitate effective active learning. Methods predominately used to demonstrate the effectiveness of active learning in STEM fields do not generally account for differences in student characteristics; furthermore, there is a lack of data sources that measure student-centered educational practices. This study examined the impact of SCALE-UP on student achievement in introductory biology, as evidenced by course grades. A regression framework was used to account for student characteristics. Course syllabi, classroom observation data, and an instructor interview were examined to gain deeper understanding of teaching practices across classes being compared. Findings indicate the SCALE-UP classroom did not directly impact biology course grades; however, it did impact the nature of active learning techniques used during the course. Implications for practice and future research were discussed.

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Martin, Joshua Deckert. "Evaluating Active Interventions to Reduce Student Procrastination." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/52984.

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Procrastination is a pervasive problem in education. In computer science, procrastination and lack of necessary time management skills to complete programming projects are viewed as primary causes of student attrition. The most effective techniques known to reduce procrastination are resource-intensive and do not scale well to large classrooms. In this thesis, we examine three course interventions designed to both reduce procrastination and be scalable for large classrooms. Reflective writing assignments require students to reflect on their time management choices and how these choices impact their classroom performance. Schedule sheets force students to plan out their work on an assignment. E-mail alerts inform students of their current progress as they work on their projects, and provide ideas on improving their work behavior if their progress is found to be unsatisfactory. We implemented these interventions in a junior-level course on data structures. The study was conducted over two semesters and 330 students agreed to participate in the study. Data collected from these students formed the basis of our analysis of the interventions. We found a statistically significant relationship between the time a project was completed and the quality of that work, with late work being of lower quality. We also found that the e-mail alert intervention had a statistically significant effect on reducing the number of late submissions. This result occurred despite students responded negatively to the treatment.
Master of Science

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Pardjono, [none], and mikewood@deakin edu au. "The Implementation of student active learning in primary mathematics in Indonesia." Deakin University. School of Scientific and Developmental Studies, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.134922.

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Twenty years after the first pilot projects began to develop Student Active Learning (SAL) in Indonesia, and four years since it was adopted for use in the last provinces, this research investigates the implementation of Student Active Learning in Indonesian primary mathematics classrooms. A study of the relevant literature indicates that teaching based on constructivist principles is unlikely to be implemented well in mathematics classrooms unless there are high quality teachers, readily available manipulative materials, and a supportive learning environment. As Indonesian schools often lack one or more of these aspects, it seemed likely that Student Active Learning principles might not be fully implemented in Indonesian primary mathematics classrooms. Thus a smaller scale, parallel study was carried out in Australian schools where there is no policy of Student Active Learning, but where its underlying principles are compatible with the stated views about learning and teaching mathematics. The study employed a qualitative interpretive methodology. Sixteen primary teachers from four urban and four rural Indonesian schools and four teachers from two Victorian schools were observed for four mathematics lessons each. The twenty teachers, as well as fourteen Indonesian headteachers and other education professionals, were interviewed in order to establish links between the background and beliefs of participants, and their implementation of Student Active Learning. Information on perceived constraints on the implementation of SAL was also sought. The results of this study suggest that Student Active learning has been implemented at four levels in Indonesian primary mathematics classrooms, ranging from essentially no implementation to a relatively high level of implementation, with an even higher level of implementation in three of the four Australian classrooms observed. Indonesian teachers, headteachers and supervisors hold a range of views of SAL and also of mathematics learning and teaching. These views largely depended on their in-service training in SAL and, more particularly, on their participation in the PEQIP project Typically, participants expressed views of SAL were at the same or higher level as their views of mathematics learning and teaching, with a similar pattern being observed in the relationship between these latter views and their implementation of SAL principles. Three factors were identified as influencing teacher change in terms of implementation of SAL: policy, curricular and organisational, and attitudes. Recommendations arising from this study include the adoption of reflection as an underlying principle in the theory of SAL, the continuation and extension of PEQIP type projects, changes in government policy on curriculum coverage and pre-service teacher training, and more support for teachers at the school and local authority levels.

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Robinson, Chin Choo. "New benchmarks in higher education : student engagement in online learning /." Free full text is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1147197901&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Beck, Terence A. "The influence of civics problem-solving steps and audience roles on substantive student engagement in fourth grade /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7595.

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Jackson, Ruby V. "College student engagement the importance of active learning, teamwork, and instructor characteristics /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/R_Jackson_070909.pdf.

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Thesis (M.A. in human development)--Washington State University, August 2009.
Title from PDF title page (viewed on Aug. 11, 2009). "Department of Human Development." Includes bibliographical references (p. 67-71).

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Books on the topic "Student active learning"

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McKinney, Kathleen, and Barbara Heyl. Sociology Through Active Learning: Student Exercises. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2009. http://dx.doi.org/10.4135/9781483329819.

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D, Beck Frank, and Heyl Barbara Sherman 1942-, eds. Sociology through active learning: Student exercises. Thousand Oaks, Calif: Pine Forge Press, c2001., 2001.

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Heyl, Barbara Sherman, and Kathleen McKinney. Sociology through active learning: Student exercises. 2nd ed. Los Angeles, Calif: Pine Forge Press, 2009.

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Newmann, Fred M. Authentic pedagogy: Standards that boost student performance. [Madison, WI: Center on Organization and Restructuring of Schools, 1995.

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Carpe diem: A student guide to active learning. Lanham, Md: University Press of America, 1996.

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Active learning: A study skills worktext. Fort Worth: Holt, Rinehart and Winston, 1990.

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William, Himmele, ed. Total participation techniques: Making every student an active learner. Alexandria, Va: ASCD, 2011.

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Improving students' learning outcomes. Portland, OR: Copenhagen Business School Press, 2009.

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Jodi, Holschuh, ed. Active learning: Getting serious about college success. Boston: Allyn and Bacon, 2000.

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J, Vokoun Michael, ed. What choice do I have?: Reading, writing, and speaking activities to empower students. Portsmouth, NH: Heinemann, 2005.

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Book chapters on the topic "Student active learning"

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Coppola, Brian P., and Jason K. Pontrello. "Student-Generated Instructional Materials." In Active Learning in College Science, 385–407. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_24.

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Barkley, Elizabeth F. "Terms of Engagement: Understanding and Promoting Student Engagement in Today’s College Classroom." In Deep Active Learning, 35–57. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5660-4_3.

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Yamada, Reiko. "Student Learning through Active Learning: How Learning Commons Support Students’ Independent Learning." In Technology and Workplace Skills for the Twenty-First Century, 77–93. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137491923_7.

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Hodges, Linda C. "Student Engagement in Active Learning Classes." In Active Learning in College Science, 27–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_3.

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Macklem, Gayle L. "Student Engagement, Motivation, and Active Learning." In Preventive Mental Health at School, 41–68. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8609-1_3.

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Patrick, Lorelei E. "Faculty and Student Perceptions of Active Learning." In Active Learning in College Science, 889–907. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_55.

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Yasunaga, Satoru. "Class Design Based on High Student Engagement Through Cooperation: Toward Classes that Bring About Profound Development." In Deep Active Learning, 111–36. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5660-4_7.

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Owens, David C., Angela T. Barlow, and Cindi Smith-Walters. "Student Motivation and Resistance in Active Learning Classrooms." In Active Learning in College Science, 927–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_57.

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Liu, Xiufeng, Chris Rates, Anne Showers, Lara Hutson, and Tilman Baumstark. "Redesigning Science Courses to Enhance Student Engagement and Performance." In Active Learning in College Science, 291–306. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_19.

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French, Jennifer, Haynes Miller, and Anindya Roy. "Computer Manipulatives and Student Engagement in an Online Mathematics Course." In Active Learning in College Science, 603–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_37.

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Conference papers on the topic "Student active learning"

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Orsborn, Seth, and Ryan Hutcheson. "Cued Active Learning: An Initial Study." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34234.

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It has become common knowledge that effective teaching requires more than just the rote dissemination of knowledge. By using active learning, teachers involve the students in the learning process. As the students subjectively handle the class material, their comprehension and retention improves. In the classroom, teachers commonly prompt actively learning through a verbal cue such as, “We are now going to break into groups.” This forces the student to switch from a receptive mental state to an active mental state. We theorize that this verbal, short duration transition from lecture to active learning, especially in large classroom settings, is not sufficient to make this transition quickly and thus limits how active students are in the active learning session. In this paper we present a technique and exploratory study results for cueing active learning through a representative icon in a visual lecture presentation. This cue enables the students to mentally prepare themselves for actively learning during a more passive part of the lecture. The results of our exploratory study demonstrate that the cued active learning did not conclusively correlate with average student performance, but that it did show a decrease in the standard deviation of performance, thereby demonstrating an improvement in the comprehension of the students that were more likely to perform lower than average. The results of this study will be used to conduct a more formal study including direct measurement of lecture participation by students.

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Lucey, Siobhán, Brendan McElroy, and Lauren McInally. "Teaching in the 21st century – Engaging students in active learning using student response systems." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.05.

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The prevalence of student response systems (hereafter SRS) in higher education has grown significantly in the last few years. Student classroom participation and student’s assessment of performance particularly in larger classes, has often been regarded as problematic in pedagogical research (Black and Wiliam, 1998; Fies and Marshall, 2006). Growth in technology, coupled with popularity of handheld devices has led to the development in SRS with the intention of increasing classroom participation and engaging students in the lecture setting (Denker, 2013). Studies identify benefits to students participating in the classroom using SRS including increased student involvement, attendance, learning and engagement (Heaslip et al., 2014; Van Daele et al., 2017). This research seeks to examine the effects of a SRS on student participation and engagement in large undergraduate economics modules at both an Irish and UK university during the academic year of 2018/19. We compare a control period (no SRS in place) with a trial period (SRS in place). The results show that the use of the SRS significantly increased student’s interaction with the lecturer and their ability to perform self-assessment in absolute terms and relative to their peers.

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Gehringer, Edward F., and Carolyn S. Miller. "Student-generated active-learning exercises." In the 40th ACM technical symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1508865.1508897.

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Ismail, Noor Ilyana, Mohd Shahir Liew, and Angga Pratama Herman. "ACTIVE LEARNING EXPERIENCE: STUDENT SATISFACTION AND STUDENT PERFORMANCE ANALYSIS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0394.

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Xu, Jiajun. "Implementation of Student Presentation-Based Active Learning (SPAL) Approach in Undergraduate Engineering Curriculum." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70478.

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Active learning approaches require a lot of time investment in student activities and engagement during the class period, which often leads to incomplete coverage of the course syllabus. Furthermore, it requires significant amount of time for the instructor to design and implement active learning strategies. All these shortcomings are often cited as the common hindrance in adopting student active learning. To address these widely recognized inhibiting factors, we recently implemented a new student active learning approach. This approach is based on the students’ presentation and hence termed as student presentation-based active learning (SPAL). Under this approach, students are given a reading assignment to prepare a PowerPoint presentation on well-defined conceptual topics, questions, or chapter modules. Reading assignments on a topic are administered 1–2 weeks before covering them in the class. This allows reasonable time for the self-comprehension of the suggested material for presentation preparation. Students were expected to rehearse the presentation and be prepared to complete it in the suggested time duration. During each lecture, one group of student would present the assigned topic to the class, and their presentations were graded according to the rubric focusing on the coverage of suggested topics, quality of presentation, and after presentation discussions. Peers and instructor provided feedback about the students’ presentation and unclear concepts. To understand the efficacy of this approach, this approach was implemented in Mechanical Engineering Senior Capstone Project I course in Fall 2016. Here the responses and insights garnered from this practice were presented, and discussion on the advantages and challenges associated with the adaptation of this approach in teaching engineering courses as compared to lecture based classroom education system. This paper can provide useful insights for instructors considering this approach or similar student active teaching approach in their courses.

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Litchfield, Andrew, Laurel Evelyn Dyson, Marijke Wright, Sojen Pradhan, and Barbara Courtille. "Student-Produced Vodcasts as Active Metacognitive Learning." In 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2010. http://dx.doi.org/10.1109/icalt.2010.160.

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Hayat, M., Raza Hasan, S. Imran Ali, and Mohammed Kaleem. "Active learning and student engagement using Activity Based Learning." In 2017 International Conference on Infocom Technologies and Unmanned Systems (Trends and Future Directions) (ICTUS). IEEE, 2017. http://dx.doi.org/10.1109/ictus.2017.8286005.

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Dumdumaya, Cristina E., Yance Vance M. Paredes, and Ma Mercedes T. Rodrigo. "Exploring Active Learning for Student Behavior Classification." In the 2019 7th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3323771.3323807.

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Kapoor, Manika, Shuai Hua, and David C. Anastasiu. "Improving Student Motivation through Competitive Active Learning." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658442.

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Carver, Curtis A., Richard A. Howard, and William D. Lane. "A methodology for active, student-controlled learning." In the twenty-seventh SIGCSE technical symposium. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/236452.236538.

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Reports on the topic "Student active learning"

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Boosinger, Marcia, Bonnie MacEwan, Denise Baker, Ashley Goerke, Adelia Grabowsky, Cory Latham, Kasia Leousis, et al. Reconfiguring Auburn University’s Main Library for Engaged Active Student Learning. Ithaka S+R, September 2016. http://dx.doi.org/10.18665/sr.284239.

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Michaelson, Dawn M., and Karla P. Teel. Active learning in an apparel production management course: Student perceptions, instructor training, and learning outcomes. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-352.

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Idrisova, Zh V., S. Kh Alikhadzhiev, and M. V. Vagapova. INTERNET - TECHNOLOGIES IN THE ACTIVATION PROCESS LEARNING ACTIVITIES AND INCREASING MOTIVATION STUDENTS TO ACTIVE LEARNING. Ljournal, 2019. http://dx.doi.org/10.18411/5557-3645-6963-86778.

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.

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