A Tool for Measuring Active Learning in the Classroom

PubMed Central

Devlin, John W.; Kirwin, Jennifer L.; Qualters, Donna M.

2007-01-01

Objectives To develop a valid and reliable active-learning inventory tool for use in large classrooms and compare faculty perceptions of active-learning using the Active-Learning Inventory Tool. Methods The Active-Learning Inventory Tool was developed using published literature and validated by national experts in educational research. Reliability was established by trained faculty members who used the Active-Learning Inventory Tool to observe 9 pharmacy lectures. Instructors were then interviewed to elicit perceptions regarding active learning and asked to share their perceptions. Results Per lecture, 13 (range: 4-34) episodes of active learning encompassing 3 (range: 2-5) different types of active learning occurred over 2.2 minutes (0.6-16) per episode. Both interobserver (≥87%) and observer-instructor agreement (≥68%) were high for these outcomes. Conclusions The Active-Learning Inventory Tool is a valid and reliable tool to measure active learning in the classroom. Future studies are needed to determine the impact of the Active-Learning Inventory Tool on teaching and its usefulness in other disciplines. PMID:17998982

Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces.

PubMed

Stoltzfus, Jon R; Libarkin, Julie

2016-01-01

SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP-type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning-based instruction takes place in a traditional lecture hall and a SCALE-UP-type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP-type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP-type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. © 2016 J. R. Stoltzfus and J. Libarkin. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

PubMed Central

Jensen, Jamie L.; Kummer, Tyler A.; Godoy, Patricia D. d. M.

2015-01-01

The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process. PMID:25699543

Active Learning in the Middle Grades Classroom: Overcoming the Barriers to Implementation

ERIC Educational Resources Information Center

Edwards, Susan

2015-01-01

The Association for Middle Level Education advocates for instruction that incorporates active learning and multiple learning approaches in middle grades classrooms. The aim of this qualitative study was to examine middle level teachers who are able to implement active learning and multiple learning approaches within the standardized testing and…

An Integrative Review of In-Class Activities That Enable Active Learning in College Science Classroom Settings

ERIC Educational Resources Information Center

Arthurs, Leilani A.; Kreager, Bailey Zo

2017-01-01

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about "active learning" in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are…

Using Active Learning in a Studio Classroom to Teach Molecular Biology

ERIC Educational Resources Information Center

Nogaj, Luiza A.

2013-01-01

This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give…

Space and Consequences: The Impact of Different Formal Learning Spaces on Instructor and Student Behavior

ERIC Educational Resources Information Center

Brooks, D. Christopher

2012-01-01

This article presents the results of a quasi-experimental research project investigating the impact of two different formal learning spaces--a traditional classroom and a technologically enhanced active learning classroom--on instructor behavior, classroom activities, and levels of on-task student behavior at the University of Minnesota. Using…

Active Classroom Participation in a Group Scribbles Primary Science Classroom

ERIC Educational Resources Information Center

Chen, Wenli; Looi, Chee-Kit

2011-01-01

A key stimulus of learning efficacy for students in the classroom is active participation and engagement in the learning process. This study examines the nature of teacher-student and student-student discourse when leveraged by an interactive technology--Group Scribbles (GS) in a Primary 5 Science classroom in Singapore which supports rapid…

The Flipped Classroom: Implementing Technology to Aid in College Mathematics Student's Success

ERIC Educational Resources Information Center

Buch, George R.; Warren, Carryn B.

2017-01-01

August 2016 there was a call (Braun, Bremser, Duval, Lockwood & White, 2017) for post-secondary instructors to use active learning in their classrooms. Once such example of active learning is what is called the "flipped" classroom. This paper presents the need for, and the methodology of the flipped classroom, results of…

Acceptability of the flipped classroom approach for in-house teaching in emergency medicine.

PubMed

Tan, Eunicia; Brainard, Andrew; Larkin, Gregory L

2015-10-01

To evaluate the relative acceptability of the flipped classroom approach compared with traditional didactics for in-house teaching in emergency medicine. Our department changed its learning model from a 'standard' lecture-based model to a 'flipped classroom' model. The 'flipped classroom' included provided pre-session learning objectives and resources before each 2 h weekly session. In-session activities emphasised active learning strategies and knowledge application. Feedback was sought from all medical staff regarding the acceptability of the new approach using an online anonymous cross-sectional qualitative survey. Feedback was received from 49/57 (86%) medical staff. Ninety-eight per cent (48/49) of respondents preferred the flipped classroom over the traditional approach. Aspects of the flipped classroom learners liked most included case-based discussion, interaction with peers, application of knowledge, self-directed learning and small-group learning. Barriers to pre-session learning include work commitments, 'life', perceived lack of time, family commitments, exam preparation and high volume of learning materials. Reported motivational factors promoting pre-session learning include formal assessment, participation requirements, more time, less material, more clinical relevance and/or more interesting material. Case studies and 'hands-on' activities were perceived to be the most useful in-session activities. The flipped classroom shows promise as an acceptable approach to in-house emergency medicine teaching. © 2015 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Designing Instruction for Active and Reflective Learners in the Flipped Classroom

ERIC Educational Resources Information Center

Shahnaz, Sherina Mohamed Fauzi; Hussain, Raja Maznah Raja

2016-01-01

Purpose: This paper proposes a framework of instructional strategies that would facilitate active and reflective learning processes in the flipped classroom It is aimed at allowing one's maximum potential to be reached regardless of any individual learning style. As tertiary classrooms increasingly needs to be as active and social as possible, the…

Using Active Learning as Assessment in the Postsecondary Classroom.

ERIC Educational Resources Information Center

Bonwell, Charles C.

1997-01-01

Provides a conceptual framework for introducing active learning into the classroom as a tool for assessment. Notes that formative assessment can be a powerful tool for transforming a passive classroom into one filled with active participants. Discusses what is assessed, what are the criteria, who will assess, and how the object of assessment will…

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

PubMed Central

Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.

2017-01-01

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today’s active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call Assessing Student Perspective of Engagement in Class Tool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students’ level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies. PMID:28495936

Active Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning

ERIC Educational Resources Information Center

Baepler, Paul; Walker, J. D.

2014-01-01

This chapter explores the "educational alliance" among students and between students and instructors. We contend that this is a framework that can help us understand how active learning classrooms facilitate positive educational outcomes.

The Flipped Classroom: An active teaching and learning strategy for making the sessions more interactive and challenging.

PubMed

Sultan, Amber Shamim

2018-04-01

Flipping the classroom is a pedagogical model that employs easy to use, readily accessible technology based resources such as video lectures, reading handouts, and practice problems outside the classroom, whereas interactive group-based, problem-solving activities conducted in the classroom. This strategy permits for an extended range of learning activities during the session. Using class time for active learning provides greater opportunity for mentoring and peer to peer collaboration. Instead of spending too much time on delivering lectures, class time can best be utilized by interacting with students, discussing their concerns related to the particular topic to be taught, providing real life examples relevant to the course content, challenging students to think in a broader aspect about complex process and encouraging different team based learning activities.

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

PubMed

Eddy, Sarah L; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors' alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. © 2015 S. L. Eddy et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

DASL-Data and Activities for Solar Learning

NASA Technical Reports Server (NTRS)

Jones, Harrison P.; Henney, Carl; Hill, Frank; Gearen, Michael; Pompca, Stephen; Stagg, Travis; Stefaniak, Linda; Walker, Connie

2004-01-01

DASL-Data and Activities for Solar Learning Data and Activities for Solar Learning (DASL) provides a classroom learning environment based on a twenty-five year record of solar magnetograms from the National Solar Observatory (NSO) at Kitt Peak, AZ. The data, together with image processing software for Macs or PCs, can be used to learn basic facts about the Sun and astronomy at the middle school level. At the high school level, students can study properties of the Sun's magnetic cycle with classroom exercises emphasizing data and error analysis and can participate in a new scientific study, Research in Active Solar Longitudes (RASL), in collaboration with classrooms throughout the country and scientists at NSO and NASA. We present a half-day course to train teachers in the scientific content of the project and its classroom use. We will provide a compact disc with the data and software and will demonstrate software installation and use, classroom exercises, and participation in RASL with computer projection.

The Use of "Socrative" in ESL Classrooms: Towards Active Learning

ERIC Educational Resources Information Center

El Shaban, Abir

2017-01-01

The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students' active learning. In this qualitative study, "Socrative", a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English…

Unpacking "Active Learning": A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not

ERIC Educational Resources Information Center

Rau, Martina A.; Kennedy, Kristopher; Oxtoby, Lucas; Bollom, Mark; Moore, John W.

2017-01-01

Much evidence shows that instruction that actively engages students with learning materials is more effective than traditional, lecture-centric instruction. These "active learning" models comprise an extremely heterogeneous set of instructional methods: they often include collaborative activities, flipped classrooms, or a combination of…

Formative Value of an Active Learning Strategy: Technology Based Think-Pair-Share in an EFL Writing Classroom

ERIC Educational Resources Information Center

Demirci, Cavide; Düzenli, Halil

2017-01-01

Think-Pair-Share (TPS) activities in classrooms provide an opportunity for students to revise, practice and reproduce previously learned knowledge. Teachers also benefit from this active learning strategy by exploiting new learning materials, saving time by minimizing presentations and using it as a formative assessment tool. This article explores…

Research and Teaching: "It's Not You, It's the Room"--Are the High-Tech, Active Learning Classrooms Worth It?

ERIC Educational Resources Information Center

Cotner, Sehoya; Loper, Jessica; Walker, J. D.; Brooks, D. Christopher

2013-01-01

Several institutions have redesigned traditional learning spaces to better realize the potential of active, experiential learning. We compare student performance in traditional and active learning classrooms in a large, introductory biology course using the same syllabus, course goals, exams, and instructor. Using ACT scores as predictive, we…

Improvements from a flipped classroom may simply be the fruits of active learning.

PubMed

Jensen, Jamie L; Kummer, Tyler A; d M Godoy, Patricia D

2015-03-02

The "flipped classroom" is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process. © 2015 J. L. Jensen et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Putting Structure to Flipped Classrooms Using Team-Based Learning

ERIC Educational Resources Information Center

Jakobsen, Krisztina V.; Knetemann, Megan

2017-01-01

Current educational practices and cognitive-developmental theories emphasize the importance of active participation in the learning environment, and they suggest that the first, and arguably most important, step to creating a better learning environment is to make learning an active and reciprocal process. Flipped classrooms, in which students…

Strategies, Challenges and Prospects for Active Learning in the Computer-Based Classroom

ERIC Educational Resources Information Center

Holbert, K. E.; Karady, G. G.

2009-01-01

The introduction of computer-equipped classrooms into engineering education has brought with it a host of opportunities and issues. Herein, some of the challenges and successes for creating an environment for active learning within computer-based classrooms are described. The particular teaching approach developed for undergraduate electrical…

Transformation of Classroom Spaces: Traditional versus Active Learning Classroom in Colleges

ERIC Educational Resources Information Center

Park, Elisa L.; Choi, Bo Keum

2014-01-01

Educational environment influences students' learning attitudes, and the classroom conveys the educational philosophy. The traditional college classroom design is based on the educational space that first appeared in medieval universities. Since then classrooms have not changed except in their size. In an attempt to develop a different perspective…

The Ticket to Retention: A Classroom Assessment Technique Designed to Improve Student Learning

ERIC Educational Resources Information Center

Divoll, Kent A.; Browning, Sandra T.; Vesey, Winona M.

2012-01-01

Classroom assessment techniques (CATs) or other closure activities are widely promoted for use in college classrooms. However, research on whether CATs improve student learning are mixed. The authors posit that the results are mixed because CATs were designed to "help teachers find out what students are learning in the classroom and how well…

Just-in-Time Teaching in Statistics Classrooms

ERIC Educational Resources Information Center

McGee, Monnie; Stokes, Lynne; Nadolsky, Pavel

2016-01-01

Much has been made of the flipped classroom as an approach to teaching, and its effect on student learning. The volume of material showing that the flipped classroom technique helps students better learn and better retain material is increasing at a rapid pace. Coupled with this technique is active learning in the classroom. There are many ways of…

An Exploratory Study of Elementary Classroom Teachers' Physical Activity Promotion from a Social Learning Perspective

ERIC Educational Resources Information Center

Webster, Collin A.; Buchan, Heather; Perreault, Melanie; Doan, Rob; Doutis, Panayiotis; Weaver, Robert Glenn

2015-01-01

Despite its recommended use, physical activity promotion in the academic classroom (PAPAC) has received little attention in terms of the factors that help to facilitate it. In this study, a social learning perspective was adopted to examine the role of physical activity biographies in generalist classroom teachers' (CTs) PAPAC. CTs (N = 213) were…

ConfChem Conference on Select 2016 BCCE Presentations: Putting Your Own Personal Twist on a Flipped Organic Classroom and Selling the Idea to Students

ERIC Educational Resources Information Center

Thomas, Ashleigh L. P.

2017-01-01

This paper presents gradual implementation of active learning approaches in an organic chemistry classroom based on student feedback and strategies for getting students on-board with this new approach. Active learning techniques discussed include videos, online quizzes, reading assignments, and classroom activities. Preliminary findings indicate a…

The Flipped Classroom: An Opportunity to Engage Millennial Students through Active Learning Strategies

ERIC Educational Resources Information Center

Roehl, Amy; Reddy, Shweta Linga; Shannon, Gayla Jett

2013-01-01

"Flipping" the classroom employs easy-to-use, readily accessible technology in order to free class time from lecture. This allows for an expanded range of learning activities during class time. Using class time for active learning versus lecture provides opportunities for greater teacher-to-student mentoring, peer-to-peer collaboration…

Empowering Students in the Process of Social Inquiry Learning through Flipping the Classroom

ERIC Educational Resources Information Center

Jong, Morris Siu-Yung

2017-01-01

The "flipped classroom" is an educational strategy about inverting the traditional use of in-class time for conducting lower-level learning activities and out-of-class time for conducting higher-level learning activities. "Guided social inquiry learning" (GSIL), which is a scaffolded constructivist pedagogic approach, has been…

Middle Level Learning, 1999-2000.

ERIC Educational Resources Information Center

Social Education, 2000

2000-01-01

Intended for middle school social studies classrooms, this publication features articles that spotlight diverse and innovative learning activities. This document includes the three issues of the "Middle Level Learning" supplement published in 1999 and the three that were published in 2000. Articles and classroom activities highlighted in this…

Comparative Case Study on Designing and Applying Flipped Classroom at Universities

ERIC Educational Resources Information Center

Lim, Cheolil; Kim, Sunyoung; Lee, Jihyun; Kim, Hyeonsu; Han, Hyeongjong

2014-01-01

There have been many reports on cases where flipped classroom was applied which put greater emphasis on conducting various learning activities during class. However, there is a limitation in redesigning existing university lectures as flipped classrooms merely based on reports that describe the learning activities of and their effects on…

The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

PubMed

Mortensen, C J; Nicholson, A M

2015-07-01

Many classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. In the modern age, traditional lectures are argued by some as obsolete and do not address the learning needs of today’s students. An emerging pedagogical approach is the concept of the flipped classroom. The flipped classroom can simply be described as students viewing asynchronous video lectures on their own and then engaging in active learning during scheduled class times. In this study, we examined the flipped classroom teaching environment on student learning gains in an Introduction to Equine Science course. Students (n = 130) were asked to view 7.5 h of recorded lectures divided into 8 learning modules, take online quizzes to enforce lecture viewing, take 3 in-class exams, and prepare to participate in active learning during scheduled class times. Active learning approaches included individual activities, paired activities, informal small groups, and large group activities. When compared to students in the traditional lecture format in earlier years, students in the flipped format scored higher on all 3 exams (P < 0.05), with both formats taught by the same instructor. Analysis of ACT scores demonstrated no intellectual capacity differences between the student populations. To evaluate any gains in critical thinking, flipped format students were asked to take the Cornell Critical Thinking Exam (version X). Scores improved from the pretest (50.8 ± 0.57) to the posttest (54.4 ± 0.58; P < 0.01). In the flipped course, no correlations were found with student performance and interactions with online content. Students were asked in class to evaluate their experiences based on a 5-point Likert scale: 1 (strongly disagree) to 5 (strongly agree). The flipped classroom was ranked as an enjoyable learning experience with a mean of 4.4 ± 0.10, while students responded positively to other pointed questions. In formal course evaluations, flipped format students ranked the following higher (P < 0.05): instructor availability to assist students; encouragement of independent, creative, and critical thinking; and amount learned. Overall, the flipped classroom proved to be a positive learning experience for students. As the classroom continues to modernize, pedagogical approaches such as the flipped classroom should be considered for many lecture-style courses taught in the animal sciences.

Professional Development as a Catalyst for Change in the Community College Science Classroom: How Active Learning Pedagogy Impacts Teaching Practices as Well as Faculty and Student Perceptions of Learning

ERIC Educational Resources Information Center

Harmon, Melissa Cameron

2017-01-01

Active learning, an engaging, student-centered, evidence-based pedagogy, has been shown to improve student satisfaction, engagement, and achievement in college classrooms. There have been numerous calls to reform teaching practices, especially in science, technology, engineering, and math (STEM); however, the utilization of active learning is…

Selected Papers from the National Conference on College Teaching and Learning (5th, Jacksonville, Florida, April 6-9, 1994).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Papers also address the question of how the college classroom is…

Strategies to Address Common Challenges When Teaching in an Active Learning Classroom

ERIC Educational Resources Information Center

Petersen, Christina I.; Gorman, Kristen S.

2014-01-01

This chapter provides practical strategies for addressing common challenges that arise for teachers in active learning classrooms. Our strategies come from instructors with experience teaching in these environments.

Redesigning Learning Spaces: What Do Teachers Want for Future Classrooms?

ERIC Educational Resources Information Center

Pedro, Neuza

2017-01-01

The concepts of future classrooms, multimedia labs or active learning space has recently gained prominence in educational research. Evidence-based research has found that well-designed primary school classrooms can boost students' learning. Also, schools' principals, teachers and students are requesting for more flexible, reconfigurable and modern…

Outdoor Classrooms--Planning Makes Perfect

ERIC Educational Resources Information Center

Haines, Sarah

2006-01-01

Schoolyard wildlife habitats aren't just for beauty and fun--they are outdoor classrooms where real science learning takes place. Schoolyard habitat projects involve conservation and restoration of wildlife habitat; however, the learning doesn't have to stop there--outdoor classrooms can foster many kinds of active learning across the curriculum…

Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon

ERIC Educational Resources Information Center

Akar, Bassel

2016-01-01

Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their…

Preschool Peer Interactions and Readiness To Learn: Relationships between Classroom Peer Play and Learning Behaviors and Conduct.

ERIC Educational Resources Information Center

Coolahan, Kathleen; Fantuzzo, John; Mendez, Julia; McDermott, Paul

2000-01-01

Examines whether low-income preschool children's peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. Positive interactive play behavior was associated with active engagement in classroom learning activities, whereas disconnection in play related to inattention, passivity, and lack of…

A Planning Tool for Incorporating Backward Design, Active Learning, and Authentic Assessment in the College Classroom

ERIC Educational Resources Information Center

Reynolds, Heather L.; Kearns, Katherine Dowell

2017-01-01

Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving…

Implementing Flipped Classroom in Blended Learning Environments: A Proposal Based on the Cognitive Flexibility Theory

ERIC Educational Resources Information Center

Andrade, Mariel; Coutinho, Clara

2017-01-01

Flipped Classroom is an issue that gains increased attention in Blended Learning models. Generally, in the traditional classroom, the teacher uses the time in the classroom to explain the theoretical and conceptual body content and leaves the practices and exercises as extracurricular activities. In the Flipped Classroom, students study at home…

Conducting an Introductory Biology Course in an Active Learning Classroom: A Case Study of an Experienced Faculty Member

ERIC Educational Resources Information Center

Langley, David; Guzey, S. Selcen

2014-01-01

A case study is described that examines the beliefs and practices of a university instructor who teaches regularly in an active learning classroom. His perspective provides insights into the pedagogical practices that drive his success in these learning spaces.

Flipped Classroom with Problem Based Activities: Exploring Self-Regulated Learning in a Programming Language Course

ERIC Educational Resources Information Center

Çakiroglu, Ünal; Öztürk, Mücahit

2017-01-01

This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students'…

The Flipped Classroom and Cooperative Learning: Evidence from a Randomised Experiment

ERIC Educational Resources Information Center

Foldnes, Njål

2016-01-01

This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecture-based classroom. We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With…

Activity Summaries as a Classroom Assessment Tool.

ERIC Educational Resources Information Center

McGee, Steven; Kirby, Jennifer; Croft, Steven K.

This study explored the usefulness of a classroom assessment technique called the activity summary template. It is proposed that the activity summary template enables students to process and organize information learning during an investigation. This process will in turn help students to achieve greater learning outcomes. The activity summary…

H2Oh!: Classroom demonstrations and activities for improving student learning of water concepts

NASA Astrophysics Data System (ADS)

Chan-Hilton, A.; Neupauer, R. M.; Burian, S. J.; Lauer, J. W.; Mathisen, P. P.; Mays, D. C.; Olson, M. S.; Pomeroy, C. A.; Ruddell, B. L.; Sciortino, A.

2012-12-01

Research has shown that the use of demonstrations and hands-on activities in the classroom enhances student learning. Students learn more and enjoy classes more when visual and active learning are incorporated into the lecture. Most college-aged students prefer visual modes of learning, while most instruction is conducted in a lecture, or auditory, format. The use of classroom demonstrations provides opportunities for incorporating visual and active learning into the classroom environment. However, while most instructors acknowledge the benefits of these teaching methods, they typically do not have the time and resources to develop and test such activities and to develop plans to incorporate them into their lectures. Members of the Excellence in Water Resources Education Task Committee of the Environmental and Water Resources Institute (EWRI) of the American Society of Civil Engineers (ASCE) have produced a publication that contains a collection of activities aimed to foster excellence in water resources and hydrology education and improve student learning of principles. The book contains forty-five demonstrations and activities that can be used in water-related classes with topics in fluid mechanics, hydraulics, surface water hydrology, groundwater hydrology, and water quality. We present examples of these activities, including topics such as conservation of momentum, buoyancy, Bernoulli's principle, drag force, pipe flow, watershed delineation, reservoir networks, head distribution in aquifers, and molecular diffusion in a porous medium. Unlike full laboratory exercises, these brief demonstrations and activities (most of which take less than fifteen minutes) can be easily incorporated into classroom lectures. For each demonstration, guidance for preparing and conducting the activity, along with a brief overview of the principles that are demonstrated, is provided. The target audience of the activities is undergraduate students, although the activities also may be used in K-12 and graduate classes.

Social Studies Teachers' Views on Learning outside the Classroom

ERIC Educational Resources Information Center

Cengelci, Tuba

2013-01-01

Learning outside the classroom help students interpret their society, nature, and the world through concrete experiences. Although learning outside the classroom is usually used for environmental education, it is very important for the social studies course which aims to train students as active members of a democratic society. The purpose of this…

Opening-up Classroom Discourse to Promote and Enhance Active, Collaborative and Cognitively-Engaging Student Learning Experiences

ERIC Educational Resources Information Center

Hardman, Jan

2016-01-01

This paper places classroom discourse and interaction right at the heart of the teaching and learning process. It is built on the argument that high quality talk between the teacher and student(s) provides a fertile ground for an active, highly collaborative and cognitively stimulating learning process leading to improved learning outcomes. High…

Effects of Active Learning Classrooms on Student Learning: A Two-Year Empirical Investigation on Student Perceptions and Academic Performance

ERIC Educational Resources Information Center

Chiu, Pit Ho Patrio; Cheng, Shuk Han

2017-01-01

Recent studies on active learning classrooms (ACLs) have demonstrated their positive influence on student learning. However, most of the research evidence is derived from a few subject-specific courses or limited student enrolment. Empirical studies on this topic involving large student populations are rare. The present work involved a large-scale…

The Application of Learning Theories in Community College Classrooms. UCLA Community College Bibliography

ERIC Educational Resources Information Center

Carducci, Rozana

2006-01-01

The references in this document provide an overview of empirical and conceptual scholarship on the application of learning theories in community college classrooms. Specific theories discussed in the citations include: active learning, cooperative learning, multiple intelligences, problem-based learning, and self-regulated learning. In addition to…

Bubble Festival: Presenting Bubble Activities in a Learning Station Format. Teacher's Guide.

ERIC Educational Resources Information Center

Barber, Jacqueline; Willard, Carolyn

This learning station guide adapts the Bubble Festival, an all-school event, for individual classrooms. It presents students with a variety of different challenges at learning stations set up around the classroom. The activities are student-centered and involve open-ended investigations. Also included are ways to extend students' experiences at…

Special Education in General Education Classrooms: Cooperative Teaching Using Supportive Learning Activities.

ERIC Educational Resources Information Center

Johnson, Robin R.; And Others

1995-01-01

Supportive learning activities were implemented in a multiple-baseline time series design across four fifth-grade classrooms to evaluate the effects of a cooperative teaching alternative (supportive learning) on teaching behavior, the behavior and grades of general and special education students, and the opinions of general education teachers.…

Activity File of Learning Center and Classroom Multi-Cultural Activities.

ERIC Educational Resources Information Center

Riverside Unified School District, CA.

The cards in this file are representative samples of the types of activities developed by teachers involved in a Title I funded learning center of multi-cultural classroom activities for elementary school students. The five cultures that are stuoied are those of blacks, Asian Americans, native Americans, Mexican Americans, and Anglos. A…

The effectiveness of flipped classroom learning model in secondary physics classroom setting

NASA Astrophysics Data System (ADS)

Prasetyo, B. D.; Suprapto, N.; Pudyastomo, R. N.

2018-03-01

The research aimed to describe the effectiveness of flipped classroom learning model on secondary physics classroom setting during Fall semester of 2017. The research object was Secondary 3 Physics group of Singapore School Kelapa Gading. This research was initiated by giving a pre-test, followed by treatment setting of the flipped classroom learning model. By the end of the learning process, the pupils were given a post-test and questionnaire to figure out pupils' response to the flipped classroom learning model. Based on the data analysis, 89% of pupils had passed the minimum criteria of standardization. The increment level in the students' mark was analysed by normalized n-gain formula, obtaining a normalized n-gain score of 0.4 which fulfil medium category range. Obtains from the questionnaire distributed to the students that 93% of students become more motivated to study physics and 89% of students were very happy to carry on hands-on activity based on the flipped classroom learning model. Those three aspects were used to generate a conclusion that applying flipped classroom learning model in Secondary Physics Classroom setting is effectively applicable.

Web-Based Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology

ERIC Educational Resources Information Center

Wright, L. Kate; Newman, Dina L.; Cardinale, Jean A.; Teese, Robert

2016-01-01

The typical "flipped classroom" delivers lecture material in video format to students outside of class in order to make space for active learning in class. But why give students passive material at all? We are developing a set of high-quality online educational materials that promote active, hands-on science learning to aid in teaching…

Lecturers' Perception of Classroom Management: An Empirical Study of Higher Learning Institutions in Malaysia

ERIC Educational Resources Information Center

Grapragasem, Selvaraj; Krishnan, Anbalagan; Joshi, Prem Lal; Krishnan, Shubashini; Azlin, Azlin

2015-01-01

The classroom is a learning environment where active interactions and meaningful learning occur between learners and knowledge providers. The teachers and the learners have a unique relationship and this relationship is highly determined by their backgrounds and experiences. Teachers have the responsibility to manage the classroom with the aim of…

Incorporating active learning in psychiatry education.

PubMed

Kumar, Sonia; McLean, Loyola; Nash, Louise; Trigwell, Keith

2017-06-01

We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. We undertook a literature search on 'active learning', 'flipped classroom', 'problem-based learning' and 'psychiatry education'. The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new 'flipped classroom' format was developed for the Master of Medicine (Psychiatry). Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.

Teaching nursing concepts through an online discussion board.

PubMed

Hudson, Kandi Ann

2014-09-01

Barriers to course content engagement and student learning in nursing education abound. Some of these barriers include content overload, classroom time constraints, and large student numbers. One way to overcome these issues is the implementation of active learning strategies in the classroom. Despite the positive learning outcomes associated with active learning strategies described in the education literature, traditional passive learning strategies continue to be used by nurse educators in the classroom. This article details the results of a pilot study using an active teaching strategy—an online discussion board—which was designed to improve the learning engagement of beginning nursing students enrolled in their first face-to-face nursing course. The results of the semester-long pilot study indicated a favorable student response to the active teaching strategy and improved overall success in the course by the students who participated fully in the online discussions.

Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students

PubMed Central

Cooper, Katelyn M.; Brownell, Sara E.

2016-01-01

As we transition our undergraduate biology classrooms from traditional lectures to active learning, the dynamics among students become more important. These dynamics can be influenced by student social identities. One social identity that has been unexamined in the context of undergraduate biology is the spectrum of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) identities. In this exploratory interview study, we probed the experiences and perceptions of seven students who identify as part of the LGBTQIA community. We found that students do not always experience the undergraduate biology classroom to be a welcoming or accepting place for their identities. In contrast to traditional lectures, active-learning classes increase the relevance of their LGBTQIA identities due to the increased interactions among students during group work. Finally, working with other students in active-learning classrooms can present challenges and opportunities for students considering their LGBTQIA identity. These findings indicate that these students’ LGBTQIA identities are affecting their experience in the classroom and that there may be specific instructional practices that can mitigate some of the possible obstacles. We hope that this work can stimulate discussions about how to broadly make our active-learning biology classes more inclusive of this specific population of students. PMID:27543636

Situational Interest and Academic Achievement in the Active-Learning Classroom

ERIC Educational Resources Information Center

Rotgans, Jerome I.; Schmidt, Henk G.

2011-01-01

The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed…

A Biological Brain in a Cultural Classroom: Applying Biological Research to Classroom Management.

ERIC Educational Resources Information Center

Sylwester, Robert

This book applies the latest in brain research and learning theory to classroom management. The concepts of psychoneurophysiology are made readily accessible. The book offers creative data gathering activities to help students manage their own behavior and to help teachers learn how their own behavior impacts the classroom environment. The seven…

Using technology to promote mobile learning: engaging students with cell phones in the classroom.

PubMed

Robb, Meigan; Shellenbarger, Teresa

2012-01-01

Advancements in cell phone technology have impacted every aspect of society. Individuals have instant access to social networks, Web sites, and applications. Faculty need to consider using these mobile devices to enrich the classroom. The authors discuss how they successfully designed and incorporated cell phone learning activities into their classrooms. Teaching-learning strategies using cell phone technology and recommendations for overcoming challenges associated with cell phone use in the classroom are discussed.

Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

NASA Astrophysics Data System (ADS)

Kuda Malwathumullage, Chamathca Priyanwada

Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom observations, interviews and questionnaires. An enumerative approach and the constant comparative method were utilized to analyze the data. According to the results obtained, all the participating college professors of this study employed a variety of instructional technologies and learning space features to actively engage their students in classroom activities. Participants were largely influenced by the instructional technology and the learning space features at lesson planning and execution stages whereas this influence was less notable at the student assessment stage. Overall, college professors perceive technology-infused interactive learning environments to be advantageous in terms of enabling flexibility and creativity along with easy facilitation of classroom activities. However, they felt challenged when designing effective classroom activities and preferred continuous professional development support. Overall, college professors' pedagogical decision making process, their perceived benefits and challenges seemed to be interrelated and centered on the learners and the learning process. Primary implication of this study is to implement effective professional development programs for college professors which enable them to familiarize themselves with student-centered pedagogy and effective classroom activity design along with the novel trends in learning space design and instructional technologies. Furthermore, higher education institutions need to devise incentives and recognition measures to appreciate college professors' contributions to advance scholarship of teaching and learning.

They do, They Get and They Know; How to Motivate Learner to Upgrade Their Learning Quality

NASA Astrophysics Data System (ADS)

Yogica, R.; Helendra, H.

2018-04-01

A learning process that occurs in the classroom is a very important thing to note the quality, so it can be a determinant of student success in understanding the content of the lesson. The success of the learning process could be seen from the learning outcomes and the level of positive activities of students while in class. Students who are active in the classroom at the time of learning happen mean interest to the content of the lesson and will make their understanding deeper. In some learning processes in the classroom, the authors observed that in the first weeks of learning the level of student activity was very low. This is due to low student learning motivation. The author applies a method named: they do, they get, and they know. This method is very influential on the increase of learning activities because it affects the psychology of students to improve their learning motivation. After study in this method at two different courses in university, authors make a conclusion in the end that the method is effective to increase the frequency of student positive activity, so this method plays a role in improving the quality of learning.

An Action Research Study from Implementing the Flipped Classroom Model in Primary School History Teaching and Learning

ERIC Educational Resources Information Center

Aidinopoulou, Vasiliki; Sampson, Demetrios G.

2017-01-01

The benefits of the flipped classroom (FC) model in students' learning are claimed in many recent studies. These benefits are typically accounted to the pedagogically efficient use of classroom time for engaging students in active learning. Although there are several relevant studies for the deployment of the FC model in Science, Technology,…

A Study of a Social Annotation Modeling Learning System

ERIC Educational Resources Information Center

Samuel, Roy David; Kim, Chanmin; Johnson, Tristan E.

2011-01-01

The transition from classroom instruction to e-learning raises pedagogical challenges for university instructors. A controlled integration of e-learning tools into classroom instruction may offer learners tangible benefits and improved effectiveness. This design-based research (DBR) study engaged students in e-learning activities integrated into…

E-Classroom of the 21st Century: Information Gaps

ERIC Educational Resources Information Center

Oluwatumbi, Oso Senny

2015-01-01

The introduction of technology into the classroom has revolutionized teaching and learning process. The 21st century learning environment creates exciting learning for students to collaborate and learn at their own pace making them active participants in learning process. The teacher is no-longer a dictator, pouring knowledge into passive learners…

Active Learning in the Digital Age Classroom.

ERIC Educational Resources Information Center

Heide, Ann; Henderson, Dale

This book examines the theoretical and practical issues surrounding today's technology-integrated classroom. The chapters cover the following topics: (1) reasons to integrate technology into the classroom, including the changing world, enriched learning and increased productivity, the learner, the workplace, past experience, and future trends; (2)…

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom.

PubMed

Wiggins, Benjamin L; Eddy, Sarah L; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z; Theobald, Elli J; Timbrook, Jerry; Crowe, Alison J

2017-01-01

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call A ssessing S tudent P erspective of E ngagement in C lass T ool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students' level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies. © 2017 B. L. Wiggins, S. L. Eddy, et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Different Identity Revelation Modes in an Online Peer-Assessment Learning Environment: Effects on Perceptions toward Assessors, Classroom Climate and Learning Activities

ERIC Educational Resources Information Center

Yu, Fu-Yun; Wu, Chun-Ping

2011-01-01

The effects of four different identity revelation modes (three fixed modes: real-name, anonymity, nickname and one dynamic user self-choice mode) on participants' perceptions toward their assessors, classroom climate, and past experience with the learning activity in which they were engaged were examined. A pretest-posttest quasi-experimental…

Use of Learning Miniprojects in a Chemistry Laboratory for Engineering

ERIC Educational Resources Information Center

Cancela, Angeles; Maceiras, Rocio; Sánchez, Angel; Izquierdo, Milagros; Urréjola, Santiago

2016-01-01

The aim of this paper is to describe the design of chemical engineering laboratory sessions in order to focus them on the learning company approach. This is an activity carried out in the classroom similar to the activities that exist in real companies. This could lead classroom practice to a more cooperative learning and a different style of…

A Partial Flip Classroom Exercise in a Large Introductory General Biology Course Increases Performance at Multiple Levels

ERIC Educational Resources Information Center

Lax, Neil; Morris, James; Kolber, Benedict J.

2017-01-01

Incorporation of active learning into large lecture classes is gaining popularity as a pedagogical method due to its known benefits in helping learning outcomes. A more recent active learning technique that has emerged is the flipped classroom. In this study, we investigated the effects of incorporating a "partial-flip" into an…

The Effect of Flipped Classroom Strategy Using Blackboard Mash-Up Tools in Enhancing Achievement and Self-Regulated Learning Skills of University Students

ERIC Educational Resources Information Center

El-Senousy, Hala; Alquda, Jumana

2017-01-01

The flipped classroom strategy (FCRS) is an innovative instructional approach that flips the traditional teacher-centered classroom into student-centered learning, by switching the classroom and home activities using the available educational technology. This paper examined the effect of (FCRS) on students' achievement and self-regulated learning…

Renegotiating the pedagogic contract: Teaching in digitally enhanced secondary science classrooms

NASA Astrophysics Data System (ADS)

Ajayi, Ajibola Oluneye

This qualitative case study explores the effects of emerging digital technology as a teaching and learning tool in secondary school science classrooms. The study examines three teachers' perspectives on how the use of technology affects the teacher-student pedagogic relationship. The "pedagogic contract" is used as a construct to analyze the changes that took place in these teachers' classrooms amid the use of this new technology. The overarching question for this research is: How was the pedagogic contract renegotiated in three secondary science teachers' classrooms through the use of digitally enhanced science instruction. To answer this question, data was collected via semi-structured teacher interviews, classroom observations, and analysis of classroom documents such as student assignments, tests and Study Guides. This study reveals that the everyday use of digital technologies in these classrooms resulted in a re-negotiated pedagogic contract across three major dimensions: content of learning, method and management of learning activities, and assessment of learning. The extent to which the pedagogic contract was renegotiated varied with each of the teachers studied. Yet in each case, the content of learning was extended to include new topics, and greater depth of learning within the mandated curriculum. The management of learning was reshaped around metacognitive strategies, personal goal-setting, individual pacing, and small-group learning activities. With the assessment of learning, there was increased emphasis on self-directed interactive testing as a formative assessment tool. This study highlights the aspects of science classrooms that are most directly affected by the introduction of digital technologies and demonstrates how those changes are best understood as a renegotiation of the teacher-student pedagogic contract.

Enriching Classroom Learning through a Microblogging-Supported Activity

ERIC Educational Resources Information Center

Li, Kun; Darr, Kent; Gao, Fei

2018-01-01

Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined how to use microblogging tools to bring educational resources into the classroom to enrich the student learning experience. The exploratory case study…

Inverting an Introductory Statistics Classroom

ERIC Educational Resources Information Center

Kraut, Gertrud L.

2015-01-01

The inverted classroom allows more in-class time for inquiry-based learning and for working through more advanced problem-solving activities than does the traditional lecture class. The skills acquired in this learning environment offer benefits far beyond the statistics classroom. This paper discusses four ways that can make the inverted…

Throwing Paper Wads in the Chemistry Classroom: Really Active Student Learning

ERIC Educational Resources Information Center

Orvis, Jessica N.; Orvis, Jeffrey A.

2005-01-01

Active engagement in the classroom is one of the best tools available for overcoming conceptual difficulties. Science educators agree that students of all ages learn more by participating actively in the interpretation of scientific phenomena (NAS 2003; NSF 1998). In this article, the authors describe demonstrations in class using paper wads as an…

Systemize Classroom Management to Enhance Teaching and Learning

ERIC Educational Resources Information Center

Delman, Douglas J.

2011-01-01

Good classroom management is one of the most important goals teachers strive to establish from the first day of class. The rules, procedures, activities, and behaviors set the classroom tone throughout the school year. By revising, updating, and systemizing classroom management activities, teachers can eliminate many problems created by students…

Active Democratic Citizenship and Service-Learning in the Postgraduate Classroom

ERIC Educational Resources Information Center

Harris, Clodagh

2010-01-01

This article investigates the use of service-learning in teaching active democratic citizenship in the postgraduate classroom. In particular it draws on a case study of an MBS Government module (GV6104) entitled "Political Participation and Mobilisation" that explores the relationship between democracy and participation. Students of this…

Using Kahoot! In the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices

ERIC Educational Resources Information Center

Plump, Carolyn M.; LaRosa, Julia

2017-01-01

Instructional games are gaining acceptance in the classroom as the eLearning merits of student engagement and immediate feedback are recognized. Within higher education, the use of these tools is often limited due to lack of time, insufficient experience, or doubts regarding the scholarly merits of such activities. Kahoot! is a popular eLearning…

Google classroom as a tool for active learning

NASA Astrophysics Data System (ADS)

Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd; Rodzi, Sarah Syamimi Mohamad

2016-08-01

As the world is being developed with the new technologies, discovering and manipulating new ideas and concepts of online education are changing rapidly. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. This paper provides analysis and evaluation of the effectiveness of Google Classroom's active learning activities for data mining subject under the Decision Sciences program. Technology Acceptance Model (TAM) has been employed to measure the effectiveness of the learning activities. A total of 100 valid unduplicated responses from students who enrolled data mining subject were used in this study. The results indicated that majority of the students satisfy with the Google Classroom's tool that were introduced in the class. Results of data analyzed showed that all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students' satisfaction towards the Google Classroom's active learning activities.

Examining the Effectiveness of Team-Based Learning (TBL) in Different Classroom Settings

ERIC Educational Resources Information Center

Yuretich, Richard F.; Kanner, Lisa C.

2015-01-01

The problem of effective learning in college classrooms, especially in a large lecture setting, has been a topic of discussion for a considerable span of time. Most efforts to improve learning incorporate various forms of student-active learning, such as in-class investigations or problems, group discussions, collaborative examinations and…

Selected Papers from the National Conference on College Teaching and Learning (6th, Jacksonville, Florida, April 5-8, 1995).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "African American Students' Perceptions of…

Successful Group Work: Using Cooperative Learning and Team-Based Learning in the Classroom

ERIC Educational Resources Information Center

Grant-Vallone, E. J.

2011-01-01

This research study examined student perceptions of group experiences in the classroom. The author used cooperative learning and team-based learning to focus on three characteristics that are critical for the success of groups: structure of activities, relationships of group members, and accountability of group members. Results indicated that…

Selected Papers from the National Conference on College Teaching and Learning (4th, Jacksonville, Florida, April 14-17, 1993).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "Changing Teaching Styles When Technology Becomes…

Elementary and Secondary School Students' Perceptions of Teachers' Classroom Management Competencies

ERIC Educational Resources Information Center

Kalin, Jana; Peklaj, Cirila; Pecjak, Sonja; Levpušcek, Melita Puklek; Zuljan, Milena Valencic

2017-01-01

Teachers with proper training in knowledge transfer to different students, in the creation of suitable learning conditions, the motivation of students for active cooperation and peer learning, in the formation of classroom community, as well as independent and responsible personalities, can provide quality education. Teacher's classroom management…

Classroom Journal Club: Collaborative Study of Contemporary Primary Literature in the Biomechanics Classroom.

PubMed

Kuxhaus, Laurel; Corbiere, Nicole C

2016-07-01

Current engineering pedagogy primarily focuses on developing technical proficiency and problem solving skills; the peer-review process for sharing new research results is often overlooked. The use of a collaborative classroom journal club can engage students with the excitement of scientific discovery and the process of dissemination of research results, which are also important lifelong learning skills. In this work, a classroom journal club was implemented and a survey of student perceptions spanning three student cohorts was collected. In this collaborative learning activity, students regularly chose and discussed a recent biomechanics journal article, and were assessed based on specific, individual preparation tasks. Most student-chosen journal articles were relevant to topics discussed in the regular class lecture. Surveys assessed student perceptions of the activity. The survey responses show that, across all cohorts, students both enjoyed the classroom journal club and recognized it as an important learning experience. Many reported discussing their journal articles with others outside of the classroom, indicating good engagement. The results demonstrate that student engagement with primary literature can foster both technical knowledge and lifelong learning skills.

Kindergarten to 1st Grade: Classroom Characteristics and the Stability and Change of Children's Classroom Experiences

ERIC Educational Resources Information Center

La Paro, Karen M.; Rimm-Kaufman, Sara E.; Pianta, Robert C.

2006-01-01

This study examines the classroom experiences of 192 children followed longitudinally from kindergarten to 1st grade. Time-sampled observations of children were conducted to compare learning formats, teaching activities, and children's engagement in activities between kindergarten and 1st grade. Classroom observations also were conducted to…

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers.

PubMed

Miller, Cynthia J; Metz, Michael J

2014-09-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. Copyright © 2014 The American Physiological Society.

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

PubMed Central

Metz, Michael J.

2014-01-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. PMID:25179615

A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

ERIC Educational Resources Information Center

Soneral, Paula A. G.; Wyse, Sara A.

2017-01-01

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey…

Flexible Classroom Furniture

ERIC Educational Resources Information Center

Kim Hassell,

2011-01-01

Classroom design for the 21st-century learning environment should accommodate a variety of learning skills and needs. The space should be large enough so it can be configured to accommodate a number of learning activities. This also includes furniture that provides flexibility and accommodates collaboration and interactive work among students and…

Accounting Experiences in Collaborative Learning

ERIC Educational Resources Information Center

Edmond, Tracie; Tiggeman, Theresa

2009-01-01

This paper discusses incorporating collaborative learning into accounting classes as a response to the Accounting Education Change Commission's call to install a more active student learner in the classroom. Collaborative learning requires the students to interact with each other and with the material within the classroom setting. It is a…

Preceptor use of classroom assessment techniques to stimulate higher-order thinking in the clinical setting.

PubMed

Davidson, Judy E

2009-03-01

The purpose of this article is to provide examples of learning activities to be used as formative (interim) evaluation of an in-hospital orientation or cross-training program. Examples are provided in the form of vignettes that have been derived from strategies described in the literature as classroom assessment techniques. Although these classroom assessment techniques were originally designed for classroom experiences, they are proposed as methods for preceptors to stimulate the development of higher-order thinking such as synthesizing information, solving problems, and learning how to learn.

Language Development Resources for Bilingual Bicultural Education: An Aid to Primary Teachers of Mexican American Children.

ERIC Educational Resources Information Center

Dissemination and Assessment Center for Bilingual Education, Austin, TX.

This resource guide is designed as an aid to primary teachers of Mexican-American children. Besides including basic introductory material, the volume provides suggestions for parent involvement, classroom learning activity centers, and extensive resource materials. Classroom learning activity centers include: Art, Book, Communication, Discussion,…

Transforming Principles into Practice: Using Cognitive Active Learning Strategies in the High School Classroom

ERIC Educational Resources Information Center

Swiderski, Suzanne M.

2011-01-01

High school teachers who engage students through active learning in their classrooms can more fully understand this instructional practice by examining the theories and strategies underlying the cognitive perspective of educational psychology, which addresses the development of knowledge in the individual mind. Two theoretical explanations,…

The Effects of an Active Learning Intervention in Biology on College Students' Classroom Motivational Climate Perceptions, Motivation, and Achievement

ERIC Educational Resources Information Center

Corkin, Danya M.; Horn, Catherine; Pattison, Donna

2017-01-01

This study examined differences in students' classroom motivational climate perceptions and motivational beliefs between those enrolled in undergraduate Biology courses that implemented an innovative, active learning intervention and those enrolled in traditional Biology courses (control group). This study also sought to determine whether…

Teaching Supply Chain Management Complexities: A SCOR Model Based Classroom Simulation

ERIC Educational Resources Information Center

Webb, G. Scott; Thomas, Stephanie P.; Liao-Troth, Sara

2014-01-01

The SCOR (Supply Chain Operations Reference) Model Supply Chain Classroom Simulation is an in-class experiential learning activity that helps students develop a holistic understanding of the processes and challenges of supply chain management. The simulation has broader learning objectives than other supply chain related activities such as the…

Examining Student Perceptions of Flipping an Agricultural Teaching Methods Course

ERIC Educational Resources Information Center

Conner, Nathan W.; Rubenstein, Eric D.; DiBenedetto, Cathy A.; Stripling, Christopher T.; Roberts, T. Grady; Stedman, Nicole L. P.

2014-01-01

To meet the needs of the 21st century student, college instructors have been challenged to transform their classrooms from passive to active, "minds-on" learning environments. This qualitative study examined an active learning approach known as a flipped classroom and sought to explore student perceptions of flipping a teaching methods…

Promoting Active Learning in Technology-Infused TILE Classrooms at the University of Iowa

ERIC Educational Resources Information Center

Van Horne, Sam; Murniati, Cecilia; Gaffney, Jon D. H.; Jesse, Maggie

2012-01-01

In this case study, the authors describe the successful implementation of technology-infused TILE classrooms at the University of Iowa. A successful collaboration among campus units devoted to instructional technologies and teacher development, the TILE Initiative has provided instructors with a new set of tools to support active learning. The…

Flipped classroom instructional approach in undergraduate medical education.

PubMed

Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

2017-01-01

In this study we implemented the "flipped classroom" model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools.

History and Evolution of Active Learning Spaces

ERIC Educational Resources Information Center

Beichner, Robert J.

2014-01-01

This chapter examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.

Faculty motivations to use active learning among pharmacy educators.

PubMed

Rockich-Winston, Nicole; Train, Brian C; Rudolph, Michael J; Gillette, Chris

2018-03-01

Faculty motivations to use active learning have been limited to surveys evaluating faculty perceptions within active learning studies. Our objective in this study was to evaluate the relationship between faculty intrinsic motivation, extrinsic motivation, and demographic variables and the extent of active learning use in the classroom. An online survey was administered to individual faculty members at 137 colleges and schools of pharmacy across the United States. The survey assessed intrinsic and extrinsic motivations, active learning strategies, classroom time dedicated to active learning, and faculty development resources. Bivariate associations and multivariable stepwise linear regression were used to analyze the results. In total, 979 faculty members completed the questionnaire (23.6% response rate). All motivation variables were significantly correlated with percent active learning use (p < 0.001). Intrinsic motivation demonstrated the highest correlation (r = 0.447) followed by current extrinsic motivations (r = 0.245) and ideal extrinsic motivations (r = 0.291). Variables associated with higher intrinsic motivation included the number of resources used (r = 0.233, p < 0.001) and the number of active learning methods used in the last year (r = 0.259, p < 0.001). Years of teaching experience was negatively associated with intrinsic motivation (r = -0.177, p < 0.001). Regression analyses confirmed the importance of intrinsic and extrinsic motivations in predicting active learning use. Our results suggest that faculty members who are intrinsically motivated to use active learning are more likely to dedicate additional class time to active learning. Furthermore, intrinsic motivation may be positively associated with encouraging faculty members to attend active learning workshops and supporting faculty to use various active learning strategies in the classroom. Copyright © 2017 Elsevier Inc. All rights reserved.

Finite Element Learning Modules as Active Learning Tools

ERIC Educational Resources Information Center

Brown, Ashland O.; Jensen, Daniel; Rencis, Joseph; Wood, Kristin; Wood, John; White, Christina; Raaberg, Kristen Kaufman; Coffman, Josh

2012-01-01

The purpose of active learning is to solicit participation by students beyond the passive mode of traditional classroom lectures. Reading, writing, participating in discussions, hands-on activities, engaging in active problem solving, and collaborative learning can all be involved. The skills acquired during active learning tend to go above and…

Writing for Learning in Science: A Model for Use within Classrooms.

ERIC Educational Resources Information Center

Hand, Brian; Prain, Vaughan

1996-01-01

Discusses writing for learning within science classrooms. Presents a model that can be used by teachers to promote a greater variety of writing types. Includes examples of its use and an explanation of learning strategies students use in these activities. Discusses the value of the model in framing the planning of writing-for-learning tasks.…

The Experience of Contrasting Learning Styles, Learning Preferences, and Personality Types in the Community College English Classroom

ERIC Educational Resources Information Center

Lawrence, William K.

2014-01-01

This study focuses on the classroom experiences of students who identify themselves as learning best as reflective-observers (Assimilators) in contrast to those who learn best as active- experimenters (Accommodators), with additional consideration for their self-identified personality type (introvert vs. extrovert) as well as one of the VARK…

41 Active Learning Strategies for the Inclusive Classroom, Grades 6-12

ERIC Educational Resources Information Center

Casale-Giannola, Diane; Green, Linda Schwartz

2012-01-01

Motivating adolescents to learn can be a challenge! Often distracted and easily bored, these kids are also critical thinkers capable of thriving in the classroom while learning 21st century skills. How do we hold their attention and develop their abilities? Research shows that all students--regardless of learning style, disability category, or…

Business Students' Learning with Online Discussion Forums: The Case of a Virtual Classroom Community

ERIC Educational Resources Information Center

Zhu, Jake

2010-01-01

This study examined what learning is and how learning was facilitated in a virtual classroom community using online discussion forums. Results demonstrated that learning in such a community was the active participation by the members of the community in the process of meaning construction. The construction of meaning in such a community was…

The Effect of Classroom Web Applications on Teaching, Learning and Academic Performance among College of Education Female Students

ERIC Educational Resources Information Center

Aljraiwi, Seham Salman

2017-01-01

The current study proposes web applications-based learning environment to promote teaching and learning activities in the classrooms. It also helps teachers facilitate learners' contributions in the process of learning and improving their motivation and performance. The case study illustrated that female students were more interested in learning…

The Effectiveness of Three Experiential Teaching Approaches on Student Science Learning in Fifth-Grade Public School Classrooms.

ERIC Educational Resources Information Center

Powell, Kristin; Wells, Marcella

2002-01-01

Compares the effects of three experiential science lessons in meeting the objectives of the Colorado model content science standards. Uses Kolb's (1984) experiential learning model as a framework for understanding the process by which students engage in learning when participating in experiential learning activities. Uses classroom exams and…

Reform in Undergraduate Science, Technology, Engineering, and Mathematics: The Classroom Context

ERIC Educational Resources Information Center

Stage, Frances K.; Kinzie, Jillian

2009-01-01

This article reports the results of a series of site visits examining modifications to science, technology, engineering, and mathematics (STEM) teaching and learning based on reform on three differing campuses. Innovations in stem classrooms included collaborative approaches to learning; incorporation of active learning, authentic contexts, peer…

Adding the Human Touch to Asynchronous Online Learning

ERIC Educational Resources Information Center

Glenn, Cynthia Wheatley

2018-01-01

For learners to actively accept responsibility in a virtual classroom platform, it is necessary to provide special motivation extending across the traditional classroom setting into asynchronous online learning. This article explores specific ways to do this that bridge the gap between ground and online students' learning experiences, and how…

A Study of Flow Theory in the Foreign Language Classroom.

ERIC Educational Resources Information Center

Egbert, Joy

2003-01-01

Focuses on the relationship between flow experiences and language learning. Flow theory suggests that flow experiences can lead to optimal learning. Findings suggest flow does exist in the foreign language classroom and that flow theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.…

Chaotic....!! Active and Engaged. Effects of an active learning classroom on student retention and engagement.

NASA Astrophysics Data System (ADS)

Palsole, S.; Serpa, L. F.

2014-12-01

Scientific literacy has been defined as the foremost challenge of this decade (AAAS, 2012). The Geological Society of American in its position statement postis that due to the systemic nature of the discipline of earth science, it is the most effective way to engage students in STEM disciplines. Given that the most common place for exposure to earth sciences is at the freshman level for non majors, we decided to transform a freshman introductory geology course to an active, student centered course, using an inquiry based approach. Our focus was to ensure the students saw the earth sciences as broadly applicative field, and not an esoteric science. To achieve this goal, we developed a series of problems that required the students to apply the concepts acquired through their self guided learning into the different topics of the course. This self guided learning took the form of didactic content uploaded into the learning management system (the various elements used to deliver the content were designed video clips, short text based lectures, short formative assessments, discussion boards and other web based discovery exercises) with the class time devoted to problem solving. A comparison of student performance in the active learning classroom vs. a traditional classroom as measured on a geoscience concept inventory (the questions were chosen by a third party who was not teaching either courses) showed that the the students in the active learning classroom scored 10% higher on the average in comparison to the traditional class. In addition to this heightened performance, the students in the active classroom also showed a higher degree of content retention 8 weeks after the semester had ended. This session will share the design process, some exercises and efficacy data collected.

Flipping my environmental geochemistry classroom using Team-Based Learning

NASA Astrophysics Data System (ADS)

Griffith, E. M.

2016-02-01

Recent studies indicate that active learning disproportionately benefits STEM students from disadvantaged backgrounds and women in male-dominated fields (Lorenzo et al., 2006; Haak et al., 2011). Freeman et al. (2014) went so far as to suggest that increasing the number of STEM graduates could be done, at least in part, by "abandoning traditional lecturing in favor of active learning". Motivated in part by these previous studies and working at a Hispanic-Serving Institution, I decided to flip my environmental geochemistry course, using Team-Based Learning (TBL) - an instructional strategy for using active learning in small groups (Michaelsen et al., 1982). The course is taught over a 3 hour long class period (once a week) with a mix of upper division undergraduate and graduate students from environmental science, geology, engineering, chemistry, and biological sciences. One of the major learning outcomes of my course is that students "will be able to explain and discuss environmental geochemical data and its significance with their peers." This is practiced each class period throughout the course using TBL, where both undergraduate and graduate students learn from each other and uncover misconceptions. It is essentially one version of a flipped classroom where the students' experience changes from acquiring course content in the classroom to applying course content in the classroom in teams. I will share an overview of the teaching and learning strategy and my experience as well as examples of activities done in the classroom. Cited references: Freeman et al. (2014) PNAS 111: 8410-8415; Haak et al. (2011) Science 332: 1213-1216; Lorenzo et al. (2006) Am J Phys 74: 118-122; Michaelsen et al. (1982) Organ Behav Teaching 7: 13-22.

"Teacher, There's an Elephant in the Room!" An Inquiry Approach to Preschoolers' Early Language Learning

ERIC Educational Resources Information Center

Kampmann, Jennifer Anne; Bowne, Mary Teresa

2011-01-01

Children need sound language and literacy skills to communicate with others and actively participate in a classroom learning community. When an early childhood classroom offers a language- and literacy-rich environment, children have numerous opportunities to practice language and literacy in a social setting. A language-rich classroom includes an…

Creating a Powerful Learning Environment with Networked Mobile Learning Devices

ERIC Educational Resources Information Center

Crawford, Valerie M.

2007-01-01

Highly mobile devices can make important information available to teachers in real-time, anywhere in the classroom, and in the form of easy-to-read graphical displays that support classroom decision making. By supporting such important teaching activities, we can create a high-performance classroom that supports teachers and the art of teaching,…

The Flipped Classroom – From Theory to Practice in Health Professional Education

PubMed Central

McLaughlin, Jacqueline E.

2017-01-01

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning. PMID:28970619

The Flipped Classroom - From Theory to Practice in Health Professional Education.

PubMed

Persky, Adam M; McLaughlin, Jacqueline E

2017-08-01

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning.

Use of an audience response system (ARS) in a dual-campus classroom environment.

PubMed

Medina, Melissa S; Medina, Patrick J; Wanzer, Donald S; Wilson, Jane E; Er, Nelson; Britton, Mark L

2008-04-15

To implement an audience response system in a dual-campus classroom that aggregated data during graded (attendance and quizzes) and non-graded classroom activities (formative quizzes, case discussions, examination reviews, and team activities) and explore its strengths, weaknesses, and impact on active learning. After extensive research, an appropriate audience response system was selected and implemented in a dual-classroom setting for a third-year required PharmD course. Students were assigned a clicker and training and policies regarding clicker use were reviewed. Activities involving clicker use were carefully planned to simultaneously engage students in both classrooms in real time. Focus groups were conducted with students to gather outcomes data. Students and faculty members felt that the immediate feedback the automated response system (ARS) provided was most beneficial during non-graded activities. Student anxiety increased with use of ARS during graded activities due to fears regarding technology failure, user error, and academic integrity. ARS is a viable tool for increasing active learning in a doctor of pharmacy (PharmD) program, especially when used for non-graded class activities. Faculty members should proceed cautiously with using ARS for graded classroom activities and develop detailed and documented policies for ARS use.

Coming out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students

ERIC Educational Resources Information Center

Cooper, Katelyn M.; Brownell, Sara E.

2016-01-01

As we transition our undergraduate biology classrooms from traditional lectures to active learning, the dynamics among students become more important. These dynamics can be influenced by student social identities. One social identity that has been unexamined in the context of undergraduate biology is the spectrum of lesbian, gay, bisexual,…

Constructing Knowledge: An Experience of Active and Collaborative Learning in ICT Classrooms

ERIC Educational Resources Information Center

Pinheiro, Margarida M.; Simoes, Dora

2012-01-01

This paper reports on the impact of the implementation of active and collaborative practices in ICT (information and communication technologies) classrooms. Both of these approaches convey a lot of responsibility from the teacher to the students and the hoping, as backed up by the literature, is to promote deeper learning and reasoning skills at a…

New Ways of Using Computers in Language Teaching. New Ways in TESOL Series II. Innovative Classroom Techniques.

ERIC Educational Resources Information Center

Boswood, Tim, Ed.

A collection of classroom approaches and activities using computers for language learning is presented. Some require sophisticated installations, but most do not, and most use software readily available on most workplace computer systems. The activities were chosen because they use sound language learning strategies. The book is divided into five…

The L-Shaped Classroom: A Pattern for Promoting Learning

ERIC Educational Resources Information Center

Lippman, Peter C.

2004-01-01

There has been little analysis of how the "L" Shape design pattern might influence learning as well as be incorporated into the design of new school facilities. This article: (1) re-examines the "Fat L" (Dyck, 1994) Classroom as a design pattern which supports a range of activity settings; (2) defines activity settings; (3)…

Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

ERIC Educational Resources Information Center

Jensen, Jamie L.; Kummer, Tyler A.; Godoy, Patricia D. d. M.

2015-01-01

The "flipped classroom" is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model.…

A Comparison of Active Learning and Traditional Pedagogical Styles in a Business Law Classroom

ERIC Educational Resources Information Center

Wilson, LeVon E.; Sipe, Stephanie R.

2014-01-01

The purpose of this study was to determine whether an active learning classroom environment is more effective in teaching university students certain concepts of business law than the traditional lecture environment. To generate data to answer this question, over a seven-semester period beginning in fall semester 2005, six classes of Legal…

Using the Flipped Classroom to Bridge the Gap to Generation Y

PubMed Central

Gillispie, Veronica

2016-01-01

Background: The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. Methods: During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. Results: When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. Conclusion: The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations. PMID:27046401

Using the Flipped Classroom to Bridge the Gap to Generation Y.

PubMed

Gillispie, Veronica

2016-01-01

The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations.

Birthing Internal Images: Employing the "Cajita" Project as a Contemplative Activity in a College Classroom

ERIC Educational Resources Information Center

Kanagala, Vijay; Rendon, Laura I.

2013-01-01

Recently, there has been a surge of interest in employing contemplative teaching and learning practices in college classrooms. The authors define contemplative pedagogy as a teaching and learning experience that involves the learner in a participatory epistemology characterized by a deeply immersed, insightful learning experience fostered through…

The Effects of Using Learning Objects in Two Different Settings

ERIC Educational Resources Information Center

Cakiroglu, Unal; Baki, Adnan; Akkan, Yasar

2012-01-01

The study compared the effects of Learning Objects (LOs) within different applications; in classroom and in extracurricular activities. So in this study, firstly a Learning Object Repository (LOR) has been designed in parallel with 9th grade school mathematics curriculum. One of the two treatment groups was named as "classroom group" (n…

Multiple Perspectives on Student Learning, Engagement, and Motivation in High School Biology Labs

ERIC Educational Resources Information Center

Shumow, Lee; Schmidt, Jennifer A.; Zaleski, Diana J.

2013-01-01

We present three studies pertaining to learning, engagement and motivation during laboratory lessons in three high school biology classrooms. In the first, quantitative methods are used to compare students' in-the-moment reports of learning, engagement, and motivation during laboratory with other classroom activities. Data were collected with the…

From Commons to Classroom: The Evolution of Learning Spaces in Academic Libraries

ERIC Educational Resources Information Center

Karasic, Victoria

2016-01-01

Over the past two decades, academic library spaces have evolved to meet the changing teaching and learning needs of diverse campus communities. The Information Commons combines the physical and virtual in an informal library space, whereas the recent Active Learning Classroom creates a more formal setting for collaboration. As scholarship has…

The Film as Visual Aided Learning Tool in Classroom Management Course

ERIC Educational Resources Information Center

Altinay Gazi, Zehra; Altinay Aksal, Fahriye

2011-01-01

This research aims to investigate the impact of the visual aided learning on pre-service teachers' co-construction of subject matter knowledge in teaching practice. The study revealed the examination of film as an active cognizing and learning tool in classroom management course within teacher education programme. Within the framework of action…

Beyond Chalk and Talk: Engaging Students in the Learning Process.

ERIC Educational Resources Information Center

Evans, Ruby

Teaching and learning in the traditional classroom continues to evolve in the presence of technological innovation. This paper highlights basic strategies in which the traditional classroom can be modified to involve students more actively in the teaching and learning process. One of the strategies outlined in this paper includes the incorporation…

The Teaching Voice on the Learning Platform: Seeking Classroom Climates within a Virtual Learning Environment

ERIC Educational Resources Information Center

Crook, Charles; Cluley, Robert

2009-01-01

University staff are now encouraged to supplement their classroom activity with computer-based tools and resources accessible through virtual learning environments (VLEs). Meanwhile, university students increasingly make recreational use of computer networks in the form of various social software applications. This paper explores tensions of…

The Impact of Mobile Learning on Students' Learning Behaviours and Performance: Report from a Large Blended Classroom

ERIC Educational Resources Information Center

Wang, Minjuan; Shen, Ruimin; Novak, Daniel; Pan, Xiaoyan

2009-01-01

Chinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many online classes simply provide recorded instructor lectures, which only reinforces the negative effects of passive nonparticipatory learning. At Shanghai Jiaotong University, researchers and developers actively seek technologic…

Adapting Team-Based Learning for Application in the Basic Electric Circuit Theory Sequence

ERIC Educational Resources Information Center

O'Connell, Robert M.

2015-01-01

Team-based learning (TBL) is a form of student-centered active learning in which students independently study new conceptual material before it is treated in the classroom, and then subsequently spend considerable classroom time working in groups on increasingly challenging problems and applications based on that new material. TBL provides…

Elementary school children's science learning from school field trips

NASA Astrophysics Data System (ADS)

Glick, Marilyn Petty

This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.

Putting Making into High School Computer Science Classrooms: Promoting Equity in Teaching and Learning with Electronic Textiles in "Exploring Computer Science"

ERIC Educational Resources Information Center

Fields, Deborah Ann; Kafai, Yasmin; Nakajima, Tomoko; Goode, Joanna; Margolis, Jane

2018-01-01

Recent discussions of making have focused on developing out-of-school makerspaces and activities to provide more equitable and enriching learning opportunities for youth. Yet school classrooms present a unique opportunity to help broaden access, diversify representation, and deepen participation in making. In turning to classrooms, we want to…

Outside the Classroom and beyond Psychology: A Citation Analysis of the Scientific Influence of Teaching Activities

ERIC Educational Resources Information Center

Tomcho, Thomas J.; Foels, Rob; Walter, Mark I.; Yerkes, Kyle; Brady, Brittany; Erdman, Molly; Dantoni, Lindsay; Venables, Megan; Manry, Allison

2015-01-01

A primary objective for researchers who publish teaching activities and methods in the "Teaching of Psychology" (ToP) is to inform best practices in classroom teaching. Beyond the learning effect in the classroom, these ToP teaching activity and method articles may also have a "scientific" effect that heretofore researchers…

Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

NASA Astrophysics Data System (ADS)

Zhai, Junqing; Tan, Aik-Ling

2015-12-01

This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers can play the role of (1) dispenser of knowledge (giver), (2) mentor of learning (advisor), (3) monitor of students' activities (police), and (4) partner in inquiry (colearner). These roles are dynamic, and while teachers show a preference for one of the four roles, factors such as the nature of the task, the types of students, as well as the availability of time and resources affect the role that teachers adopt. The roles that teachers play in the classroom have implications for the practice of science as inquiry in the classroom as well as the identities that teachers and students form in the science learning process.

MLS student active learning within a "cloud" technology program.

PubMed

Tille, Patricia M; Hall, Heather

2011-01-01

In November 2009, the MLS program in a large public university serving a geographically large, sparsely populated state instituted an initiative for the integration of technology enhanced teaching and learning within the curriculum. This paper is intended to provide an introduction to the system requirements and sample instructional exercises used to create an active learning technology-based classroom. Discussion includes the following: 1.) define active learning and the essential components, 2.) summarize teaching methods, technology and exercises utilized within a "cloud" technology program, 3.) describe a "cloud" enhanced classroom and programming 4.) identify active learning tools and exercises that can be implemented into laboratory science programs, and 5.) describe the evaluation and assessment of curriculum changes and student outcomes. The integration of technology in the MLS program is a continual process and is intended to provide student-driven active learning experiences.

Examining the Flipped Classroom through Action Research

ERIC Educational Resources Information Center

Lo, Chung Kwan

2017-01-01

There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some…

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

PubMed Central

Shernof, David J.; Ruzek, Erik A.; Sannella, Alexander J.; Schorr, Roberta Y.; Sanchez-Wall, Lina; Bressler, Denise M.

2017-01-01

The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a significant effect on perceived learning and course grades. A significant indirect relationship of seating and active learning strategies on learning and course grade as mediated by student engagement was found. Support for the general aspect of student classroom experience was interpreted with flow theory and suggested the need for additional research. Findings also suggested that active learning strategies are associated with positive learning outcomes even in educational environments where possibilities for action are relatively constrained. PMID:28663733

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course.

PubMed

Shernof, David J; Ruzek, Erik A; Sannella, Alexander J; Schorr, Roberta Y; Sanchez-Wall, Lina; Bressler, Denise M

2017-01-01

The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students ( N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a significant effect on perceived learning and course grades. A significant indirect relationship of seating and active learning strategies on learning and course grade as mediated by student engagement was found. Support for the general aspect of student classroom experience was interpreted with flow theory and suggested the need for additional research. Findings also suggested that active learning strategies are associated with positive learning outcomes even in educational environments where possibilities for action are relatively constrained.

Introducing "The Matrix Classroom" University Course Design That Facilitates Active and Situated Learning though Creating Two Temporary Communities of Practice

ERIC Educational Resources Information Center

Roberts, Emma; Sayer, Karen

2017-01-01

This paper illustrates a radical course design structured to create active and situated learning in which students participate in communities of practice within the classroom, replicating real-life work situations. This paper illustrates the approach through a People Management module, but the approach is also used across a range of disciplines…

An Examination of Undergraduates' Metacognitive Strategies in Pre-Class Asynchronous Activity in a Flipped Classroom

ERIC Educational Resources Information Center

Yilmaz, Rabia M.; Baydas, Ozlem

2017-01-01

The aim of the study is to examine undergraduate students' awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven students were not included in this study since they did…

MICE 2.0: Designing Multimedia Content to Foster Active Learning in a Malaysian Classroom

ERIC Educational Resources Information Center

Neo, Tse-Kian; Neo, Mai; Kwok, Wai-Jing; Tan, Yeen-Ju; Lai, Chen-Haw; Zarina, Che Embi

2012-01-01

With the strong emphasis of social constructivism, many educators are finding new ways to stimulate and enhance social activities within the classroom. One such method is the use of cooperative learning. A cohort of students worked in small teams cooperatively to complete an assignment while using blogs to document and reflect their work.…

Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major.

PubMed

England, Benjamin J; Brigati, Jennifer R; Schussler, Elisabeth E

2017-01-01

Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated.

Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major

PubMed Central

2017-01-01

Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated. PMID:28771564

Graduate Faculty Perceptions of Experiential Learning Activities in Multicultural Classrooms

ERIC Educational Resources Information Center

Su, Yu-Han

2012-01-01

Current graduate programs employ many effective teaching methods. One of these methods, using experiential learning activities (Lee & Caffarella, 1994) in class, includes the subcomponents of cooperative learning, self-directed learning, and active learning. While these methods are commonly used, not much scholarly literature has examined the…

Collaborative action research: implementation of cooperative learning.

PubMed

Smith-Stoner, Marilyn; Molle, Mary E

2010-06-01

Nurse educators must continually improve their teaching skills through innovation. However, research about the process used by faculty members to transform their teaching methods is limited. This collaborative study uses classroom action research to describe, analyze, and address problems encountered in implementing cooperative learning in two undergraduate nursing courses. After four rounds of action and reflection, the following themes emerged: students did not understand the need for structured cooperative learning; classroom structure and seating arrangement influenced the effectiveness of activities; highly structured activities engaged the students; and short, targeted activities that involved novel content were most effective. These findings indicate that designing specific activities to prepare students for class is critical to cooperative learning. Copyright 2010, SLACK Incorporated.

Prioritizing Active Learning: An Exploration of Gateway Courses in Political Science

ERIC Educational Resources Information Center

Archer, Candace C.; Miller, Melissa K.

2011-01-01

Prior research in political science and other disciplines demonstrates the pedagogical and practical benefits of active learning. Less is known, however, about the extent to which active learning is used in political science classrooms. This study assesses the prioritization of active learning in "gateway" political science courses, paying…

University Student and Teacher Perceptions of Teacher Roles in Promoting Autonomous Language Learning with Technology outside the Classroom

ERIC Educational Resources Information Center

Lai, Chun; Yeung, Yuk; Hu, Jingjing

2016-01-01

Helping students to become autonomous learners, who actively utilize technologies for learning outside the classroom, is important for successful language learning. Teachers, as significant social agents who shape students' intellectual and social experiences, have a critical role to play. This study examined students' and teachers' perceptions of…

Science on a Sphere and Data in the Classroom: A Marriage Between Limitless Learning Experiences.

NASA Astrophysics Data System (ADS)

Zepecki, S., III; Dean, A. F.; Pisut, D.

2017-12-01

NOAA and other agencies have contributed significantly to the creation and distribution of educational materials to enhance the public understanding of the interconnectedness of the Earth processes and human activities. Intended for two different learning audiences, Science on a Sphere and Data in the Classroom are both educational tools used to enhance understanding of our world and how human activity influences change. Recently, NOAA has undertaken the task of marrying Data in the Classroom's NGSS aligned curriculum, which includes topics such as El Niño, sea level rise, and coral bleaching, with Science on a Sphere's Earth and space data visualization exhibits. This partnership allows for the fluidity of NOAA's data-driven learning materials, and fosters the homogeneity of formal and informal learning experiences for varied audiences.

Using Tablet PCs in Classroom for Teaching Human-Computer Interaction: An Experience in High Education

ERIC Educational Resources Information Center

da Silva, André Constantino; Marques, Daniela; de Oliveira, Rodolfo Francisco; Noda, Edgar

2014-01-01

The use of computers in the teaching and learning process is investigated by many researches and, nowadays, due the available diversity of computing devices, tablets are become popular in classroom too. So what are the advantages and disadvantages to use tablets in classroom? How can we shape the teaching and learning activities to get the best of…

[The use of virtual learning environment in teaching basic and advanced life support].

PubMed

Cogo, Ana Luísa Petersen; Silveira, Denise Tolfo; Lírio, Aline de Morais; Severo, Carolina Lopes

2003-12-01

The present paper is the result of an experiment conducted as part of the Nursing: basic and advanced life support course, which was offered as a semi-online course using the virtual learning environment called Learning Space. The virtual learning environment optimizes classroom dynamics, since in the classroom setting, practical activities may be privileged; besides, learning is customized as students may access the environment whenever and wherever they wish.

ConfChem Conference on Flipped Classroom: Reclaiming Face Time--How an Organic Chemistry Flipped Classroom Provided Access to Increased Guided Engagement

ERIC Educational Resources Information Center

Trogden, Bridget G.

2015-01-01

Students' active engagement is one of the most critical challenges to any successful learning environment. The blending of active engagement along with rich, meaningful content is necessary for chemical educators to re-examine the purpose of the chemistry classroom. The Spring 2014 ConfChem conference, Flipped Classroom, was held from May 9 to…

Use of an Audience Response System (ARS) in a Dual-Campus Classroom Environment

PubMed Central

Medina, Patrick J; Wanzer, Donald S; Wilson, Jane E; Er, Nelson; Britton, Mark L

2008-01-01

Objectives To implement an audience response system in a dual-campus classroom that aggregated data during graded (attendance and quizzes) and non-graded classroom activities (formative quizzes, case discussions, examination reviews, and team activities) and explore its strengths, weaknesses, and impact on active learning. Design After extensive research, an appropriate audience response system was selected and implemented in a dual-classroom setting for a third-year required PharmD course. Students were assigned a clicker and training and policies regarding clicker use were reviewed. Activities involving clicker use were carefully planned to simultaneously engage students in both classrooms in real time. Focus groups were conducted with students to gather outcomes data. Assessment Students and faculty members felt that the immediate feedback the automated response system (ARS) provided was most beneficial during non-graded activities. Student anxiety increased with use of ARS during graded activities due to fears regarding technology failure, user error, and academic integrity. Summary ARS is a viable tool for increasing active learning in a doctor of pharmacy (PharmD) program, especially when used for non-graded class activities. Faculty members should proceed cautiously with using ARS for graded classroom activities and develop detailed and documented policies for ARS use. PMID:18483604

[Supporting an Academic Society with the Active Learning Tool Clica].

PubMed

Arai, Kensuke; Mitsubori, Masahiro

2018-01-01

　Within school classrooms, Active Learning has been receiving unprecedented attention. Indeed, Active Learning's popularity does not stop in the classroom. As more and more people argue that the Japanese government needs to renew guidelines for education, Active Learning has surfaced as a method capable of providing the necessary knowledge and training for people in all areas of society, helping them reach their full potential. It has become accepted that Active Learning is more effective over the passive listening of lectures, where there is little to no interaction. Active Learning emphasizes that learners explain their thoughts, ask questions, and express their opinions, resulting in a better retention rate of the subject at hand. In this review, I introduce an Active Learning support tool developed at Digital Knowledge, "Clica". This tool is currently being used at many educational institutions. I will also introduce an online questionnaire that Digital Knowledge provided at the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences.

Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies

NASA Astrophysics Data System (ADS)

Dillon, Deborah R.; O'Brien, David G.; Moje, Elizabeth B.; Stewart, Roger A.

The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms.Received: 1 April 1993; Revised: 30 August 1993;

Active Learning: Qualitative Inquiries into Vocabulary Instruction in Chinese L2 Classrooms

ERIC Educational Resources Information Center

Shen, Helen H.; Xu, Wenjing

2015-01-01

Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to…

Developing Values in Primary Classrooms and the Place of the Humanities

ERIC Educational Resources Information Center

Cox, Sue

2017-01-01

In this article, I discuss how the context of children's classroom activities and the quality of their participation and agency are key to learning around values. These pedagogical approaches lie in a socio-cultural theoretical framework which I use to show how "empowered" participation in classrooms and in enquiry activities in…

Interactive and collaborative learning in the classroom at the medical school Automated response systems and team-based learning.

PubMed

Nasr, Rihab; Antoun, Jumana; Sabra, Ramzi; Zgheib, Nathalie K

2016-01-01

There has been a pedagogic shift in higher education from the traditional teacher centered to the student centered approach in teaching, necessitating a change in the role of the teacher from a supplier of information to passive receptive students into a more facilitative role. Active learning activities are based on various learning theories such as self-directed learning, cooperative learning and adult learning. There exist many instructional activities that enhance active and collaborative learning. The aim of this manuscript is to describe two methods of interactive and collaborative learning in the classroom, automated response systems (ARS) and team-based learning (TBL), and to list some of their applications and advantages. The success of these innovative teaching and learning methods at a large scale depends on few elements, probably the most important of which is the support of the higher administration and leadership in addition to the availability of “champions” who are committed to lead the change.

Silent and Vocal Students in a Large Active Learning Chemistry Classroom: Comparison of Performance and Motivational Factors

ERIC Educational Resources Information Center

Obenland, Carrie A.; Munson, Ashlyn H.; Hutchinson, John S.

2013-01-01

Active learning is becoming more prevalent in large science classrooms, and this study shows the impact on performance of being vocal during Socratic questioning in a General Chemistry course. 800 college students over a two year period were given a pre and post-test using the Chemistry Concept Reasoning Test. The pre-test results showed that…

Usages and Impacts of the Integration of Information and Communication Technologies (ICTS) in Elementary Classrooms: Case Study of Swedish Municipality Schools

ERIC Educational Resources Information Center

Sahlin, Johannes S.; Tsertsidis, Antony; Islam, M. Sirajul

2017-01-01

During recent years, many schools have started to implement information and communication technologies (ICTs)-based learning devices (such as laptops, tablets, mobile phones, and active boards) in the classroom settings in order to increase learning outcomes. The aim of this study is to find which activities and outcomes are evident in the usages…

Active Learning and Just-in-Time Teaching in a Material and Energy Balances Course

ERIC Educational Resources Information Center

Liberatore, Matthew W.

2013-01-01

The delivery of a material and energy balances course is enhanced through a series of in-class and out-of-class exercises. An active learning classroom is achieved, even at class sizes over 150 students, using multiple instructors in a single classroom, problem solving in teams, problems based on YouTube videos, and just-in-time teaching. To avoid…

Perceptions of Active Learning between Faculty and Undergraduates: Differing Views among Departments

ERIC Educational Resources Information Center

Patrick, Lorelei E.; Howell, Leigh Anne; Wischusen, William

2016-01-01

There have been numerous calls recently to increase the use of active learning in university science, technology, engineering, and math (STEM) classrooms to more actively engage students and enhance student learning. However, few studies have investigated faculty and student perceptions regarding the effectiveness of active learning or the…

Learning Academic Content the Adventure Way.

ERIC Educational Resources Information Center

Lopez, Hector

1997-01-01

Describes and gives examples of integrating adventure activities into existing classroom curricula at three levels: review or metaphors, interwoven activities for content delivery, and total integration into classroom design. Example activities include "Speed Rabbit,""Have You Ever,""Stepping Stones,""Whale Watch," and "Mine Field." (SAS)

Structure and Evaluation of a Flipped General Chemistry Course as a Model for Small and Large Gateway Science Courses at an Urban Public Institution

ERIC Educational Resources Information Center

Deri, Melissa A.; Mills, Pamela; McGregor, Donna

2018-01-01

A flipped classroom is one where students are first introduced to content outside of the classroom. This frees up class time for more active learning strategies and has been shown to enhance student learning in high school and college classrooms. However, many studies in General Chemistry, a college gateway science course, were conducted in small…

Active Learning and Flipped Classroom, Hand in Hand Approach to Improve Students Learning in Human Anatomy and Physiology

ERIC Educational Resources Information Center

Entezari, Maria; Javdan, Mohammad

2016-01-01

Because Human Anatomy and Physiology (A&P), a gateway course for allied health majors, has high dropout rates nationally, it is challenging to find a successful pedagogical intervention. Reports on the effect of integration of flipped classrooms and whether it improves learning are contradictory for different disciplines. Thus many educators…

The UNESCO Resource Pack for Nutrition Teaching-Learning: An Introduction to Volume I. Nutrition Education Series 8.

ERIC Educational Resources Information Center

Van der Vynckt, Susan; Barclay, Ellen

This guide provides an introduction to the "UNESCO Sourcebook for Classroom Nutrition Teaching-Learning," which is designed for both actual classroom use and as teacher-training support material, with lesson plans, teaching methods, and learning activities. Nutrition information is presented in such a way that important concepts are not limited to…

Learntime and Learning Place-Focused Forward-Oriented Design for Learning in Technology-Enhanced Classrooms

ERIC Educational Resources Information Center

Sun, Susan Y. H.

2016-01-01

This study reports on a teacher's ongoing design activities in a fully online language course when the class was in progress. The aims were, firstly, to provide first-hand experience and insight into a teacher's design work in a real-life, technology-enhanced learning (TEL) classroom; and secondly, to facilitate reflective analysis of the emerging…

Help Children--and Families--Learn Basic Fire Safety.

ERIC Educational Resources Information Center

Texas Child Care, 2001

2001-01-01

Presents tips to help early childhood teachers and caregivers teach young children fire safety. Provides checklist for preventing fires in the kitchen, classrooms, and storage areas. Offers suggestions for classroom learning activities and for educating families about fire safety. Includes annotated bibliography of children's books dealing with…

Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students.

PubMed

Cooper, Katelyn M; Brownell, Sara E

As we transition our undergraduate biology classrooms from traditional lectures to active learning, the dynamics among students become more important. These dynamics can be influenced by student social identities. One social identity that has been unexamined in the context of undergraduate biology is the spectrum of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) identities. In this exploratory interview study, we probed the experiences and perceptions of seven students who identify as part of the LGBTQIA community. We found that students do not always experience the undergraduate biology classroom to be a welcoming or accepting place for their identities. In contrast to traditional lectures, active-learning classes increase the relevance of their LGBTQIA identities due to the increased interactions among students during group work. Finally, working with other students in active-learning classrooms can present challenges and opportunities for students considering their LGBTQIA identity. These findings indicate that these students' LGBTQIA identities are affecting their experience in the classroom and that there may be specific instructional practices that can mitigate some of the possible obstacles. We hope that this work can stimulate discussions about how to broadly make our active-learning biology classes more inclusive of this specific population of students. © 2016 K. M. Cooper and S. E. Brownell. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Promoting 21st-Century Skills in the Science Classroom by Adapting Cookbook Lab Activities: The Case of DNA Extraction of Wheat Germ

ERIC Educational Resources Information Center

Alozie, Nonye M.; Grueber, David J.; Dereski, Mary O.

2012-01-01

How can science instruction engage students in 21st-century skills and inquiry-based learning, even when doing simple labs in the classroom? We collaborated with teachers in professional development workshops to transform "cookbook" activities into engaging laboratory experiences. We show how to change the common classroom activity of DNA…

Flipped classroom model for learning evidence-based medicine.

PubMed

Rucker, Sydney Y; Ozdogan, Zulfukar; Al Achkar, Morhaf

2017-01-01

Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice.

Flipped classroom model for learning evidence-based medicine

PubMed Central

Rucker, Sydney Y; Ozdogan, Zulfukar; Al Achkar, Morhaf

2017-01-01

Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice. PMID:28919831

Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

PubMed

Bryant, D P; Bryant, B R

1998-01-01

Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

Residents' views of the role of classroom-based learning in graduate medical education through the lens of academic half days.

PubMed

Chen, Luke Y C; McDonald, Julie A; Pratt, Daniel D; Wisener, Katherine M; Jarvis-Selinger, Sandra

2015-04-01

To examine the role of classroom-based learning in graduate medical education through the lens of academic half days (AHDs) by exploring residents' perceptions of AHDs' purpose and relevance and the effectiveness of teaching and learning in AHDs. The authors invited a total of 186 residents in three programs (internal medicine, orthopedic surgery, and hematology) at the University of British Columbia Faculty of Medicine to participate in semistructured focus groups from October 2010 to February 2011. Verbatim transcripts of the interviews underwent inductive analysis. Twenty-seven residents across the three programs volunteered to participate. Two major findings emerged. Purpose and relevance of AHDs: Residents believed that AHDs are primarily for knowledge acquisition and should complement clinical learning. Classroom learning facilitated consolidation of clinical experiences with expert clinical reasoning. Social aspects of AHDs were highly valued as an important secondary purpose. Perceived effectiveness of teaching and learning: Case-based teaching engaged residents in critical thinking; active learning was valued. Knowledge retention was considered suboptimal. Perspectives on the concept of AHDs as "protected time" varied in the three programs. Findings suggest that (1) engagement in classroom learning occurs through participation in clinically oriented discussions that highlight expert reasoning processes; (2) formal classroom teaching, which focuses on knowledge acquisition, can enhance informal learning occurring during clinical activity; and (3) social aspects of AHDs, including their role in creating communities of practice in residency programs and in professional identity formation, are an important, underappreciated asset for residency programs.

Grounding the Flipped Classroom Approach in the Foundations of Educational Technology

ERIC Educational Resources Information Center

Lo, Chung Kwan

2018-01-01

The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust…

When Teacher-Centered Instructors Are Assigned to Student-Centered Classrooms

ERIC Educational Resources Information Center

Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris

2014-01-01

Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when the design of the classroom (conventional or teacher-centered versus student-centered classroom spaces) is consistent or inconsistent with the teacher's epistemic beliefs about learning and teaching…

Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills

ERIC Educational Resources Information Center

Jackson, Cliff; Simoncini, Kym; Davidson, Mark

2013-01-01

Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…

Classroom Management. TESOL Classroom Practice Series

ERIC Educational Resources Information Center

Farrell, Thomas S. C., Ed.

2008-01-01

This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…

Instructional Uses of Instant Messaging (IM) during Classroom Lectures

ERIC Educational Resources Information Center

Kinzie, Mable B.; Whitaker, Stephen D.; Hofer, Mark J.

2005-01-01

Can "Information Age" learners effectively multi-task in the classroom? Can synchronous classroom activities be designed around conceptually related tasks, to encourage deeper processing and greater learning of classroom content? This research was undertaken to begin to address these questions. In this study, we explored the use of…

Laptop Computers in the Elementary Classroom: Authentic Instruction with At-Risk Students

ERIC Educational Resources Information Center

Kemker, Kate; Barron, Ann E.; Harmes, J. Christine

2007-01-01

This case study investigated the integration of laptop computers into an elementary classroom in a low socioeconomic status (SES) school. Specifically, the research examined classroom management techniques and aspects of authentic learning relative to the student projects and activities. A mixed methods approach included classroom observations,…

An active-learning strategies primer for achieving ability-based educational outcomes.

PubMed

Gleason, Brenda L; Peeters, Michael J; Resman-Targoff, Beth H; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan; Denetclaw, Tina H

2011-11-10

Active learning is an important component of pharmacy education. By engaging students in the learning process, they are better able to apply the knowledge they gain. This paper describes evidence supporting the use of active-learning strategies in pharmacy education and also offers strategies for implementing active learning in pharmacy curricula in the classroom and during pharmacy practice experiences.

New Ways in Teaching Young Children. New Ways in TESOL Series II. Innovative Classroom Techniques.

ERIC Educational Resources Information Center

Schinke-Llano, Linda, Ed.; Rauff, Rebecca, Ed.

The collection of class activities for teaching English as a second language (ESL) to young children consists of ideas contributed by classroom teachers. The book is divided into 14 sections: (1) social interaction, including activities ranging from first-time classroom encounters to learning about and working with special-needs children; (2)…

From CATs to WILD HOGs: Elevating the Level of Discussion in the Online Classroom

ERIC Educational Resources Information Center

DeCosta, Meredith; Bergquist, Emily; Holbeck, Rick

2015-01-01

Online education is growing at a rapid pace. To meet the increasing demand for online education, many universities have designed courses to enable the instructor to be more of a facilitator than an active participant in the classroom space (Ragan, 2009). However, building an active, student-centered learning environment in online classrooms is…

Introduction to the Spring 2014 ConfChem on the Flipped Classroom

ERIC Educational Resources Information Center

Luker, Chris; Muzyka, Jennifer; Belford, Robert

2015-01-01

Students' active engagement is one of the most critical challenges to any successful learning environment. The blending of active engagement along with rich, meaningful content is necessary for chemical educators to re-examine the purpose of the chemistry classroom. The Spring 2014 ConfChem conference, Flipped Classroom, was held from May 9 to…

Activity Book. Campaign Countdown.

ERIC Educational Resources Information Center

Learning, 1992

1992-01-01

Presents a handbook of activities to sharpen elementary students' observational and critical thinking skills as they monitor national, local, and classroom elections. Activities teach the steps of sound decision making. Students learn to set up complete classroom or schoolwide elections. A poster describes life in the White House. (SM)

An Activity for Learning to Find Percentiles

ERIC Educational Resources Information Center

Cox, Richard G.

2016-01-01

This classroom activity is designed to help students practice calculating percentiles. The approach of the activity involves physical sorting and full classroom participation in each calculation. The design encourages a more engaged approach than simply having students make a calculation with numbers on a paper.

Inquiry as an entry point to equity in the classroom

NASA Astrophysics Data System (ADS)

Tang, Gail; El Turkey, Houssein; Cilli-Turner, Emily; Savic, Milos; Karakok, Gulden; Plaxco, David

2017-11-01

Although many policy documents include equity as part of mathematics education standards and principles, researchers continue to explore means by which equity might be supported in classrooms and at the institutional level. Teaching practices that include opportunities for students to engage in active learning have been proposed to address equity. In this paper, through aligning some characteristics of inquiry put forth by Cook, Murphy and Fukawa-Connelly with Gutiérrez's dimensions of equity, we theoretically explore the ways in which active learning teaching practices that focus on inquiry could support equity in the classroom.

Curriculum Design of a Flipped Classroom to Enhance Haematology Learning

ERIC Educational Resources Information Center

Porcaro, Pauline A.; Jackson, Denise E.; McLaughlin, Patricia M.; O'Malley, Cindy J.

2016-01-01

A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology "major" class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four…

Living Classrooms: Learning Guide for Famous & Historic Trees.

ERIC Educational Resources Information Center

American Forest Foundation, Washington, DC.

This guide provides information to create and care for a Famous and Historic Trees Living Classroom in which students learn American history and culture in the context of environmental change. The booklet contains 10 hands-on activities that emphasize observation, critical thinking, and teamwork. Worksheets and illustrations provide students with…

Global Classroom Resource Guide.

ERIC Educational Resources Information Center

Ruelius, Andrea

This sourcebook for teachers contains resources and learning activities to help middle and high school age students learn about Boston as an international and multicultural city. The materials can easily be adapted by teachers for use with elementary students. Staff of the Global Classroom Project developed the sourcebooks. For the past two years…

Integrating Language and Content Learning in the Social Studies Classroom.

ERIC Educational Resources Information Center

Kang, Hee-Won; LeSourd, Sandra J.

This paper focuses on helping social studies teachers discover ways to help second language students comprehend, use, and learn language as well as content in the classroom. Activities conducive to this purpose include: providing contextual support such as pictures, globes, videotapes, diagrams, body and facial gestures, pantomime and role…

Whose Classroom Is It, Anyway? Improvisation as a Teaching Tool

ERIC Educational Resources Information Center

Berk, Ronald A.; Trieber, Rosalind H.

2009-01-01

Improvisational techniques derived from the experiences in improvisational theatre can be adapted for the college classroom to leverage the characteristics of the Net Generation, their multiple intelligences and learning styles, and the variety of collaborative learning activities already in place in a learner-centered environment. When…

Extraordinary Animals and Expository Writing: Zoo in the Classroom

ERIC Educational Resources Information Center

Trainin, Guy; Wilson, Kathleen; Wickless, Mimi; Brooks, David

2005-01-01

A zoo outreach program led to placing animals in classrooms where those animals became foci for numerous learning activities such as writing, observing, and care. Systematic debriefings suggested uniqueness to learning outcomes connected to zoo animals. Subsequent analysis of student writing indicated that students responded to situational…

Today's Technologies Enhance Writing in Mathematics

ERIC Educational Resources Information Center

Cooper, Amy

2012-01-01

It is widely accepted that including writing activities in the learning process positively impacts student achievement and leads to greater depth of student understanding. This writing is often missing in the math classroom though, when the focus is misplaced on rote procedures. In these classrooms students learn mathematical processes but have…

Playful Teaching Workshop Sampler. Classroom Play Ideas for Early Childhood Educators.

ERIC Educational Resources Information Center

Battista, Donna

Based on Piaget's theory "children learn best by doing," play offers a natural way of learning for young children. The "Playful Teaching" Workshop Sampler offers teachers several different movement activities for incorporation into academic classroom curricula. The play ideas were presented at national and regional teaching workshops. The…

Science Learning with Information Technologies as a Tool for "Scientific Thinking" in Engineering Education

ERIC Educational Resources Information Center

Smirnov, Eugeny; Bogun, Vitali

2011-01-01

New methodologies in science (or mathematics) learning process and scientific thinking in the classroom activity of engineer students with ICT (information and communication technology), including graphic calculator are presented: visual modelling with ICT, action research with graphic calculator, insight in classroom and communications and…

F.O.O.D. for Thought: Focus on Optimal Development of the Child: Intermediate Level. Teaching Activities in Nutrition, Physical and Mental Health, and Learning Abilities.

ERIC Educational Resources Information Center

Durham City Schools, NC.

The booklet suggests 32 classroom and teaching activities for intermediate teachers, grades 4-6, in the four areas of nutrition, physical health, mental health, and developmental skills. The project was developed to show how nutritionists, physical and mental health workers, and learning specialists could assist children and classroom teachers in…

The Effects of Learning Activities Based on Argumentation on Conceptual Understanding of 7th Graders about "Force and Motion" Unit and Establishing Thinking Friendly Classroom Environment

ERIC Educational Resources Information Center

Buber, Ayse; Coban, Gul Unal

2017-01-01

The purpose of this study was to investigate the effects of learning activities based on argumentation about "Force and Motion" unit on conceptual understanding and views about establishing thinking friendly classroom environment of 7th graders. The study was conducted with total 39 students (20 students in experimental group and 19…

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

PubMed Central

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298

The "flipped classroom" approach: Stimulating positive learning attitudes and improving mastery of histology among medical students.

PubMed

Cheng, Xin; Ka Ho Lee, Kenneth; Chang, Eric Y; Yang, Xuesong

2017-07-01

Traditional medical education methodologies have been dramatically impacted by the introduction of new teaching approaches over the past few decades. In particular, the "flipped classroom" format has drawn a great deal of attention. However, evidence regarding the effectiveness of the flipped model remains limited due to a lack of outcome-based studies. In the present study, a pilot histology curriculum of the organ systems was implemented among 24 Traditional Chinese Medicine (TCM) students in a flipped classroom format at Jinan University. As a control, another 87 TCM students followed a conventional histology curriculum. The academic performance of the two groups was compared. In addition, a questionnaire was administered to the flipped classroom group. The test scores for the flipped classroom participants were found to be significantly higher compared to non-participants in the control group. These results suggest that students may benefit from using the flipped classroom format. Follow-up questionnaires also revealed that most of the flipped classroom participants undertook relatively more earnest preparations before class and were actively involved in classroom learning activities. The teachers were also found to have more class time for leading discussions and delivering quizzes rather than repeating rote didactics. Consequently, the increased teaching and learning activities contributed to a better performance among the flipped classroom group. This pilot study suggests that a flipped classroom approach can be used to improve histology education among medical students. However, future studies employing randomization, larger numbers of students, and more precise tracking methods are needed before definitive conclusions can be drawn. Anat Sci Educ 10: 317-327. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

The social essentials of learning: an experimental investigation of collaborative problem solving and knowledge construction in mathematics classrooms in Australia and China

NASA Astrophysics Data System (ADS)

Chan, Man Ching Esther; Clarke, David; Cao, Yiming

2018-03-01

Interactive problem solving and learning are priorities in contemporary education, but these complex processes have proved difficult to research. This project addresses the question "How do we optimise social interaction for the promotion of learning in a mathematics classroom?" Employing the logic of multi-theoretic research design, this project uses the newly built Science of Learning Research Classroom (ARC-SR120300015) at The University of Melbourne and equivalent facilities in China to investigate classroom learning and social interactions, focusing on collaborative small group problem solving as a way to make the social aspects of learning visible. In Australia and China, intact classes of local year 7 students with their usual teacher will be brought into the research classroom facilities with built-in video cameras and audio recording equipment to participate in purposefully designed activities in mathematics. The students will undertake a sequence of tasks in the social units of individual, pair, small group (typically four students) and whole class. The conditions for student collaborative problem solving and learning will be manipulated so that student and teacher contributions to that learning process can be distinguished. Parallel and comparative analyses will identify culture-specific interactive patterns and provide the basis for hypotheses about the learning characteristics underlying collaborative problem solving performance documented in the research classrooms in each country. The ultimate goals of the project are to generate, develop and test more sophisticated hypotheses for the optimisation of social interaction in the mathematics classroom in the interest of improving learning and, particularly, student collaborative problem solving.

Bridging the gap between what is praised and what is practiced: Supporting the work of change as anatomy and physiology instructors introduce active learning into their undergraduate classroom

NASA Astrophysics Data System (ADS)

Thorn, Patti Marie

When college Anatomy & Physiology instructors begin using active learning in their classrooms, what do they experience? How do their beliefs about teaching and learning change? What obstacles do they encounter and how do they respond? How do their responses influence future decisions regarding the use of active learning? This study documented the experiences of seven instructors from diverse types of institutions as they began using active learning in their classrooms. Conceptual change and social cognitive motivation theory provided guidance for the 15-month project. A classroom-situated professional development framework that included goal setting, planning and doing active learning and formative assessment, and reflecting on experiences was used. Multiple data sources (verbatim transcripts from emergent and semi-structured interviews, observation notes, surveys, written correspondence, instructional materials, and student surveys) and research methods allowed rigorous exploration of the research questions. A number of important findings emerged from the study. Data indicated that instructors struggled with a lack of instructional, pedagogical and clinical content knowledge, student resistance, personal and professional risk-taking issues, and widely shifting attitudes toward active learning. Data also suggested a developmental progression in beliefs about teaching and learning as instructors implemented active learning, and the progression shared similarities with reports of preservice teacher development documented in the learning-to-teach literature. Initially, instructors' beliefs shifted from knowledge transmission and intuitive theories to constructivist theories; however there was marked variation in the intelligibility, status, and endurance of the new beliefs. Data also allowed identification of two distinct conceptual change experiences. Analysis of instructor beliefs within and between the change groups strongly suggested that causal attribution constructs either facilitated or precluded belief development, conceptual change, and a more encompassing and sophisticated definition of active learning, and supported the emergence of an Attribution-Based Conceptual Change Schematic. The findings have significant implications for both change-desiring instructors and faculty development staff. The findings allow faculty to familiarize themselves with the obstacles and response patterns that may shape their own change experiences and allow development staff to design empirically grounded learning opportunities that may facilitate the development of beliefs about teaching and learning and promote faculty conceptual change.

Earth System Science for Elementary Teachers: An Innovative Approach to Teacher Professional Development.

NASA Astrophysics Data System (ADS)

Purkiss, C.

2015-12-01

In many professional development programs, teachers attend workshops to learn new knowledge and skills and then are expected to go back to their classrooms and implement what they learned. Often skills or an activity is learned but does not necessarily get practiced in the classroom. Very few professional development programs add direct, immediate practice with children where teachers can try out immediately the new activities or the knowledge they have just learned. In this case, the program directors wanted to see that, by having children to practice with in a non-threatening, low stakes environment, if participants would incorporate the activities and knowledge learned during the workshop into their classrooms in a more immediate way. Would immediate practice help participants internalize the new knowledge and skills and thus create a fund of knowledge that they would use immediately on their return to the classroom. As part of a grant for professional development for underserved elementary teachers on climate literacy, an innovative children's camp was added to a summer intensive workshop. Prior to the summer workshop, participants completed an eight-week online graduate level course on the basics of inquiry-based science. Participants then attended the intensive three-week workshop to gain knowledge in weather and climate and how to teach these concepts in their classrooms. The workshop was rich in materials and resources for participants. During the third week of the workshop, teachers were camp leaders to 100 elementary students in grades 3 through 5 who were participating in "Climate Camp". Various evaluation and assessments were completed during the program on all participants. Through various evaluation methods, it was found that there was a positive transfer of knowledge to the classroom.

Five Experiential Learning Activities in Addictions Education

ERIC Educational Resources Information Center

Warren, Jane A.; Hof, Kiphany R.; McGriff, Deborah; Morris, Lay-nah Blue

2012-01-01

This article describes five creative experiential classroom activities used in teaching addictions. The activities were integrated into the classroom curriculum and were processed weekly in focused dialogue. Student reflections throughout the article add depth to the meaning gained from the experience of the change process. The students' feedback…

Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

ERIC Educational Resources Information Center

Lu, Owen H. T.; Huang, Anna Y. Q.; Huang, Jeff C. H.; Lin, Albert J. Q.; Ogata, Hiroaki; Yang, Stephen J. H.

2018-01-01

Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies involving online and traditional learning activities. Learning analytics is a conceptual framework and is a part of our Precision education used to analyze…

Opportunities to Create Active Learning Techniques in the Classroom

ERIC Educational Resources Information Center

Camacho, Danielle J.; Legare, Jill M.

2015-01-01

The purpose of this article is to contribute to the growing body of research that focuses on active learning techniques. Active learning techniques require students to consider a given set of information, analyze, process, and prepare to restate what has been learned--all strategies are confirmed to improve higher order thinking skills. Active…

Active Learning in Secondary Schools: Educational Media and Technology.

ERIC Educational Resources Information Center

Page, Marilyn

The incorporation of media and technology into the classroom does not ensure the enhancement of student learning. Research has shown that students learn more through active participation in their own learning process. From 1984 to 1987, a teacher's secondary social studies students were actively involved in the National History Day Program (NHDP),…

Satellite Technologies in the Classroom.

ERIC Educational Resources Information Center

Portz, Stephen M.

1999-01-01

Focuses on ways of using satellite imagery obtained from the Internet, to enhance classroom learning. Discusses satellite deployment; classroom applications, including infrared imagery, high-resolution photography, and global positioning satellites; and use of satellite data for hands-on activities, including cartography, city and community…

Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing.

PubMed

Park, Esther O; Park, Ji Hyun

2018-04-01

The effectiveness of flipped learning as one of the teaching methods of active learning has been left unexamined in nursing majors, compared to the frequent attempts to uncover the effectiveness of it in other disciplines. The purpose of this study was to reveal the effectiveness of flipped learning pedagogy in an adult health nursing course, controlling for other variables. The study applied a quasi-experimental approach, comparing pre- and post-test results in learning outcomes. Included in this analysis were the records of 81 junior nursing major students. The convenience sampling method was used to select the participants. Those in the experimental group were exposed to a flipped classroom experience that was given after the completion of their traditional class. The students' learning outcomes and the level of critical thinking skills were evaluated before and after the intervention of the flipped classroom. After the flipped classroom experience, the scores of the students' achievement in subject topics and critical thinking skills, specifically intellectual integrity and creativity, showed a greater level of increase than those of their controlled counterparts. This remained true even after controlling for previous academic performance and the level of creativity. This study confirmed the effectiveness of the flipped classroom as a measure of active learning by applying a quantitative approach. But, regarding the significance of the initial contribution of flipped learning in the discipline of nursing science, carrying out a more authentic experimental study could justify the impact of flipped learning pedagogy. © 2017 Japan Academy of Nursing Science.

Classroom observation data and instruction in primary mathematics education: improving design and rigour

NASA Astrophysics Data System (ADS)

Thompson, Carla J.; Davis, Sandra B.

2014-06-01

The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics classroom observational data and student achievement data, and (b) to examine the impact of providing periodic classroom observational data feedback to teachers using a Relational-Feedback-Intervention (RFI) Database Model. This observational research effort focused on an empirical examination of student engagement levels in time spent on specific learning activities observed in primary mathematics classrooms as predictors of student competency outcomes in mathematics. Data were collected from more than 2,000 primary classroom observations in 17 primary schools during 2009-2011 and from standardised end-of-year tests for mathematics achievement. Results revealed predictive relationships among several types of teaching and learning tasks with student achievement. Specifically, the use of mathematics concepts, technology and hands-on materials in primary mathematics classrooms was found to produce substantive predictors of increased student mathematics achievement. Additional findings supported the use of periodic classroom observation data reporting as a positive influence on teachers' decisions in determining instructional tasks for inclusion in primary mathematics classrooms. Study results indicate classroom observational research involving a RFI Database Model is a productive tool for improving teaching and learning in primary mathematics classrooms.

An Active-Learning Strategies Primer for Achieving Ability-Based Educational Outcomes

PubMed Central

Gleason, Brenda L.; Peeters, Michael J.; Resman-Targoff, Beth H.; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan

2011-01-01

Active learning is an important component of pharmacy education. By engaging students in the learning process, they are better able to apply the knowledge they gain. This paper describes evidence supporting the use of active-learning strategies in pharmacy education and also offers strategies for implementing active learning in pharmacy curricula in the classroom and during pharmacy practice experiences. PMID:22171114

An integrative review of in-class activities that enable active learning in college science classroom settings

NASA Astrophysics Data System (ADS)

Arthurs, Leilani A.; Kreager, Bailey Zo

2017-10-01

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about 'active learning' in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified in-class activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept 'active learning' and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses.

Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse

ERIC Educational Resources Information Center

Van Sluys, Katie; Lewison, Mitzi; Flint, Amy Seely

2006-01-01

Studying critical literacies includes examining how research practices influence what is learned about classroom activity and the world. This article highlights the processes and practices used in studying 1 classroom conversation. The data, drawn from an elementary school classroom of a Critical Literacy in Action teacher-researcher group member,…

Exploring a Flipped Classroom Approach in a Japanese Language Classroom: A Mixed Methods Study

ERIC Educational Resources Information Center

Prefume, Yuko Enomoto

2015-01-01

A flipped classroom approach promotes active learning and increases teacher-student interactions by maximizing face-to-face class time (Hamdan, McKnight, Mcknight, Arfstrom, & Arfstrom, 2013). In this study, "flipped classroom" is combined with the use of technology and is described as an instructional approach that provides lectures…

The Flipped Classroom in Further Education: Literature Review and Case Study

ERIC Educational Resources Information Center

Little, Christopher

2015-01-01

The flipped classroom seeks to remove didactic instruction from the classroom and deliver it via electronic videos outside of the classroom, leaving contact time free for more interactive and engaging teaching and learning activities. This paper has two distinct aims: (1) to conduct a literature review of published UK-based "flipped…

Changing classroom designs: Easy; Changing instructors' pedagogies: Not so easy...

NASA Astrophysics Data System (ADS)

Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris; Dedic, Helena; Rosenfield, Steven

2013-01-01

Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when instructors adopt the classroom but not the pedagogy that goes with it. We measure the effect of using socio-technological spaces on students' conceptual change and compare learning gains made in groups using different pedagogies (active learning vs. conventional instruction). We also correlate instructors' self-reported instructional approach (teacher-centered, student-centered) with their classes' normalized FCI gains. We find that technology-rich spaces are only effective when implemented with student-centered active pedagogies. In their absence, the technology-rich classroom is not significantly different from conventional teacher-centered classrooms. We also find that instructors' self-reported perception of student-centeredness accounts for a large fraction of the variance (r2 = 0.83) in their class' average normalized gain. Adopting student-centered pedagogies appears to be a necessary condition for the effective use of technology-rich spaces. However, adopting a new pedagogy seems more difficult than adopting new technology.

The Relationship between Student Self-Regulation Strategies and Increased Student Achievement: A Study on How the Explicit Integration of Self-Regulation Strategies Impacts Student Reading Achievement in the Elementary Classroom

ERIC Educational Resources Information Center

Egan, Patti A.

2017-01-01

Student ownership in learning is a topic that has become quite prevalent in recent years. While emphasis has grown on the importance of active student involvement in learning, integration of student self-regulation strategies is often absent in elementary classrooms. A paradigm shift that encourages active involvement of students in the learning…

Waiting for the Monarch

ERIC Educational Resources Information Center

Forrest, Lorrie; Hechter, Richard

2017-01-01

This article describes an activity designed to foster an authentic way for students to learn about the biodiversity in their community. The activity is a half year scaffolding sequence to explore the living environment right outside the classroom. In using the outdoors just outside the window as a classroom, an inquiry based activity accomplished…

From Yeast to Hair Dryers: Effective Activities for Teaching Environmental Sciences.

ERIC Educational Resources Information Center

Nolan, Kathleen A.

2001-01-01

Reports on four experiments and/or activities that were used to stimulate student interest in environmental science. Makes the case that varying classroom activities in the environmental science classroom makes the teaching and learning experience more alive and vital to both instructor and student. (Author/MM)

Flipped classroom instructional approach in undergraduate medical education

PubMed Central

Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

2017-01-01

Objective: In this study we implemented the “flipped classroom” model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Methods: Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Results: Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Conclusion: Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools. PMID:29492071

Using Digital Storytelling as a Language Experience Approach Activity: Integrating English Language Learners into a Museum Field Trip

ERIC Educational Resources Information Center

Pappamihiel, N. Eleni; Knight, Jennifer Hatch

2016-01-01

Second language learners face countless obstacles in the classroom, including communication and comprehension limitations and difficulty building relationships with peers. Many teachers struggle to build an inclusive classroom environment and ensure all students, especially those with linguistic and other learning disadvantages, are learning. This…

Using Low-Tech Interactions in the Chemistry Classroom to Engage Students in Active Learning

ERIC Educational Resources Information Center

Shaver, Michael P.

2010-01-01

Two complementary techniques to gauge student understanding and inspire interactive learning in the chemistry classroom are presented. Specifically, this article explores the use of student responses with their thumbs as an alternative to electronic-response systems and complementing these experiences with longer, task-based questions in an…

Turning from the Shadows: Meno, the Cave, and the Service-Learning Classroom

ERIC Educational Resources Information Center

Blosser, Joe

2014-01-01

Reading Plato's "Meno" and the "Republic's" allegory of the cave in the context of a service-learning classroom involves students in a drama urging them to become self-conscious participants in the active pedagogy of the class. The "Meno" illustrates two competing philosophies of education as it invites students and…

Mode of Delivery: A Classroom Assessment Technique Comparison between Verbal and Non-Verbal Communication

ERIC Educational Resources Information Center

Hogan, Andrea; Daw, Jolene

2014-01-01

This study explores how using Classroom Assessment Techniques (CATs) in phone conversations with students may help to clarify learning objectives and encourage active learning in distance education. For this study, research was collected from introductory undergraduate online courses at a university in the Southwest. Data was collected from three…

Using Our Classroom Walls: A Project for Visualizing the Development of Conceptual Understanding

ERIC Educational Resources Information Center

Mayes-Tang, Sarah

2018-01-01

Practices such as making connections between topics, prioritizing content, and identifying broad themes are essential to learning mathematics. This paper describes a project designed to integrate these synthesizing activities into an abstract algebra class. Students used a classroom wall to record and organize their collective learning and…

Integrating the Secondary School Foreign Language Classroom through Multiple Learning Activities

ERIC Educational Resources Information Center

DeFalco, Laura

2011-01-01

Foreign language teachers experience difficulties in teaching students with learning disabilities. The challenge is to teach students with and without disabilities in the same classroom while having no background knowledge of how to teach towards all these students. Through observations and interviews with two foreign language teachers, the use of…

Challenge Activities for the Physical Education Classroom: Affective Learning Outcomes

ERIC Educational Resources Information Center

McKenzie, Emily; Symonds, Matthew L.; Fink, Kevin; Tapps, Tyler

2017-01-01

The purpose of this article is to share three challenge-based lesson plans that can be implemented by physical educators in their classroom. Each of the lesson examples addresses the three learning domains: psychomotor, cognitive and affective. Additionally, each lesson is aligned with SHAPE America's National Standards for K-12 Physical…

An Exploratory Multiple Case Study about Using Game-Based Learning in STEM Classrooms

ERIC Educational Resources Information Center

Vu, Phu; Feinstein, Sheryl

2017-01-01

This exploratory multiple case study attempted to examine whether game-based learning activities had any impacts on students' academic performances and behaviors, and what perceptions the teachers had toward implementing games into their classrooms. Data used in this study included 101 students' pre and post-test scores, and four structured…

For the Technologically Challenged: Four Free Online Tools to Liven up a Mathematics Classroom

ERIC Educational Resources Information Center

Northcote, Maria

2015-01-01

Use of technology in the mathematics classroom has the potential to advance children's learning of mathematics and enhance their attitudes about mathematics. When used in conjunction with purposeful planning, teachers can use technological tools to reinforce their pedagogical intentions and to facilitate relevant learning activities for students.…

Using Geospatial Information Technologies and Field Research to Enhance Classroom Learning

ERIC Educational Resources Information Center

Schacht, Walter H.; Guru, Ashu; Reece, Patrick E.; Volesky, Jerry D.; Cotton, Dan

2005-01-01

A focus of grazing management courses is the cause-effect relationships between grazing livestock distribution and environmental and management variables. A learning module for the classroom was developed to enable students to actively study livestock distribution by analyzing recently collected data from an on-ranch situation. Data were collected…

Classroom Noise and Children Learning through a Second Language: Double Jeopardy?

ERIC Educational Resources Information Center

Nelson, Peggy; Kohnert, Kathryn; Sabur, Sabina; Shaw, Daniel

2005-01-01

Purpose: Two studies were conducted to investigate the effects of classroom noise on attention and speech perception in native Spanish-speaking second graders learning English as their second language (L2) as compared to English-only-speaking (EO) peers. Method: Study 1 measured children's on-task behavior during instructional activities with and…

Three Studies of Service-Learning as an Approach to Movement Integration in Elementary Classrooms

ERIC Educational Resources Information Center

Michael, Robert D., Jr.

2017-01-01

This dissertation consists of three studies that examine service-learning (SL) as an approach to incorporating movement integration (MI) in elementary classrooms as part of a comprehensive school physical activity program (CSPAP). All three studies attempt to advance the knowledge base about using partnership approaches to supporting school based…

How Does Working Memory Work in the Classroom?

ERIC Educational Resources Information Center

Alloway, Tracy Packiam

2006-01-01

Working memory plays a key role in supporting children's learning over the school years, and beyond this into adulthood. It is proposed here that working memory is crucially required to store information while other material is being mentally manipulated during the classroom learning activities that form the foundations for the acquisition of…

Accountable Game Design: Structuring the Dynamics of Student Learning Interactions

ERIC Educational Resources Information Center

Charoenying, Timothy

2010-01-01

Game-based classroom activity is intended to leverage students' interest and motivation to play, and to provide safe contexts for supporting students' academic learning. However, a basic criticism of many games currently used in classroom settings is that they can fail to meaningfully embody academic content. A more subtle concern is that…

Confronting the realities of implementing contextual learning ideas in a biology classroom

NASA Astrophysics Data System (ADS)

Akers, Julia B.

1999-10-01

The purpose of this study was to describe the implementation of contextual learning practices in a biology class. Research contends that contextual learning classrooms are active learning environments where students are involved in "hands-on" team projects and the teacher assumes a facilitator role. In this student-centered classroom, students take ownership and responsibility for their own learning. This study examined these assertions and other factors that emerged as the study developed. The research methods used were qualitative. The subject for this study was a biology teacher with twenty-six years of experience who implemented contextual learning practices in two of her biology classes in the 1997--98 school year. As the teacher confronted contextual learning, we engaged in collaborative research that included fourteen interviews transcribed verbatim for analysis, classroom observations and the teacher's written reports. Throughout the study, factors developed that adversely affected contextual learning practices. These factors were discipline, curriculum, and administrative decisions over which the teacher had no control. These are examined along with their consequences for implementing a contextual classroom. Successful practices that worked in the teacher's classroom were also determined and included the teacher's "failure is not an option" policy, mandatory tutoring, behavior contracts, high expectations and teamed projects. Besides contextual learning, a key component of the study was the collaborative research process and its meaning to the subject, the researcher and future researchers who attempt this collaborative approach. The study's conclusion indicate that scheduling, multiple repeaters, discipline and the state Standards of Learning moved the teacher away from contextual learning practices to a more teacher-directed classroom. Two recommendations of this study are that further research is needed to study how the state Standards of Learning have affected instructional practices and the effect of administrative decisions that influence the level of teacher success in the classroom.

The Impact of Peer Review on Creative Self-Efficacy and Learning Performance in Web 2.0 Learning Activities

ERIC Educational Resources Information Center

Liu, Chen-Chung; Lu, Kuan-Hsien; Wu, Leon Yufeng; Tsai, Chin-Chung

2016-01-01

Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system…

Capitalizing on Teacher Expertise: Motivations for Contemplating Transfer from Professional Development to the Classroom

NASA Astrophysics Data System (ADS)

van Duzor, Andrea Gay

2011-08-01

Of primary concern in professional development (PD) are the ways in which teachers transfer knowledge from PD to the classroom. This qualitative case study of a chemistry PD course for elementary teachers investigates the first step in the transfer process by examining why and how K-8 teachers consider transfer to the classroom. Motivations for considering transfer were the same whether teachers only proposed how they could use PD content or teachers actively utilized PD experiments and concepts in their own classrooms. Teacher learning of chemistry concepts, activities, and pedagogical strategies were motivating factors for considering transfer. Teachers appropriated and adapted PD materials based on the specific learning needs of their own students, the constraints of their teaching contexts, and their desired outcomes, including making science learning relevant for students. Understanding teachers' motivations and means of adaptations in considering PD can inform PD provider programs how to be more effective and responsive to teacher needs. Furthermore, teachers' active consideration of appropriations and adaptations highlights how teachers leverage their expertise in shaping their PD experiences.

Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

PubMed

Pierce, Richard; Fox, Jeremy

2012-12-12

To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

Creating Stimulating Learning and Thinking Using New Models of Activity-Based Learning and Metacognitive-Based Activities

ERIC Educational Resources Information Center

Pang, Katherine

2010-01-01

The purpose of this paper is to present a novel way to stimulate learning, creativity, and thinking based on a new understanding of activity-based learning (ABL) and two methods for developing metacognitive-based activities for the classroom. ABL, in this model, is based on the premise that teachers are distillers and facilitators of information…

Three Philosophical Pillars That Support Collaborative Learning.

ERIC Educational Resources Information Center

Maltese, Ralph

1991-01-01

Discusses three philosophical pillars that support collaborative learning: "spaces of appearance," active engagement, and ownership. Describes classroom experiences with collaborative learning supported by these pillars. (PRA)

Three Dimensions of Learning: Experiential Activity for Engineering Innovation Education and Research

ERIC Educational Resources Information Center

Killen, Catherine P.

2015-01-01

This paper outlines a novel approach to engineering education research that provides three dimensions of learning through an experiential class activity. A simulated decision activity brought current research into the classroom, explored the effect of experiential activity on learning outcomes and contributed to the research on innovation decision…

Social media to supplement point-of-care ultrasound courses: the "sandwich e-learning" approach. A randomized trial.

PubMed

Hempel, Dorothea; Haunhorst, Stephanie; Sinnathurai, Sivajini; Seibel, Armin; Recker, Florian; Heringer, Frank; Michels, Guido; Breitkreutz, Raoul

2016-12-01

Point-of-care ultrasound (POC-US) is gaining importance in almost all specialties. E-learning has been used to teach theoretical knowledge and pattern recognition. As social media are universally available, they can be utilized for educational purposes. We wanted to evaluate the utility of the sandwich e-learning approach defined as a pre-course e-learning and a post-course learning activity using Facebook after a one-day point-of-care ultrasound (POC-US) course and its effect on the retention of knowledge. A total of 62 medial students were recruited for this study and randomly assigned to one of four groups. All groups received an identical hands-on training and performed several tests during the study period. The hands-on training was performed in groups of five students per instructor with the students scanning each other. Group 1 had access to pre-course e-learning, but not to post-course e-learning. Instead of a pre-course e-learning, group 2 listened to presentations at the day of the course (classroom teaching) and had access to the post-course learning activity using Facebook. Group 3 had access to both pre- and post-course e-learning (sandwich e-learning) activities, while group 4 listened classroom presentations only (classroom teaching only). Therefore only groups 2 and 3 had access to post-course learning via Facebook by joining a secured group. Posts containing ultrasound pictures and videos were published to this group. The students were asked to "like" the posts to monitor attendance. Knowledge retention was assessed 6 weeks after the course. After 6 weeks, group 3 achieved comparable results when compared to group 2 (82.2 % + -8.2 vs. 84.3 + -8.02) (p = 0.3). Students who participated in the post-course activity were more satisfied with the overall course than students without post-course learning (5.5 vs. 5.3 on a range from 1 to 6). In this study, the sandwich e-learning approach led to equal rates of knowledge retention compared to classroom lectures and post-course learning. Students appreciate new media for learning experiences and are more satisfied with their learning activity. The sandwich e-learning can be used to maximize hands-on training during courses.

Active Learning in the Physics Classroom

NASA Astrophysics Data System (ADS)

Naron, Carol

Many students enter physics classes filled with misconceptions about physics concepts. Students tend to retain these misconceptions into their adult lives, even after physics instruction. Constructivist researchers have found that students gain understanding through their experiences. Researchers have also found that active learning practices increase conceptual understanding of introductory physics students. This project study sought to examine whether incorporating active learning practices in an advanced placement physics classroom increased conceptual understanding as measured by the force concept inventory (FCI). Physics students at the study site were given the FCI as both a pre- and posttest. Test data were analyzed using two different methods---a repeated-measures t test and the Hake gain method. The results of this research project showed that test score gains were statistically significant, as measured by the t test. The Hake gain results indicated a low (22.5%) gain for the class. The resulting project was a curriculum plan for teaching the mechanics portion of Advanced Placement (AP) physics B as well as several active learning classroom practices supported by the research. This project will allow AP physics teachers an opportunity to improve their curricular practices. Locally, the results of this project study showed that research participants gained understanding of physics concepts. Social change may occur as teachers implement active learning strategies, thus creating improved student understanding of physics concepts.

Risky Business or Sharing the Load?--Social Flow in Collaborative Mobile Learning

ERIC Educational Resources Information Center

Ryu, Hokyoung; Parsons, David

2012-01-01

Mobile learning has been built upon the premise that we can transform traditional classroom or computer-based learning activities into a more ubiquitous and connected form of learning. Tentative outcomes from this assertion have been witnessed in many collaborative learning activities, but few analytic observations on what triggers this…

Actively Teaching Research Methods with a Process Oriented Guided Inquiry Learning Approach

ERIC Educational Resources Information Center

Mullins, Mary H.

2017-01-01

Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to…

Master Teaching Experiences for Introductory Psychology.

ERIC Educational Resources Information Center

Bartz, Wayne R., Ed.

Twenty-two classroom activities appropriate for college introductory psychology classes are presented. The activities require from one to four classroom sessions and introduce a variety of psychology concepts, including description, prediction, and control; research methodology; learning and memory; need for achievement; perception and creativity;…

The Accounting Classroom--People, Activities, Content

ERIC Educational Resources Information Center

Mayne, F. Blair

1969-01-01

Discusses the classroom components of students, learning activities, and program content in relation to the increased demand for more extensive and detailed analysis of financial information, the increased use of automated data processing equipment, and resulting job shifts and the upgrading of skills. (CH)

Teaching Astronomy Classes and Labs in a Smart Classroom

NASA Astrophysics Data System (ADS)

Gugliucci, Nicole E.

2017-01-01

Saint Anselm College is a small liberal arts college in New Hampshire with an enrollment of approximately 1900 students. All students are required to take one science course with a laboratory component. Introduction to Astronomy is now being offered in regular rotation in the Department of Physics, taking advantage of the new "smart" classrooms with the technology and set up to encourage active learning. These classrooms seat 25 students and feature 5 "pods," each with their own screen that can be hooked up to a student computer or one of the iPads available to the professor. I will present how these classrooms are used for Introduction to Astronomy and related courses under development for active learning. Since the class requires a laboratory component and New Hampshire weather is notably unpredictable, the smart classroom offers an alternative using freely available computer simulations to allow for an alternative indoor laboratory experience.

Focusing on Active, Meaningful Learning. IDEA Paper No. 34.

ERIC Educational Resources Information Center

Stalheim-Smith, Ann

This paper discusses active and meaningful learning and the application of this instructional approach to the college classroom, focusing on techniques used in the author's biology classes. Active and meaningful learning places emphasis on students actually doing things and thinking about what they are doing, relating new information to…

Faculty Perceptions about Barriers to Active Learning

ERIC Educational Resources Information Center

Michael, Joel

2007-01-01

Faculty may perceive many barriers to active learning in their classrooms. Four groups of participants in a faculty development workshop were asked to list their perceived barriers to active learning. Many of the problems identified were present on more than one list. The barriers fall into three categories: student characteristics, issues…

Evaluating Active Learning: A New Initiative for a General Chemistry Curriculum.

ERIC Educational Resources Information Center

O'Sullivan, Daniel W.; Copper, Christine L.

2003-01-01

Explains the results of an effort to introduce active learning strategies into the general chemistry curriculum at the United States Naval Academy. Reports that students in an active learning classroom showed significant improvement in performance compared to students in a lecture-based course. (Author/YDS)

Supporting the "Collaborative" Part of Wiki-Mediated Collaborative Learning Activities

ERIC Educational Resources Information Center

Larusson, Johann Ari

2010-01-01

Prior research has highlighted the educational benefit of enabling students to participate in collaborative learning activities. Developing technology that extends the physical boundaries of the classroom and enables students to engage in meaningful collaborative learning activities outside class time can be of significant value. For any…

'Not Hard to Sway': A Case Study of Student Engagement in Two Large Engineering Classes

ERIC Educational Resources Information Center

Shekhar, Prateek; Borrego, Maura

2018-01-01

Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This…

Active Learning in the Middle Grades

ERIC Educational Resources Information Center

Edwards, Susan

2015-01-01

What is active learning and what does it look like in the classroom? If students are participating in active learning, they are playing a more engaged role in the learning process and are not overly reliant on the teacher (Bransford, Brown, & Cocking, 2003; Petress, 2008). The purpose of this article is to propose a framework to describe and…

Effects of Sharing Clickers in an Active Learning Environment

ERIC Educational Resources Information Center

Daniel, Todd; Tivener, Kristin

2016-01-01

Scientific research into learning enhancement gained by the use of clickers in active classrooms has largely focused on the use of individual clickers. In this study, we compared the learning experiences of participants in active learning groups in which an entire small group shared a single clicker to groups in which each member of the group had…

Figure Analysis: A Teaching Technique to Promote Visual Literacy and Active Learning

ERIC Educational Resources Information Center

Wiles, Amy M.

2016-01-01

Learning often improves when active learning techniques are used in place of traditional lectures. For many of these techniques, however, students are expected to apply concepts that they have already grasped. A challenge, therefore, is how to incorporate active learning into the classroom of courses with heavy content, such as molecular-based…

Team-Based Learning in Pharmacy Education

PubMed Central

Ofstad, William

2013-01-01

Instructors wanting to engage students in the classroom seek methods to augment the delivery of factual information and help students move from being passive recipients to active participants in their own learning. One such method that has gained interest is team-based learning. This method encourages students to be prepared before class and has students work in teams while in the classroom. Key benefits to this pedagogy are student engagement, improved communication skills, and enhanced critical-thinking abilities. In most cases, student satisfaction and academic performance are also noted. This paper reviews the fundamentals of team-based learning in pharmacy education and its implementation in the classroom. Literature reports from medical, nursing, and pharmacy programs are also discussed. PMID:23716738

Exploring the boundaries: A study of multiple classroom learning environments

NASA Astrophysics Data System (ADS)

Ritchie, Stephen M.; Tobin, Kenneth; Hook, Karl S.

1995-09-01

The study of learning environments has developed into a productive field of research in science education. Initially, the design and application of classroom perceptual measures of particular dimensions of science classrooms attracted much attention. More recently, such instruments have been used alongside of qualitative techniques to provide a richer understanding of sub-environments. We continue this trend in the present interpretive study by exploring the nature of multiple environments within a middle school classroom from the different perspectives of teacher, student and participant observer. In particular, we examine the activity settings of lectures and group work, as well as the issues of learning and assessment. We conclude by arguing that teachers need to adopt procedures that enable them to identify and plan for multiple environments.

Performance in Physiology Evaluation: Possible Improvement by Active Learning Strategies

ERIC Educational Resources Information Center

Montrezor, Luís H.

2016-01-01

The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages…

Facilitate Active Learning: The Role of Perceived Benefits of Using Technology

ERIC Educational Resources Information Center

Zhuang, Weiling; Xiao, Qian

2018-01-01

The authors examine factors influencing student active learning and the ensuing class learning experience in the context of applying technologies in the classroom. The results suggest that the psychological benefit directly and indirectly influences class learning experience. In addition, the functional benefit only indirectly influences class…

Student learning and perceptions in a flipped linear algebra course

NASA Astrophysics Data System (ADS)

Love, Betty; Hodge, Angie; Grandgenett, Neal; Swift, Andrew W.

2014-04-01

The traditional lecture style of teaching has long been the norm in college science, technology, engineering, and mathematics (STEM) courses, but an innovative teaching model, facilitated by recent advances in technology, is gaining popularity across college campuses. This new model inverts or 'flips' the usual classroom paradigm, in that students learn initial course concepts outside of the classroom, while class time is reserved for more active problem-based learning and practice activities. While the flipped classroom model shows promise for improving STEM learning and increasing student interest in STEM fields, discussions to date of the model and its impact are more anecdotal than data driven - very little research has been undertaken to rigorously assess the potential effects on student learning that can result from the flipped classroom environment. This study involved 55 students in 2 sections of an applied linear algebra course, using the traditional lecture format in one section and the flipped classroom model in another. In the latter, students were expected to prepare for the class in some way, such as watching screencasts prepared by the instructor, or reading the textbook or the instructor's notes. Student content understanding and course perceptions were examined. Content understanding was measured by the performance on course exams, and students in the flipped classroom environment had a more significant increase between the sequential exams compared to the students in the traditional lecture section, while performing similarly in the final exam. Course perceptions were represented by an end-of-semester survey that indicated that the flipped classroom students were very positive about their experience in the course, and particularly appreciated the student collaboration and instructional video components.

Classroom Management in the Elementary Grades. Research Series No. 32.

ERIC Educational Resources Information Center

Brophy, Jere E.; Putnam, Joyce G.

The literature on elementary school classroom management is reviewed. Topics include student characteristics and individual differences, preparing the classroom as a learning environment, organizing instruction and support activities to maximize student engagement in productive tasks, developing workable housekeeping procedures and conduct rules,…

Flipped Classroom Approach

ERIC Educational Resources Information Center

Ozdamli, Fezile; Asiksoy, Gulsum

2016-01-01

Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly…

Use of Swivel Desks and Aisle Space to Promote Interaction in Mid-Sized College Classrooms

ERIC Educational Resources Information Center

Henshaw, Robert G.; Edwards, Phillip M.; Bagley, Erika J.

2011-01-01

Traditional designs for most mid-sized college classrooms discourage 1) face-to-face interaction among students, 2) instructor movement in the classroom, and 3) efficient transitions between different kinds of learning activities. An experimental classroom piloted during Spring Semester 2011 at the University of North Carolina at Chapel Hill uses…

Using Active Learning to Teach Concepts and Methods in Quantitative Biology.

PubMed

Waldrop, Lindsay D; Adolph, Stephen C; Diniz Behn, Cecilia G; Braley, Emily; Drew, Joshua A; Full, Robert J; Gross, Louis J; Jungck, John A; Kohler, Brynja; Prairie, Jennifer C; Shtylla, Blerta; Miller, Laura A

2015-11-01

This article provides a summary of the ideas discussed at the 2015 Annual Meeting of the Society for Integrative and Comparative Biology society-wide symposium on Leading Students and Faculty to Quantitative Biology through Active Learning. It also includes a brief review of the recent advancements in incorporating active learning approaches into quantitative biology classrooms. We begin with an overview of recent literature that shows that active learning can improve students' outcomes in Science, Technology, Engineering and Math Education disciplines. We then discuss how this approach can be particularly useful when teaching topics in quantitative biology. Next, we describe some of the recent initiatives to develop hands-on activities in quantitative biology at both the graduate and the undergraduate levels. Throughout the article we provide resources for educators who wish to integrate active learning and technology into their classrooms. © The Author 2015. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved. For permissions please email: journals.permissions@oup.com.

The Need for Ocean Literacy in the Classroom: Part II

ERIC Educational Resources Information Center

Schoedinger, Sarah; Cava, Francesca; Jewell, Beth

2006-01-01

As mentioned in Part I, certain classroom activities can help students learn about the ocean and empower them to make informed decisions about their impacts on the environment. One such activity focuses on harmful algal blooms (HABs). In this article, the authors include background information on HABs and then present two activities. Activity 1 is…

A Quantitative Review of Physical Activity, Health, and Learning Outcomes Associated with Classroom-Based Physical Activity Interventions

ERIC Educational Resources Information Center

Erwin, Heather; Fedewa, Alicia; Beighle, Aaron; Ahn, Soyeon

2012-01-01

Research suggests that physical activity may foster improved academic performance, yet schools are receiving more pressure to achieve high academic standards. It is important for classroom teachers, administrators and school psychologists to understand the benefits of incorporating physical activity into the school day. This article serves as a…

A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

PubMed Central

Soneral, Paula A. G.; Wyse, Sara A.

2017-01-01

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech “Mock-up” version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi-­experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features. PMID:28213582

Use of learning miniprojects in a chemistry laboratory for engineering

NASA Astrophysics Data System (ADS)

Cancela, Angeles; Maceiras, Rocio; Sánchez, Angel; Izquierdo, Milagros; Urréjola, Santiago

2016-01-01

The aim of this paper is to describe the design of chemical engineering laboratory sessions in order to focus them on the learning company approach. This is an activity carried out in the classroom similar to the activities that exist in real companies. This could lead classroom practice to a more cooperative learning and a different style of experimentation. The stated goal is to make a design that seeks to motivate students in a cooperative manner to perform their experiments self-directed and self-organised. The teaching organisation and development of participatory action research are described.

Motivating the Study of International Trade: A Classroom Activity

ERIC Educational Resources Information Center

Jensen, Sherry

2016-01-01

In this article, the author describes a classroom activity for use in introductory economics courses to motivate the study of international trade. The learning activity highlights the importance of international trade in students' everyday lives by having students inventory their on-hand belongings and identify where the items were manufactured.…

Examining the Relationship between Holistic/Analytic Style and Classroom Learning Behaviors of High School Students

ERIC Educational Resources Information Center

Cheng, Hong-Yu; Zhang, Shu-Qiang

2017-01-01

The purpose of this study was to investigate whether and how high school students' cognitive tendencies in holistic/analytic style relate to their active or passive behavioral patterns observed in the classroom. It was speculated that academic intrinsic motivation might play the role as a moderator and learning approach (the structure-oriented…

Learning for You and Learning for Me: Mentoring as Professional Development for Mentor Teachers

ERIC Educational Resources Information Center

Smith, Janette; Nadelson, Louis

2016-01-01

Professional development (PD) opportunities for teachers most commonly take place outside the classroom and are typically designed to address specific components of teachers' instruction or curriculum. However, there are other activities that take place within the classroom that may have a profound impact on the PD of a teacher. We sought to gain…

MTFeedback: Providing Notifications to Enhance Teacher Awareness of Small Group Work in the Classroom

ERIC Educational Resources Information Center

Martinez-Maldonado, Roberto; Clayphan, Andrew; Yacef, Kalina; Kay, Judy

2015-01-01

The teacher has very important roles in the classroom, particularly as manager of most resources for learning activities and in providing timely feedback that can enhance learning. But teachers need to be aware of students' achievements and weaknesses to decide how to time feedback. We present MTFeedback, a system that harnesses the new…

Teaching Intercultural English Learning/Teaching in World Englishes: Some Classroom Activities in South Korea

ERIC Educational Resources Information Center

Lee, Kang-Young

2012-01-01

This paper discusses what intercultural English learning/teaching (IELT) is in English as a world Englishes (WEes) and how IELT can contribute to the development of proficiency/competence among WEes and can be fitted into actual WEes classrooms. This is to claim that IELT be a pivotal contextual factor facilitating success in…

Reflective Activities: Helping Students Connect with Texts. Classroom Practices in Teaching English, Volume 30.

ERIC Educational Resources Information Center

Reid, Louann, Ed.; Golub, Jeffrey N., Ed.

This book offers successful classroom practices that encourage students to learn purposefully and constructively by reflecting on their own learning processes and by making connections between what they read (whether verbal or visual texts) and the lives they lead. Extending from middle and high school through college composition and English…

Improving Mathematics Teaching and Learning Experiences for Hard of Hearing Students with Wireless Technology-Enhanced Classrooms

ERIC Educational Resources Information Center

Liu, Chen-Chung; Chou, Chien-Chia; Liu, Baw-Jhiune; Yang, Jui-Wen

2006-01-01

Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school.…

Social Issues and Problem-Based Learning in Sociology: Opportunities and Challenges in the Undergraduate Classroom

ERIC Educational Resources Information Center

Eglitis, Daina S.; Buntman, Fran L.; Alexander, Dameon V.

2016-01-01

This article discusses the use of problem-based learning (PBL) in the undergraduate sociology classroom. PBL shifts students from the role of passive listeners and learners to active knowledge builders and communicators through the use of concise and engaging social problem cases. PBL creates opportunities for building substantive area knowledge,…

CALLing All Foreign Language Teachers: Computer-Assisted Language Learning in the Classroom

ERIC Educational Resources Information Center

Erben, Tony, Ed.; Sarieva, Iona, Ed.

2008-01-01

This book is a comprehensive guide to help foreign language teachers use technology in their classrooms. It offers the best ways to integrate technology into teaching for student-centered learning. CALL Activities include: Email; Building a Web site; Using search engines; Powerpoint; Desktop publishing; Creating sound files; iMovie; Internet chat;…

Mathematical Micro-Identities: Moment-to-Moment Positioning and Learning in a Fourth-Grade Classroom

ERIC Educational Resources Information Center

Wood, Marcy B.

2013-01-01

Identity is an important tool for understanding students' participation in mathematics lessons. Researchers usually examine identity at a macro-scale: across typical classroom activity and in students' self-reports. However, learning occurs on a micro-scale: in moments during a lesson. To capture identity in these moments, I used positioning…

Why No Difference? A Controlled Flipped Classroom Study for an Introductory Differential Equations Course

ERIC Educational Resources Information Center

Yong, Darryl; Levy, Rachel; Lape, Nancy

2015-01-01

Flipped classrooms have the potential to improve student learning and metacognitive skills as a result of increased time for active learning and group work and student control over pacing, when compared with traditional lecture-based courses. We are currently running a 4-year controlled study to examine the impact of flipping an Introductory…

Virtual Project Management: Examining the Roles and Functions of Online Instructors in Creating Learning Applications with Value

ERIC Educational Resources Information Center

Barrett, Bob

2012-01-01

While many students and instructors are transitioning from the brick-and-mortar classrooms to virtual classrooms, labs, and simulations, this requires a higher-level of expertise, control, and perseverance by the instructor. Traditional methods of teaching, leading, managing, and organizing learn activities has changed in terms of the virtual…

On-Line Learning Materials for the Science Classroom: Design Methodology and Implementation.

ERIC Educational Resources Information Center

Hoffman, Joseph L.; And Others

The recent introduction of the Internet into classrooms provides an opportunity for learners to access a wide range of digital resources on the World Wide Web. The development of on-line learning materials can support inquiry-based activities for students as they pursue questions of interest, plan searches, and analyze their findings. This paper…

Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom

ERIC Educational Resources Information Center

Gross, David; Pietri, Evava S.; Anderson, Gordon; Moyano-Camihort, Karin; Graham, Mark J.

2015-01-01

Active-learning environments such as those found in a flipped classroom are known to increase student performance, although how these gains are realized over the course of a semester is less well understood. In an upper-level lecture course designed primarily for biochemistry majors, we examine how students attain improved learning outcomes, as…

Use of a Game-Like Application on a Mobile Device to Improve Accuracy in Conjugating Spanish Verbs

ERIC Educational Resources Information Center

Castañeda, Daniel A.; Cho, Moon-Heum

2016-01-01

Interest in using mobile applications to enhance students' learning in Spanish classrooms runs high; however, little empirical research about their effects has been conducted. Using intentionally designed classroom activities to promote meaningful learning with a mobile application, we investigated the extent to which students of Spanish as a…

A Comparison of Delivery Formats to Encourage Student-Centered Learning in a Power Engineering Technology Course

ERIC Educational Resources Information Center

Turner, Mathew J.; Webster, Rustin D.

2017-01-01

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped…

Impact of Adding Internet Technology on Student Performance and Perception of Autonomy in Fundamentals of Electronics Course

ERIC Educational Resources Information Center

Rosero-Zambrano, Carlos Andrés; Avila, Alba; Osorio, Luz Adriana; Aguirre, Sandra

2018-01-01

The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication…

Open Classroom Communication and the Learning of Citizenship Values

ERIC Educational Resources Information Center

El Karfa, Abderrahim

2007-01-01

This article discusses the importance of fostering citizenship values in language classrooms around the world, and specifically in Morocco. Class content, student-teacher roles, classroom activities, and teacher education can promote civic values of equality, respect, responsibility, tolerance, and compassion. A learner-centered environment where…

Implementation of a flipped classroom educational model in a predoctoral dental course.

PubMed

Park, Sang E; Howell, T Howard

2015-05-01

This article describes the development and implementation of a flipped classroom model to promote student-centered learning as part of a predoctoral dental course. This model redesigns the traditional lecture-style classroom into a blended learning model that combines active learning pedagogy with instructional technology and "flips" the sequence so that students use online resources to learn content ahead of class and then use class time for discussion. The dental anatomy portion of a second-year DMD course at Harvard School of Dental Medicine was redesigned using the flipped classroom model. The 36 students in the course viewed online materials before class; then, during class, small groups of students participated in peer teaching and team discussions based on learning objectives under the supervision of faculty. The utilization of pre- and post-class quizzes as well as peer assessments were critical motivating factors that likely contributed to the increase in student participation in class and helped place learning accountability on the students. Student feedback from a survey after the experience was generally positive with regard to the collaborative and interactive aspects of this form of blended learning.

An open mind to closed borders

NASA Astrophysics Data System (ADS)

Fallet, Ulrike; Lefeber, Bob

2017-04-01

One aspect of "Science in tomorrow's classroom" is teaching geography students the basic skills and knowledge to play an active role in society as citizens. Topics that frame the development of good citizenship are wide-ranged and include climate change, migration and integration as well as democracy and identity. Often these kinds of topics do not allow for right or wrong answers or classroom lectures; it is more important to encourage students to find and discuss arguments with which to underpin their opinion. In this way, civic education is very suitable for active learning. Active learning is described as a method of learning in which students are actively involved in the learning process through (group) discussion, experiments or games. By doing so, students are stimulated to engage in higher-order thinking tasks such as analysis, synthesis, and evaluation, which are inherent to becoming responsible, reflective and critical citizens as well as (future) scientists. It has also been shown that the use of active learning methods significantly increased the number of meaningful geographical relationships that students give in tests (Karkdijk, 2012). I, therefore, propose to use active learning to approach civic education in the classroom. Specifically, I used a "mystery" to engage students in active learning on the highly polarizing subject of migration. A mystery (Leat, 1990) is a didactic method that uses short bits of information to solve an intriguing question. A current polarizing subject in society and in the classroom is the migration from Northern Africa and the Middle East to Europe and the increasing number of terrorist attacks by individuals who have radicalised before, during or after their journey over the Mediterranean. In class, students were asked to solve this migration mystery: "Could the terrorist attack in Berlin have been stopped by closing the borders of the Mediterranean countries to migrants?" In order to solve this mystery and to find an answer to this polarizing question, students got clues, which they had to analyse and discuss. Through solving this migration mystery, high-school students were encouraged to keep 'an open mind to closed borders' and learned important steps of the scientific thinking process as well as experience the nuance in a widely discussed civic case.

Survey Development for Assessing Learning Identity in an ISLE Classroom

NASA Astrophysics Data System (ADS)

Li, Sissi L.; Roth, Jennifer A.; Demaree, Dedra

2010-10-01

Innovative STEM curricula such as the ISLE (Investigative Science Learning Environment) curriculum [1] are centered on active engagement in social learning processes as a means to achieve curricular goals. Classroom practices are highly interactive to facilitate students' development of authentic scientist abilities. To the students, these classroom practices often seem very different from their previous learning experiences in terms of behavioral expectations, attitude, and what it means to learn. Consequently, students must modify their identity as learners in addition to physics conceptual understanding in order to participate productively in this learning environment. Using a survey we developed, we want to assess their 1) expectations of student and teacher roles, 2) self efficacy towards skills supported in ISLE and 3) attitudes towards social learning as well as how these change as a result of their experience in this curriculum. We will discuss the development, validation and preliminary findings of the survey.

Understanding children's science identity through classroom interactions

NASA Astrophysics Data System (ADS)

Kim, Mijung

2018-01-01

Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity. It asks how children conceive of doing science like scientists and how they develop views of science beyond the stereotypes. This study employs positioning theory to examine how children and their teacher position themselves in science learning contexts and develop science identity through classroom interactions. Fifteen students in grades 4-6 science classrooms in Western Canada participated in this study. Classroom activities and interactions were videotaped, transcribed, and analysed to examine how the teacher and students position each other as scientists in the classroom. A descriptive explanatory case analysis showed how the teacher's positioning acted to develop students' science identity with responsibilities of knowledge seeking, perseverance, and excitement about science.

Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom

NASA Astrophysics Data System (ADS)

Hunter, Jodie

2014-12-01

Current reforms in mathematics education advocate the development of mathematical learning communities in which students have opportunities to engage in mathematical discourse and classroom practices which underlie algebraic reasoning. This article specifically addresses the pedagogical actions teachers take which structure student engagement in dialogical discourse and activity which facilitates early algebraic reasoning. Using videotaped recordings of classroom observations, the teacher and researcher collaboratively examined the classroom practices and modified the participatory practices to develop a learning environment which supported early algebraic reasoning. Facilitating change in the classroom environment was a lengthy process which required consistent and ongoing attention initially to the social norms and then to the socio-mathematical norms. Specific pedagogical actions such as the use of specifically designed tasks, materials and representations and a constant press for justification and generalisation were required to support students to link their numerical understandings to algebraic reasoning.

Active Learning Is Not Enough

ERIC Educational Resources Information Center

Casem, Merri Lynn

2006-01-01

I have examined how frequency of assessment impacts learning in an undergraduate biology course employing a student-centered, active-learning pedagogy. Frequent assessment was associated with better student performance and greater retention of course concepts. Improvement of higher-order thinking skills may require more classroom practice.…

Classroom Active Learning Complemented by an Online Discussion Forum to Teach Sustainability

ERIC Educational Resources Information Center

Dengler, Mary

2008-01-01

This paper identifies some of the pedagogical benefits of an active learning course delivery complemented by an online discussion forum to teach sustainability by evaluating the case of a geography master's course. The potential benefits and some challenges of an active learning course delivery to teach sustainability in geography and related…

Stages of Concern Profiles for Active Learning Strategies of Agricultural Technical School Teachers in Egypt

ERIC Educational Resources Information Center

Myers, Brian E.; Barrick, R. Kirby; Samy, Mohamed M.

2012-01-01

Purpose: The purpose of the study was to assess Egyptian Agricultural Technical School (ATS) teachers' implementation of active learning strategies in their classrooms. Methods: The Stages of Concern Questionnaire was administered to 230 participants in active learning workshops. After eliminating headmasters, supervisors and people no longer…

A case study of technology-enhanced active learning in introductory cellular biology

NASA Astrophysics Data System (ADS)

Chacon Diaz, Lucia Bernardette

Science teaching and learning in higher education has been evolving over the years to encourage student retention in STEM fields and reduce student attrition. As novel pedagogical practices emerge in the college science classroom, research on the effectiveness of such approaches must be undertaken. The following research applied a case study research design in order to evaluate the experiences of college students in a TEAL classroom. This case study was conducted during the 2017 Summer Cellular and Organismal Biology course at a four-year Hispanic Serving Institution located in the Southwest region of the United States. The main components evaluated were students' exam performance, self-efficacy beliefs, and behaviors and interactions in the Technology-Enhanced Active Learning (TEAL) classroom. The findings suggest that students enrolled in a TEAL classroom are equally capable of answering high and low order thinking questions. Additionally, students are equally confident in answering high and low order thinking items related to cellular biology. In the TEAL classroom, student-student interactions are encouraged and collaborative behaviors are exhibited. Gender and ethnicity do not influence self-efficacy beliefs in students in the TEAL room, and the overall class average of self-efficacy beliefs tended to be higher compared to exam performance. Based on the findings of this case study, TEAL classrooms are greatly encouraged in science higher education in order to facilitate learning and class engagement for all students. Providing students with the opportunity to expand their academic talents in the science classroom accomplishes a crucial goal in STEM higher education.

Curriculum Design of a Flipped Classroom to Enhance Haematology Learning

NASA Astrophysics Data System (ADS)

Porcaro, Pauline A.; Jackson, Denise E.; McLaughlin, Patricia M.; O'Malley, Cindy J.

2016-06-01

A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology `major' class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56-65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %).

Leveraging Faculty Reflective Practice to Understand Active Learning Spaces: Flashbacks and Re-Captures

ERIC Educational Resources Information Center

Ramsay, Crystal M.; Guo, Xiuyan; Pursel, Barton K.

2017-01-01

Although learning spaces research is not new, research approaches that target the specific teaching and learning experiences of faculty and students who occupy active learning classrooms (ALCs) is nascent. We report on two novels data collection approaches: Flashbacks and Re-Captures. Both leverage faculty reflective practice and provide windows…

Creating an Authentic Learning Environment in the Foreign Language Classroom

ERIC Educational Resources Information Center

Nikitina, Larisa

2011-01-01

Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation…

Peer Talk in the Classroom: Learning from Research.

ERIC Educational Resources Information Center

Paratore, Jeanne R., Ed.; McCormack, Rachel L., Ed.

Research suggests that teachers would like to relinquish some control of classroom activity to students, and many have accomplished this difficult task with notable success. This collection of essays, with contributions from both classroom teachers and university professors, recounts some of these successes and aims to be a resource for teachers…

Implementation and Critical Assessment of the Flipped Classroom Experience

ERIC Educational Resources Information Center

Scheg, Abigail G., Ed.

2015-01-01

In the past decade, traditional classroom teaching models have been transformed in order to better promote active learning and learner engagement. "Implementation and Critical Assessment of the Flipped Classroom Experience" seeks to capture the momentum of non-traditional teaching methods and provide a necessary resource for individuals…

Using Mobile Phones to Increase Classroom Interaction

ERIC Educational Resources Information Center

Cobb, Stephanie; Heaney, Rose; Corcoran, Olivia; Henderson-Begg, Stephanie

2010-01-01

This study examines the possible benefits of using mobile phones to increase interaction and promote active learning in large classroom settings. First year undergraduate students studying Cellular Processes at the University of East London took part in a trial of a new text-based classroom interaction system and evaluated their experience by…

SMART Teaching in New and Old Classrooms

ERIC Educational Resources Information Center

Saunders, Gunter; Oradini, Federica; Clements, Mark

2017-01-01

The University of Westminster is undertaking a major classroom refurbishment program that is linked to a new approach to staff development in mobile learning. Feedback obtained from academic staff and students previously highlighted how classrooms should be changed so as to promote more active forms of curriculum delivery. Both technology and…

A novel integration of online and flipped classroom instructional models in public health higher education.

PubMed

Galway, Lindsay P; Corbett, Kitty K; Takaro, Timothy K; Tairyan, Kate; Frank, Erica

2014-08-29

In 2013, a cohort of public health students participated in a 'flipped' Environmental and Occupational Health course. Content for the course was delivered through NextGenU.org and active learning activities were carried out during in-class time. This paper reports on the design, implementation, and evaluation of this novel approach. Using mixed-methods, we examined learning experiences and perceptions of the flipped classroom model and assessed changes in students' self-perceived knowledge after participation in the course. We used pre- and post-course surveys to measure changes in self-perceived knowledge. The post-course survey also included items regarding learning experiences and perceptions of the flipped classroom model. We also compared standard course review and examination scores for the 2013 NextGenU/Flipped Classroom students to previous years when the course was taught with a lecture-based model. We conducted a focus group session to gain more in-depth understanding of student learning experiences and perceptions. Students reported an increase in knowledge and survey and focus group data revealed positive learning experiences and perceptions of the flipped classroom model. Mean examination scores for the 2013 NextGenU/Flipped classroom students were 88.8% compared to 86.4% for traditional students (2011). On a scale of 1-5 (1 = lowest rank, 5 = highest rank), the mean overall rating for the 2013 NextGenU/Flipped classroom students was 4.7/5 compared to prior years' overall ratings of 3.7 (2012), 4.3 (2011), 4.1 (2010), and 3.9 (2009). Two key themes emerged from the focus group data: 1) factors influencing positive learning experience (e.g., interactions with students and instructor); and 2) changes in attitudes towards environmental and occupation health (e.g., deepened interest in the field). Our results show that integration of the flipped classroom model with online NextGenU courses can be an effective innovation in public health higher education: students achieved similar examination scores, but NextGenU/Flipped classroom students rated their course experience more highly and reported positive learning experiences and an increase in self-perceived knowledge. These results are promising and suggest that this approach warrants further consideration and research.

Revisiting the merits of a mandatory large group classroom learning format: an MD-MBA perspective.

PubMed

Li, Shawn X; Pinto-Powell, Roshini

2017-01-01

The role of classroom learning in medical education is rapidly changing. To promote active learning and reduce student stress, medical schools have adopted policies such as pass/fail curriculums and recorded lectures. These policies along with the rising importance of the USMLE (United States Medical Licensing Examination) exams have made asynchronous learning popular to the detriment of classroom learning. In contrast to this model, modern day business schools employ mandatory large group classes with assigned seating and cold-calling. Despite similar student demographics, medical and business schools have adopted vastly different approaches to the classroom. When examining the classroom dynamic at business schools with mandatory classes, it is evident that there's an abundance of engaging discourse and peer learning objectives that medical schools share. Mandatory classes leverage the network effect just like social media forums such as Facebook and Twitter. That is, the value of a classroom discussion increases when more students are present to participate. At a time when students are savvy consumers of knowledge, the classroom is competing against an explosion of study aids dedicated to USMLE preparation. Certainly, the purpose of medical school is not solely about the efficient transfer of knowledge - but to train authentic, competent, and complete physicians. To accomplish this, we must promote the inimitable and deeply personal interactions amongst faculty and students. When viewed through this lens, mandatory classes might just be a way for medical schools to leverage their competitive advantage in educating the complete physician.

Inside Out: Active learning in fluid dynamics in and out of the classroom

NASA Astrophysics Data System (ADS)

Kaye, Nigel; Benson, Lisa; Sill, Ben

2014-11-01

Active learning can be broadly defined as any activity that engages students beyond just listening. But is it worth the effort, when we can just lecture and tell students all they need to know? Learning theories posit that students remember far more of what they say and do than of what they hear and see. The benefits of active learning include increased attendance (because class is now something different and attending is more worthwhile) and deeper understanding of concepts (because students get to practice answering and generating questions). A recent meta-analysis of research on active learning has summarized evidence of real outcomes of active learning. Research is showing that students' performance on exams are higher and that they fail at lower rates in classes that involve active learning compared to traditional lecturing. Other studies have shown evidence of improved performance in follow-on classes, showing that the improved learning lasts. There are some topics and concepts that are best taught (or at least introduced) through lecturing, but even lecturing can be broken up by short activities that engage students so they learn more effectively. In this presentation, we will review the findings of the meta study and provide examples of active learning both inside and outside the classroom that demonstrate simple ways of introducing this approach in fluid dynamics classes.

An Investigation of the Outcomes of PGY Students' Cognition of and Persistent Behavior in Learning through the Intervention of the Flipped Classroom in Taiwan.

PubMed

Hsu, Sheng-Der; Chen, Cheng-Jueng; Chang, Wei-Kuo; Hu, Yih-Jin

2016-01-01

The Postgraduate Year (PGY) Program allows doctors-in-training to learn about the diagnosis, treatment and nursing of various common, general diseases. These items form the core curriculum and are mostly learned through caring for patients and clinical teaching. Doctors-in-training are evaluated for their knowledge through written tests or assignments, based on which the effectiveness of their training is also assessed; however, this generally produces a negative learning attitude among them. So we introduced the flipped classroom into PGY training program to change PGY students' learning behavior. Although the flipped classroom is highly valued and has been practiced by teachers in schools of various levels, very few attempts have been made until now to report the learning outcomes achieved through the flipped classroom by means of rigorous research methods. Therefore we tried to employed Ajzen and Fishbein's (1980) theory of reasoned action and Bandura's self-efficacy to predict and explain the participants' behavioral intention when participating in the core curriculum learning of the flipped classroom and to assess the change in students' learning behavior and learning effectiveness. From August 2013 to July 2014, 39 PGY students from the General Surgery of the Tri-Service General Hospital were selected as the participants of this study. The control group included 43 students of the previous year, that is, the year before the intervention of the flipped classroom. A comparative analysis was performed. The questionnaire's related matrices indicated highest correlation between self-efficacy and behavioral intention (r = 0.491, P < 0.01), followed by attitude (r = 0.365, P < 0.01) and subjective norms (r = 0.360, P < 0.01.) All three showed positive correlations with behavioral intention; among attitude, subjective norms, and self-efficacy, the pairwise correlations also reached significance level. The flipped classroom can indeed change PGY students' the learning behavior from "passive learning" to "active learning."

Inquiry in interaction: How local adaptations of curricula shape classroom communities

NASA Astrophysics Data System (ADS)

Enyedy, Noel; Goldberg, Jennifer

2004-11-01

In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be consequential for learning. The participants in this study include two teachers who are implementing a new environmental science program, Global Learning through Observation to Benefit the Environment (GLOBE), and interacting with 54 children in an urban middle school. Both qualitative and quantitative data are analyzed and presented. To gain a better understanding of the inquiry teaching within classroom communities, we compare and contrast the discourse and interactions of the two teachers during three parallel environmental science lessons. The focus of our analysis includes (1) how the community identifies the object or goal of its activity; and (2) how the rights, rules, and roles for members are established and inhabited in interaction. Quantitative analyses of student pre- and posttests suggest greater learning for students in one classroom over the other, providing support for the influence of the classroom community and interactional choices of the teacher on student learning. Implications of the findings from this study are discussed in the context of curricular design, professional development, and educational reform. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 905-935, 2004.

Collaborative Classroom Simulation (CCS): An Innovative Pedagogy Using Simulation in Nursing Education.

PubMed

Berndt, Jodi; Dinndorf-Hogenson, Georgia; Herheim, Rena; Hoover, Carrie; Lanc, Nicole; Neuwirth, Janet; Tollefson, Bethany

2015-01-01

Collaborative Classroom Simulation (CCS) is a pedagogy designed to provide a simulation learning experience for a classroom of students simultaneously through the use of unfolding case scenarios. The purpose of this descriptive study was to explore the effectiveness of CCS based on student perceptions. Baccalaureate nursing students (n = 98) participated in the study by completing a survey after participation in the CCS experience. Opportunities for collaboration, clinical judgment, and participation as both observer and active participant were seen as strengths of the experience. Developed as a method to overcome barriers to simulation, CCS was shown to be an effective active learning technique that may prove to be sustainable.

Social aspects of classroom learning: Results of a discourse analysis in an inquiry-oriented physical chemistry class

NASA Astrophysics Data System (ADS)

Becker, Nicole M.

Engaging students in classroom discourse offers opportunities for students to participate in the construction of joint understandings, to negotiate relationships between different types of evidence, and to practice making evidence-based claims about science content. However, close attention to social aspects of learning is critical to creating inquiry-oriented classroom environments in which students learn with understanding. This study examined the social influences that contribute to classroom learning in an inquiry-oriented undergraduate physical chemistry class using the Process Oriented Guided Inquiry Learning (POGIL) approach. A qualitative approach to analyzing classroom discourse derived from Toulmin's (1968) model of argumentation was used to document patterns in classroom reasoning that reflect normative aspects of social interaction. Adapting the constructs of social and sociomathematical norms from the work of Yackel and Cobb (1996), I describe social aspects of the classroom environment by discussing normative aspects of social interaction (social norms) and discipline-specific criteria related to reasoning and justification in chemistry contexts, referred to here as sociochemical norms. This work discusses four social norms and two sociochemical norms that were documented over a five-week period of observation in Dr. Black's POGIL physical chemistry class. In small group activities, the socially established expectations that students explain reasoning, negotiate understandings of terminology and symbolic representations, and arrive at a consensus on critical thinking questions shaped small group interactions and reasoning. In whole class discussion, there was an expectation that students share reasoning with the class, and that the instructor provide feedback on student reasoning in ways that extended student contributions and elaborated relationships between macroscopic, particulate, and symbolic-level ideas. The ways in which the class constructed evidence-based claims about chemistry content reflected the influence of sociochemical norms that were enacted through classroom discourse. Two sociochemical norms were documented in both whole class and small group activities: first, the class used particulate-level evidence to make claims about chemical and physical properties; second, particular ways of using mathematical reasoning to justify claims about thermodynamics content became normative for the class. These similarities and differences between social and sociochemical norms in small group and whole class discussion highlight ways in which instructor facilitation can support productive interactions in classroom activities.

Effectiveness of classroom response systems within an active learning environment.

PubMed

Welch, Susan

2013-11-01

In nursing education, the inclusion of pedagogical tools is necessary to transform Millennial classrooms. One such pedagogical tool currently offered is classroom response systems (CRS). The purpose of this study was to evaluate the effectiveness of CRS as a pedagogical tool in improving nursing students' examination performance within an active learning environment. A pretest-posttest design was used to determine whether there was a relationship between the use of CRS (independent variable) and nursing students' examination performance in a first-year Professional Practice course (dependent variable). Paired t tests revealed no greater improvement in posttest scores. Therefore, the use of CRS technology was not effective in increasing nursing students' examination scores in the Professional Practice course. Additional research is needed to provide adequate understanding of the effectiveness of CRS within the nursing education classroom. Copyright 2013, SLACK Incorporated.

Movement and Learning: Integrating Physical Activity into the Classroom

ERIC Educational Resources Information Center

Reeves, Emily; Miller, Stacia; Chavez, Crystal

2016-01-01

We know the benefits of physical activity, and yet recess and physical education classes are being cut or scaled back to make room for meeting academic standards. Is cutting recess and physical education really benefiting academics? A look at some recent studies suggests that it is not. Integrating physical activity into the classroom may increase…

Mobile Response System: A Novel Approach to Interactive and Hands-On Activity in the Classroom

ERIC Educational Resources Information Center

Fuad, Muztaba; Deb, Debzani; Etim, James; Gloster, Clay

2018-01-01

Mobile devices are being used profusely in the classrooms to improve passive learning environments and to enhance student comprehension. However, with respect to students' active involvement in problem solving activities, the typical usage of the mobile devices in answering multiple choice and true/false questions is not adequate and the use of…

Amazing Race: Finding and Correctly Citing Credible Sources

ERIC Educational Resources Information Center

Field-Springer, Kimberly; Striley, Katie Margavio

2016-01-01

The "Amazing Race" activity utilizes experiential learning by encouraging students to venture outside the classroom to collect and cite sources for an upcoming assignment. In the popular TV show, "Amazing Race," teams compete to complete tasks that take them around the world. Similarly, in this classroom activity, groups…

Inquiry, Land Snails, and Environmental Factors

ERIC Educational Resources Information Center

Barrow, Lloyd H.; Krantz, Patrick D.

2005-01-01

Land snails are common invertebrates that fascinate children. Unfortunately, they are seldom used for activities in the science classroom. Snails are inexpensive, take up little space in the classroom, and require only low maintenance, and their learning dividends can be enormous. For example, students can use them in inquiry-based activities that…

Socio-Scientific Decision Making in the Science Classroom

ERIC Educational Resources Information Center

Siribunnam, Siripun; Nuangchalerm, Prasart; Jansawang, Natchanok

2014-01-01

The learning ability of students in science is improved by socio-scientific decision-making, an important activity that improves a student's scientific literacy, conceptual understanding, scientific inquiry, attitudes, and social values. The socio-scientific issues must be discussed during science classroom activities in the current state of 21st…

Handbook of Classroom and Workshop Metric Activity Stations.

ERIC Educational Resources Information Center

Illinois State Office of Education, Springfield.

The objectives of this handbook are to assist K-8 classroom teachers in launching an activity-oriented metric program that provides learning experiences in the measurement strands of linear, mass, and temperature, and to assist metric coordinators in planning metric awareness workshops for teachers, parents, and various community organizations.…

Bringing the Ocean to the Precollege Classroom through field Investigations at a National Underwater Laboratory

DTIC Science & Technology

1998-09-30

was to use field experiences to 1) enhance educator capability in science content and skills, 2) immerse school systems in an inquiry-driven, active ... learning process, and 3) establish links to real-time scientific information in support of classroom activities. Participants capability in marine

"We Know What We're Talking About, Don't We?" An Examination of Girls' Classroom-Based Learning Allegiances

ERIC Educational Resources Information Center

Davies, Julia

2004-01-01

This paper presents data collected from small discussion groups in English classrooms. The project from which this research is taken examines the processes of pupils' learning through talk-related activities and contributes to debates about boys' relative under-achievement in comparison to girls. Although the project as a whole looked at the…

New Ways in Teacher Education. New Ways in TESOL Series: Innovative Classroom Techniques.

ERIC Educational Resources Information Center

Freeman, Donald, Ed.; Cornwell, Steve, Ed.

This book presents 46 classroom activities that teacher educators have used in helping people learn to teach. Some are specific to learning how to teach second languages, but most can be used to address the teaching of any subject matter. All emphasize what teacher trainees bring to the process of becoming independent, self-sufficient classroom…

Language Teaching and Technology Forum: The Integration of a Student Response System in Flipped Classrooms

ERIC Educational Resources Information Center

Hung, Hsiu-Ting

2017-01-01

The present study incorporates a student response system (SRS) as a means to engage students in a flipped classroom and promote active learning. While the effectiveness of such systems with regard to student learning has been well documented in disciplines that are dominated by lecture-based instruction, no studies have compared the effectiveness…

Examining the Impact of Off-Task Multi-Tasking with Technology on Real-Time Classroom Learning

ERIC Educational Resources Information Center

Wood, Eileen; Zivcakova, Lucia; Gentile, Petrice; Archer, Karin; De Pasquale, Domenica; Nosko, Amanda

2012-01-01

The purpose of the present study was to examine the impact of multi-tasking with digital technologies while attempting to learn from real-time classroom lectures in a university setting. Four digitally-based multi-tasking activities (texting using a cell-phone, emailing, MSN messaging and Facebook[TM]) were compared to 3 control groups…

Visualizing the Inner Product Space R[superscript m x n] in a MATLAB-Assisted Linear Algebra Classroom

ERIC Educational Resources Information Center

Caglayan, Günhan

2018-01-01

This linear algebra note offers teaching and learning ideas in the treatment of the inner product space R[superscript m x n] in a technology-supported learning environment. Classroom activities proposed in this note demonstrate creative ways of integrating MATLAB technology into various properties of Frobenius inner product as visualization tools…

"You Are My Sunshine My Only Sunshine": Current Music Activities in Kindergarten Classrooms in Queensland, Australia

ERIC Educational Resources Information Center

Garvis, Susanne

2012-01-01

Music in early years classrooms is an important learning area for young children. Young children need access to hear different genres of music, learn a variety of repertoire, engage in composing and play musical instruments. With the changing reform agenda in early childhood education however, little is known about the way music is positioned in…

Flipping the Classroom: A Pedagogical Approach to Applying Clinical Judgment by Engaging, Interacting, and Collaborating with Nursing Students

ERIC Educational Resources Information Center

Peisachovich, Eva Hava; Murtha, Susan; Phillips, Andria; Messinger, Gal

2016-01-01

The flipped-classroom format offers students opportunities for engagement and ownership of learning by enabling them to make sense of their views and perspectives and connect their personal and professional experiences. Student engagement and the infusion of active learning are core concepts of the educational process; given the present generation…

Using Student Group Leaders to Motivate Students in Cooperative Learning Methods in Crowded Classrooms

ERIC Educational Resources Information Center

Efe, Rifat; Efe, Hulya Aslan

2011-01-01

This study examines the effects of employing student group leaders on the motivation of group members during co-operative learning activities in a secondary school classroom in Turkey. The study was carried out in a period of eight weeks in biology classes during which "living things" and "ecology" topics were taught to a class…

Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement.

PubMed

Hodges, Linda C

2018-06-01

As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the diversity of group-learning approaches used. In this overview, I discuss theories of how group-work formats support or hinder learning based on the ICAP (interactive, constructive, active, passive) framework of student engagement. I then use this model to analyze current issues in group learning, such as the nature of student discourse during group work, the role of group learning in making our classrooms inclusive, and how classroom spaces factor into group learning. I identify key gaps for further research and propose implications from this research for teaching practice. This analysis helps identify essential, effective, and efficient features of group learning, thus providing faculty with constructive guidelines to support their work and affirm their efforts.

The use of active learning strategies in the instruction of Reactor Physics concepts

DOE Office of Scientific and Technical Information (OSTI.GOV)

Robinson, Michael A.

2000-01-01

Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time requiredmore » for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.« less

Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

An Investigation of the Outcomes of PGY Students’ Cognition of and Persistent Behavior in Learning through the Intervention of the Flipped Classroom in Taiwan

PubMed Central

Hsu, Sheng-Der; Chen, Cheng-Jueng; Chang, Wei-Kuo; Hu, Yih-Jin

2016-01-01

The Postgraduate Year (PGY) Program allows doctors-in-training to learn about the diagnosis, treatment and nursing of various common, general diseases. These items form the core curriculum and are mostly learned through caring for patients and clinical teaching. Doctors-in-training are evaluated for their knowledge through written tests or assignments, based on which the effectiveness of their training is also assessed; however, this generally produces a negative learning attitude among them. So we introduced the flipped classroom into PGY training program to change PGY students’ learning behavior. Although the flipped classroom is highly valued and has been practiced by teachers in schools of various levels, very few attempts have been made until now to report the learning outcomes achieved through the flipped classroom by means of rigorous research methods. Therefore we tried to employed Ajzen and Fishbein’s (1980) theory of reasoned action and Bandura’s self-efficacy to predict and explain the participants’ behavioral intention when participating in the core curriculum learning of the flipped classroom and to assess the change in students’ learning behavior and learning effectiveness. From August 2013 to July 2014, 39 PGY students from the General Surgery of the Tri-Service General Hospital were selected as the participants of this study. The control group included 43 students of the previous year, that is, the year before the intervention of the flipped classroom. A comparative analysis was performed. The questionnaire’s related matrices indicated highest correlation between self-efficacy and behavioral intention (r = 0.491, P < 0.01), followed by attitude (r = 0.365, P < 0.01) and subjective norms (r = 0.360, P < 0.01.) All three showed positive correlations with behavioral intention; among attitude, subjective norms, and self-efficacy, the pairwise correlations also reached significance level. The flipped classroom can indeed change PGY students’ the learning behavior from “passive learning” to “active learning.” PMID:27911937

From interaction to interaction: Exploring shared resources constructed through and mediating classroom science learning

NASA Astrophysics Data System (ADS)

Tang, Xiaowei

Recent reform documents and science education literature emphasize the importance of scientific argumentation as a discourse and practice of science that should be supported in school science learning. Much of this literature focuses on the structure of argument, whether for assessing the quality of argument or designing instructional scaffolds. This study challenges the narrowness of this research paradigm and argues for the necessity of examining students' argumentative practices as rooted in the complex, evolving system of the classroom. Employing a sociocultural-historical lens of activity theory (Engestrom, 1987, 1999), discourse analysis is employed to explore how a high school biology class continuously builds affordances and constraints for argumentation practices through interactions. The ways in which argumentation occurs, including the nature of teacher and student participation, are influenced by learning goals, classroom norms, teacher-student relationships and epistemological stances constructed through a class' interactive history. Based on such findings, science education should consider promoting classroom scientific argumentation as a long-term process, requiring supportive resources that develop through continuous classroom interactions. Moreover, in order to understand affordances that support disciplinary learning in classroom, we need to look beyond just disciplinary interactions. This work has implications for classroom research on argumentation and teacher education, specifically, the preparation of teachers for secondary science teaching.

Movement Actors in the Education Bureaucracy: The Figured World of Activity Based Learning in Tamil Nadu

ERIC Educational Resources Information Center

Niesz, Tricia; Krishnamurthy, Ramchandar

2014-01-01

Tamil Nadu has gained international recognition for reforming its government school classrooms into active, child-centered learning environments. Our exploration of the history of the Activity Based Learning movement suggests that this reform was achieved by social movement actors serving in and through the state's administration. Participants in…

The Prisoner's Dilemma and Economics 101: Do Active Learning Exercises Correlate with Student Performance?

ERIC Educational Resources Information Center

Byun, Chong Hyun Christie

2014-01-01

The importance of active learning in the classroom has been well established in the field of Economic education. This paper examines the connection between active learning and performance outcomes in an Economics 101 course. Students participated in single play simultaneous move game with a clear dominant strategy, modeled after the Prisoner's…

A Comparison of Professional-Level Faculty and Student Perceptions of Active Learning: Its Current Use, Effectiveness, and Barriers

ERIC Educational Resources Information Center

Miller, Cynthia J.; Metz, Michael J.

2014-01-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has…

Incorporating Active Learning and Student Inquiry into an Introductory Merchandising Class

ERIC Educational Resources Information Center

Lee, Hyun-Hwa; Hines, Jean D.

2012-01-01

Many educators believe that student learning is enhanced when they are actively involved in classroom activities that require student inquiry. The purpose of this paper is to report on three student inquiry projects that were incorporated into a merchandising class with the focus on making students responsible for their learning, rather than the…

Using Problem-Based Pre-Class Activities to Prepare Students for In-Class Learning

ERIC Educational Resources Information Center

Alayont, Feryal

2014-01-01

This article presents a problem-based approach that prepares students for future learning in the classroom. In this approach, students complete problem-based activities before coming to class to familiarize themselves with the topics to be covered. After the discussion on how the use of these activities relate to the learning and transfer…

Every Child, Whole Child: Classroom Activities for Unleashing Natural Abilities.

ERIC Educational Resources Information Center

Wilson, Leslie Owen

The purpose of the guide is to address changes in American schools, focusing on holistic learning, multiple intelligences learning theory, and the importance of aesthetic experiences in children's education. It strives to empower professional teachers with knowledge about new learning theories with concrete activities to put that knowledge into…

Experienced Teachers' Informal Learning from Classroom Teaching

ERIC Educational Resources Information Center

Hoekstra, Annemarieke; Beijaard, Douwe; Brekelmans, Mieke; Korthagen, Fred

2007-01-01

The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data were collected through observations of and…

Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction

ERIC Educational Resources Information Center

Turner, Erin E.; Foote, Mary Q.; Stoehr, Kathleen Jablon; McDuffie, Amy Roth; Aguirre, Julia Maria; Bartell, Tonya Gau; Drake, Corey

2016-01-01

In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he…

The flip side of traditional nursing education: A literature review.

PubMed

Ward, Maria; Knowlton, Mary C; Laney, Candice W

2018-03-01

The flipped classroom (FC) andragogy purports an improvement of critical thinking and problem-solving skills in students. This literature review explores fourteen research studies and discusses outcome measures reported on the effectiveness of using this teaching modality. Students described the learning activities during the classroom meeting times as valuable and indicated the interaction and engagement were beneficial to their learning. Many students opined an increased comprehension of the subject matter. Overall, the FC required more work on the part of the students and the faculty, and the majority of students preferred the traditional classroom (TC) passive method of learning over the FC active learning andragogy as a result of the substantial time commitment required for preparation necessitated by the FC. Five of the fourteen studies evaluated student learning outcome measures; four studies showed an improvement in the FC environment compared to the TC and one reported the FC was at least as effective as the TC. Further studies with quantifiable outcome measures are required to determine the effectiveness of a FC on critical thinking and problem-solving skills of nursing students. Copyright © 2018. Published by Elsevier Ltd.

Tips from the Classroom: Word Building [and] Can't Say "Yes" or "No" [and] Three-Peat or How to Engage Students in Revising Their Oral Presentations [and] Taking the Minutes Is Time Well Spent [and] Puzzles.

ERIC Educational Resources Information Center

Nicklous, Nan G.; And Others

1997-01-01

Presents useful tips for improving classroom learning. These include inviting native- and nonnative-English-speaking students to engage in world building while improving their language and cultural knowledge; highly motivated conversational activities; students' revision of their oral presentations; having students record classroom activities; and…

Using Activity Theory to Evaluate a Professional Learning and Development Initiative in the Use of Narrative Assessment

ERIC Educational Resources Information Center

Bourke, Roseanna; Mentis, Mandia; O'Neill, John

2013-01-01

Analysis of the impact of professional learning and development (PLD) programmes for educators is complex. This article presents an analysis of a PLD initiative in which classroom teachers learned to use narrative assessment for students with "high" and "very high" learning needs. Using Cultural Historical Activity Theory…

Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

ERIC Educational Resources Information Center

Mitchell, Alanah; Petter, Stacie; Harris, Albert L.

2017-01-01

Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS) courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students' attention and helping them learn, such as flipped classrooms and offering courses online.…

Teaching & Learning Tips 6: The flipped classroom.

PubMed

Shi, Connie R; Rana, Jasmine; Burgin, Susan

2018-04-01

Challenge: The "flipped classroom" is a pedagogical model in which instructional materials are delivered to learners outside of class, reserving class time for application of new principles with peers and instructors. Active learning has forever been an elusive ideal in medical education, but the flipped class model is relatively new to medical education. What is the evidence for the "flipped classroom," and how can these techniques be applied to the teaching of dermatology to trainees at all stages of their medical careers? © 2018 The International Society of Dermatology.

Students as Photo Activists: Using Cameras in the Classroom for Social Change

ERIC Educational Resources Information Center

Sánchez, Lenny

2015-01-01

Although widely accessible, photography continues to be underutilized as an educative tool. In this article, I discuss a need for photography to garner greater presence in the classroom, in particular as students link classroom learning to democratic pursuits. To facilitate this process, I propose photo activism as a useful mechanism for…

Otitis Media: Coping with the Effects in the Classroom.

ERIC Educational Resources Information Center

Davis, Dorinne S.

This curriculum adaptation provides a methodology that enables the classroom teacher to recognize the needs of the otitis media-affected child in the classroom. It discusses areas of concern related to otitis media; suggests activities that can enhance these children's language skills; and shows ways to enhance the learning environment by…

"Lesson Study" as Professional Culture in Japanese Schools: An Historical Perspective on Elementary Classroom Practices

ERIC Educational Resources Information Center

Arani, Mohammad Reza Sarkar; Keisuke, Fukaya; Lassegard, James P.

2010-01-01

This research examines "lesson study" as a traditional model of creating professional knowledge in schools. "Lesson study," typically defined as teachers' classroom based collaborative research, has a long history in Japan as a shared professional culture with potential for enhancing learning, enriching classroom activities and…

Implementing the Flipped Classroom: An Exploration of Study Behaviour and Student Performance

ERIC Educational Resources Information Center

Boevé, Anja J.; Meijer, Rob R.; Bosker, Roel J.; Vugteveen, Jorien; Hoekstra, Rink; Albers, Casper J.

2017-01-01

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students' study behaviour throughout a flipped course…

Flipped Classrooms: An Agenda for Innovative Marketing Education in the Digital Era

ERIC Educational Resources Information Center

Green, Teegan

2015-01-01

Flipped classrooms reverse traditional lecturing because students learn content before class through readings and prerecorded videos, freeing lectures for hands-on activities and discussion. However, there is a dearth of literature in marketing education addressing flipped classrooms. This article fills this void using grounded theory to develop a…

Leveraging Disciplinary Practices to Support Students' Active Participation in Formative Assessment

ERIC Educational Resources Information Center

Cowie, Bronwen; Moreland, Judy

2015-01-01

Studies of disciplinary work have converged with studies of classrooms to highlight the social and cultural nature of disciplinary knowledge and practices, and of classroom learning and assessment. For students to become discerning and autonomous/authoring learners, classroom assessment needs to ensure students experience what it means to exercise…

Preparing Future Teachers for Inclusion Classrooms Using Virtual World Role-Play Activities

ERIC Educational Resources Information Center

Mirliss, Danielle Salomone

2014-01-01

Teacher preparation programs are exploring opportunities to better prepare pre-service teachers for the realities of managing inclusion classrooms. The ability to manage a classroom while meeting the learning needs of all students is critical to the success of a teacher. Research suggests that a teacher's positive attitudes toward inclusion and…

Constructing Literacy in the Kindergarten: Task Structure, Collaboration, and Motivation

PubMed Central

Nolen, Susan Bobbitt

2009-01-01

This ethnographic study explores kindergarten children’s emergent motivation to read and write, its relation to their developing concepts of reading and writing (Guice & Johnston, 1994; Johnston, 1997; Turner, 1995), and to their teachers instructional goals and classroom norms. Teachers and students together constructed legitimate literate activity in their classrooms, and this construction framed the motivation of students who were at risk for developing learning disabilities in reading and writing. Specifically, the kinds of reading and writing activity that were sanctioned in each class and the role of student–student collaboration colored students’ views of the purposes of literacy and their own ability to learn. Findings extend our understanding of how young children’s literacy motivation influences, and is influenced by, their classroom literacy culture. Implications for early literacy instruction for children with learning disabilities, and for their continuing motivation to read and write, are discussed. PMID:19727336

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children.

PubMed

Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

2012-06-01

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children's language scores but profiles were not associated with measures of children's math reasoning or socio-emotional behavior. Consideration of teachers' structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness.

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children

PubMed Central

Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

2011-01-01

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children’s language scores but profiles were not associated with measures of children’s math reasoning or socio-emotional behavior. Consideration of teachers’ structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness. PMID:22665945

The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

NASA Astrophysics Data System (ADS)

Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

2015-10-01

Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.

Improving mathematics teaching and learning experiences for hard of hearing students with wireless technology-enhanced classrooms.

PubMed

Liu, Chen-Chung; Chou, Chien-Chia; Liu, Baw-Jhiune; Yang, Jui-Wen

2006-01-01

Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school. Experiments showed that the highly interactive communication through the wireless network increased student participation in learning activities. Students demonstrated more responses to the teacher and fewer distraction behaviors. Fewer mistakes were made in in-class course work because Tablet PCs provided students scaffolds. Students stated that the environment with wireless technology was desirable and said that they hoped to continue using the environment to learn mathematics.

Energy Conservation Education for New York State. Interdisciplinary Learning Activities. Grades 7-12.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

Provided in this document are 18 energy conservation activities designed to supplement regular classroom learning activities. A matrix correlating activity number with grade level and subject areas is included. Titles of activities are: puzzles; energy quiz; energy-related careers; reading a meter; trading calories for kilo-watts; conserving home…

Social competence and collaborative guided inquiry science activities: Experiences of students with learning disabilities

NASA Astrophysics Data System (ADS)

Taylor, Jennifer Anne

This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students' written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching collaborative inquiry that crosses curriculum borders may enhance success of inclusive teaching practices.

Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts

NASA Astrophysics Data System (ADS)

Stecklein, Jason Jeffrey

The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about physics, (2) ad hoc use of instructional technologies may not sufficient for effective learning in introductory physics, (3) student learners dictate the leveraging of technology in any classroom, and (4) that purposeful teacher structuring of classroom activities with technologies are essential for student construction of knowledge. This includes designing activities to elicit attention and make knowledge visible for low-level content, while augmenting student interactions and modelling procedural steps for higher-level content.

Attitudes and Perspectives of Teacher Performers on Pedagogy and Perceived Student Learning in the Elementary and Secondary School Music Classroom

ERIC Educational Resources Information Center

Vitale, John L.

2015-01-01

This study investigated the lives of three active music teacher performers and how their performing experience impacted pedagogy and perceived student learning in the classroom. At the time of data collection, one participant was a full-time elementary school music teacher, and the other two participants were full-time secondary school music…

Museum behind the Scenes--An Inquiry-Based Learning Unit with Biological Collections in the Classroom

ERIC Educational Resources Information Center

Kreuzer, Pia; Dreesmann, Daniel

2017-01-01

The aim of this study was to design and evaluate an inquiry- and activity-based learning unit for the classroom that uses biological collections to teach key evolutionary concepts and to support the understanding and appreciation of the work of a museum. The unit consisted of three parts that focused on the most important tasks of museums:…

Examining Alignment between State Performance Assessment and Mathematics Classroom Activities

ERIC Educational Resources Information Center

Parke, Carol S.; Lane, Suzanne

2008-01-01

The authors describe research on the extent to which mathematics classroom activities in Maryland were aligned with Maryland learning outcomes and the Maryland School Performance Assessment Program (MSPAP; Maryland State Department of Education, 1995, 2000). The study was part of a larger research project (S. Lane, C. S. Parke, & C. A. Stone,…

Toward Epistemologically Authentic Engineering Design Activities in the Science Classroom

ERIC Educational Resources Information Center

Leonard, Mary J.

2004-01-01

In recent years educators and educational researchers in the U.S. have begun to introduce engineering design activities in secondary science classrooms for the purpose of scaffolding science learning as well as supporting such general problem-solving skills as decision making and working in teams. However, such curricula risk perpetuating a…

New Wine into Old Skins: The Enactment of Literacy Policy in Singapore

ERIC Educational Resources Information Center

Curdt-Christiansen, Xiao Lan; Silver, Rita

2013-01-01

To better comprehend how educational reforms and classroom practice interconnect, we need to understand the epistemic environments created for learning, as well as the pedagogical activities and the modes of classroom discourse related to these activities. This article examines how a particular innovation in English literacy, Strategies for…

Three Francophone Teachers' Use of Language-Based Activities in Science Classrooms

ERIC Educational Resources Information Center

Rivard, Leonard P.; Levesque, Annabel

2011-01-01

Research suggests that language-based activities should be an integral part of science teaching and learning and that these are even more important in minority-language contexts. The present cross-case study investigates how literacy is enacted in francophone science classrooms. Three francophone teachers were observed while they taught Grade 9…

The School Ground Classroom: A Curriculum to Teach K-6 Subjects Outdoors. First Edition.

ERIC Educational Resources Information Center

Green, Dan; And Others

Suggesting that outdoor activities can be positive learning experiences, lesson plans and activities were designed to demonstrate that the outdoors is an interdisciplinary classroom, to be used on virtually any school site, and to teach subject matter taught as part of the standard curriculum. Seventeen interdisciplinary ideas with correlated…

Techniques for Using Humor and Fun in the Language Arts Classroom

ERIC Educational Resources Information Center

Minchew, Sue S.; Hopper, Peggy F.

2008-01-01

The authors, former middle and high school English teachers, review the rationale for using humor and fun in the classroom and provide detailed descriptions for teaching practices and activities that confer enjoyment and learning for language arts students. Although fun activities, these methods foster vocabulary development, grammar instruction,…

A Motivational Perspective on Engagement and Disaffection: Conceptualization and Assessment of Children's Behavioral and Emotional Participation in Academic Activities in the Classroom

ERIC Educational Resources Information Center

Skinner, Ellen A.; Kindermann, Thomas A.; Furrer, Carrie J.

2009-01-01

This article presents a motivational conceptualization of engagement and disaffection: First, it emphasizes children's constructive, focused, enthusiastic participation in the activities of classroom learning; second, it distinguishes engagement from disaffection, as well as behavioral features from emotional features. Psychometric properties of…

Collaborative Concept Mapping Activities in a Classroom Scenario

ERIC Educational Resources Information Center

Elorriaga, J. A.; Arruarte, A.; Calvo, I.; Larrañaga, M.; Rueda, U.; Herrán, E.

2013-01-01

The aim of this study is to test collaborative concept mapping activities using computers in a classroom scenario and to evaluate the possibilities that Elkar-CM offers for collaboratively learning non-technical topics. Elkar-CM is a multi-lingual and multi-media software program designed for drawing concept maps (CMs) collaboratively. Concept…

From the Los Angeles Zoo to the Classroom: Transforming Real Cases via Role-Play into Productive Learning Activities.

ERIC Educational Resources Information Center

Cherif, Abour H.; Verma, Sujata; Somervill, Christine

1998-01-01

Explains how to transfer a relevant written article into a learning activity involving active role play. Enables the development of critical thinking skills and helps to humanize science by highlighting its importance in everyday life. (DDR)

Introducing a flipped classroom to engineering students: A case study in mechanics of materials course

NASA Astrophysics Data System (ADS)

Suwapaet, Nuchida

2018-03-01

Flipped classroom is basically a reversed way of learning in classroom. Lecture is brought outside classroom and available online in many forms such as video lecture and e-books. In-class time is focused more on discussions and practices such as exercises and projects. Flipped classroom was introduced to Mechanical Engineering students in Mechanics of Materials course in 2016 academic year at Mahasarakham University, Thailand. The course was still taught in traditional way and series of video lecture were used as additional class materials outside classroom. There were 2 groups of students that enrolled in the course in 2 different semesters. Students in 1st semester were taught in traditional way (control group) and students in 2nd semester were used flipped classroom (experiment group). Students' grades between 2 groups were compared and analyzed. Satisfaction survey of using flipped classroom was carried out and evaluated. There were 3 aspects of evaluation which were content, varieties of activity, and functions. Results showed that the course's GPA of experiment group was 1.92 which was greater than the control group of 1.68. The greatly reduction of failed students in experiment group was noticeable. The percentages of failed students of control and experiment groups were 17% and 6%. Satisfaction survey evaluation results showed that the students satisfied in high level in every aspect. The comments pointed out that flipped classroom were easy to use and promoted self-study outside classroom. Those qualities would help students develop more skills in lifelong learning and learning to learn.

Why Change to Active Learning? Pre-Service and In-Service Science Teachers' Perceptions

ERIC Educational Resources Information Center

O'Grady, Audrey; Simmie, Geraldine Mooney; Kennedy, Therese

2014-01-01

This article explores pre-service and in-service science teachers' perceptions on active learning, and examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. In the first phase, data on perceptions were gathered from final year pre-service teachers and in-service…

Active Learning Works! Until It Doesn't: Measuring the Effectiveness of Activity-Based Learning Exercises on Information Anxiety

ERIC Educational Resources Information Center

Halpern, Rebecca

2016-01-01

This study served to investigate how information literacy instruction can alleviate information anxiety in online learners. While there has been much research to demonstrate that hands-on or activity-based learning is beneficial in reducing library anxiety, those studies have not been conducted for the online classroom. Using a required,…

Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives

NASA Astrophysics Data System (ADS)

Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

2014-07-01

Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more 'context-based' teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to deal with these reforms.

What Drives Student Engagement: Is It Learning Space, Instructor Behavior, or Teaching Philosophy?

ERIC Educational Resources Information Center

Sawers, Kimberly M.; Wicks, David; Mvududu, Nyaradzo; Seeley, Lane; Copeland, Raedene

2016-01-01

This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influence instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the active learning classroom (ALC) than in the…

Like a Chameleon: A Beginning Teacher's Journey to Implement Active Learning

ERIC Educational Resources Information Center

Edwards, Susan

2017-01-01

The purpose of this study was to follow the learning trajectory of a beginning teacher attempting to implement active learning instructional methods in a middle grades classroom. The study utilized a qualitative case study methodological approach with the researcher in the role of participant observer. Three research questions were explored: the…

Natural Resource Service Learning to Link Students, Communities, and the Land

ERIC Educational Resources Information Center

Barlow, Rebecca J.

2013-01-01

University-based Extension specialists often face the dilemma of scheduling time for both teaching and outreach activities. Service learning projects that give hands-on experience in the application of classroom activities while giving back to the community can bridge this gap. A demonstration forest and service learning techniques were used to…

LSQuiz: A Collaborative Classroom Response System to Support Active Learning through Ubiquitous Computing

ERIC Educational Resources Information Center

Caceffo, Ricardo; Azevedo, Rodolfo

2014-01-01

The constructivist theory indicates that knowledge is not something finished and complete. However, the individuals must construct it through the interaction with the physical and social environment. The Active Learning is a methodology designed to support the constructivism through the involvement of students in their learning process, allowing…

Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades

ERIC Educational Resources Information Center

Taranto, Gregory; Dalbon, Melissa; Gaetano, Julie

2011-01-01

The middle grades are an exciting time for adolescents to explore, learn, and collaborate with one another (National Middle School Association, 2010). By incorporating an academic social network as part of the classroom experience, collaboration and active learning take on new forms, and a transformation from passive learning to active learning…

Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection

ERIC Educational Resources Information Center

Goff, Eric E.; Reindl, Katie M.; Johnson, Christina; McClean, Phillip; Offerdahl, Erika G.; Schroeder, Noah L.; White, Alan R.

2017-01-01

Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend…

Humorous Materials to Enhance Active Learning

ERIC Educational Resources Information Center

Miller, J. L.; Wilson, K.; Miller, J.; Enomoto, K.

2017-01-01

The use of humour in teaching and learning can be contentious, with some authors suggesting that the efficacy of humorous materials is mediated by the culture of the student. Nevertheless, humour represents a potential vehicle for the introduction of active learning in a classroom setting, as judicious use of humour may lead to a more relaxed…

Unpacking Activities-Based Learning in Kindergarten Classrooms: Insights from Teachers' Perspectives

ERIC Educational Resources Information Center

Annobil, Charles Nyarko; Thompson, Mumuni

2018-01-01

Even though previous research points to the significance of kindergarten teachers' practices which consider the nature of children and how they learn, there is still limited research regarding how learning activities impact children's development. To address this gap in literature, a qualitative multi-case study into teachers' perceptions of…

Perceptions of the use of intelligent information access systems in university level active learning activities among teachers of biomedical subjects.

PubMed

Aparicio, Fernando; Morales-Botello, María Luz; Rubio, Margarita; Hernando, Asunción; Muñoz, Rafael; López-Fernández, Hugo; Glez-Peña, Daniel; Fdez-Riverola, Florentino; de la Villa, Manuel; Maña, Manuel; Gachet, Diego; Buenaga, Manuel de

2018-04-01

Student participation and the use of active methodologies in classroom learning are being increasingly emphasized. The use of intelligent systems can be of great help when designing and developing these types of activities. Recently, emerging disciplines such as 'educational data mining' and 'learning analytics and knowledge' have provided clear examples of the importance of the use of artificial intelligence techniques in education. The main objective of this study was to gather expert opinions regarding the benefits of using complementary methods that are supported by intelligent systems, specifically, by intelligent information access systems, when processing texts written in natural language and the benefits of using these methods as companion tools to the learning activities that are employed by biomedical and health sciences teachers. Eleven teachers of degree courses who belonged to the Faculties of Biomedical Sciences (BS) and Health Sciences (HS) of a Spanish university in Madrid were individually interviewed. These interviews were conducted using a mixed methods questionnaire that included 66 predefined close-ended and open-ended questions. In our study, three intelligent information access systems (i.e., BioAnnote, CLEiM and MedCMap) were successfully used to evaluate the teacher's perceptions regarding the utility of these systems and their different methods in learning activities. All teachers reported using active learning methods in the classroom, most of which were computer programs that were used for initially designing and later executing learning activities. All teachers used case-based learning methods in the classroom, with a specific emphasis on case reports written in Spanish and/or English. In general, few or none of the teachers were familiar with the technical terms related to the technologies used for these activities such as "intelligent systems" or "concept/mental maps". However, they clearly realized the potential applicability of such approaches in both the preparation and the effective use of these activities in the classroom. Specifically, the themes highlighted by a greater number of teachers after analyzing the responses to the open-ended questions were the usefulness of BioAnnote system to provide reliable sources of medical information and the usefulness of the bilingual nature of CLEiM system for learning medical terminology in English. Three intelligent information access systems were successfully used to evaluate the teacher's perceptions regarding the utility of these systems in learning activities. The results of this study showed that integration of reliable sources of information, bilingualism and selective annotation of concepts were the most valued features by the teachers, who also considered the incorporation of these systems into learning activities to be potentially very useful. In addition, in the context of our experimental conditions, our work provides useful insights into the way to appropriately integrate this type of intelligent information access systems into learning activities, revealing key themes to consider when developing such approaches. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

How we flipped the medical classroom.

PubMed

Sharma, Neel; Lau, C S; Doherty, Iain; Harbutt, Darren

2015-04-01

Flipping the classroom centres on the delivery of print, audio or video based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy. Our three step approach is based on actual experience of delivering a flipped classroom at the University of Hong Kong. This initiative was evaluated with positive results. We hope our experience will be transferable to other medical institutions.

Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

ERIC Educational Resources Information Center

Muñoz-García, Miguel A.; Moreda, Guillermo P.; Hernández-Sánchez, Natalia; Valiño, Vanesa

2013-01-01

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In…

Graining Traction

ERIC Educational Resources Information Center

James, Joan K.; Matthews, Robert W.

2017-01-01

In their classrooms, the authors observed students experiencing meaningful and memorable learning when they were immersed in scientific inquiry involving Bess beetles. Students who learn from active, experiential instruction, find such learning to be exciting and emotionally engaging. As a result, they learn more deeply and effectively. This…

Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

PubMed

Sajid, Muhammad R; Laheji, Abrar F; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

2016-09-04

To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.

Implementing the Flipped Classroom in a Veterinary Pre-clinical Science Course: Student Engagement, Performance, and Satisfaction.

PubMed

Dooley, Laura M; Frankland, Sarah; Boller, Elise; Tudor, Elizabeth

2018-01-01

There has been a recent move toward active learning pedagogies in veterinary education, with increasing use of a blended approach that incorporates both online resources and live classroom sessions. In this study, an established veterinary pre-clinical course in introductory animal health was transitioned from a traditional didactic lecture delivery mode to a flipped classroom approach with core content delivered online. This study compared the experiences of two cohorts of students who studied the same course in the different formats in consecutive years. Online learning resources included short video segments and a variety of short problems and activities. Online materials were complemented with weekly small-group case-based learning classes facilitated by academic staff. A mixed methods evaluation strategy was applied using student grades, surveys, and focus groups to compare student academic performance, satisfaction, and engagement between the two cohorts. The flipped classroom cohort achieved significantly higher grades in the written answer section of the final examination. Student satisfaction with learning resources was also higher in this cohort. However, satisfaction with other aspects of the course was largely the same for both cohorts. This study revealed some of the challenges associated with achieving adequate student preparation for class using online resources. The outcomes of this study have implications for veterinary educators considering the design and development of new online learning resources.

Andragogical Teaching Methods to Enhance Non-Traditional Student Classroom Engagement

ERIC Educational Resources Information Center

Allen, Pamela; Withey, Paul; Lawton, Deb; Aquino, Carlos Tasso

2016-01-01

The aim of this study was to provide a reflection of current trends in higher education, identify some of the changes in student behavior, and potential identification of non-traditional classroom facilitation with the purpose of strengthening active learning and use of technology in the classroom. Non-traditional teaching is emerging in the form…

Lost and Found: Music Activities Delivered by Primary Classroom Generalists

ERIC Educational Resources Information Center

King, Fiona

2015-01-01

Primary classroom teachers can play a vital role in the music education of primary school students, providing a basis for lifelong learning in music and the arts. Research shows that not all Victorian primary school students have equitable access to music education and that the role of the classroom teacher becomes valuable in supplying or…

What Can You Learn about Writing in School?: A Case Study in an Elementary Classroom.

ERIC Educational Resources Information Center

Florio, Susan; And Others

A two-year study investigated writing in the elementary school. Data collected included field notes from observation of a second/third grade classroom, videotapes of selected classroom activities, weekly journals kept by the teacher reflecting her thoughts on teaching in general and on writing in particular, interviews with the teacher about the…

Are There Toxic Plants in Your Classroom? A Resource for Teachers of Children with Exceptional Needs

ERIC Educational Resources Information Center

Edens, Retha M.; Murdick, Nikki L.

2008-01-01

In elementary and secondary classrooms, educators use plants for various reasons. Plants are often used during learning activities and science experiments. Also, educators frequently decorate their classrooms with plants to make the room more inviting and comfortable. Few new educators have been informed of the potential hazards of commonly known…

Effect of Active Lessons on Physical Activity, Academic, and Health Outcomes: A Systematic Review

ERIC Educational Resources Information Center

Martin, Rosemarie; Murtagh, Elaine M.

2017-01-01

Purpose: The purpose of this study was to conduct a systematic review of classroom-based physical activity interventions that integrate academic content and assess the effectiveness of the interventions on physical activity, learning, facilitators of learning, and health outcomes. Method: Six electronic databases (ERIC, PubMed, Google Scholar,…

Karyotype Analysis Activity: A Constructivist Learning Design

ERIC Educational Resources Information Center

Ahmed, Noveera T.

2015-01-01

This classroom activity is based on a constructivist learning design and engages students in physically constructing a karyotype of three mock patients. Students then diagnose the chromosomal aneuploidy based on the karyotype, list the symptoms associated with the disorder, and discuss the implications of the diagnosis. This activity is targeted…

Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science

NASA Astrophysics Data System (ADS)

Jocz, Jennifer Ann; Zhai, Junqing; Tan, Aik Ling

2014-10-01

Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion.

A Beach in Your Classroom.

ERIC Educational Resources Information Center

Conn, Kathleen

2001-01-01

Introduces an integrated science activity in which students learn about the principles of superposition, biostratigraphy, and correlation and study the single-celled microorganism foraminifera to learn about marine biology. (YDS)

A Cognitive Approach to e-Learning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Greitzer, Frank L.; Rice, Douglas M.; Eaton, Sharon L.

2003-12-01

Like traditional classroom instruction, distributed learning derives from passive training paradigms. Just as student-centered classroom teaching methods have been applied over several decades of classroom instruction, interactive approaches have been encouraged for distributed learning. While implementation of multimedia-based training features may appear to produce active learning, sophisticated use of multimedia features alone does not necessarily enhance learning. This paper describes the results of applying cognitive science principles to enhance learning in a student-centered, distributed learning environment, and lessons learned in developing and delivering this training. Our interactive, scenario-based approach exploits multimedia technology within a systematic, cognitive framework for learning. Themore » basis of the application of cognitive principles is the innovative use of multimedia technology to implement interaction elements. These simple multimedia interactions, which are used to support new concepts, are later combined with other interaction elements to create more complex, integrated practical exercises. This technology-based approach may be applied in a variety of training and education contexts, but is especially well suited for training of equipment operators and maintainers. For example, it has been used in a sustainment training application for the United States Army's Combat Support System Automated Information System Interface (CAISI). The CAISI provides a wireless communications capability that allows various logistics systems to communicate across the battlefield. Based on classroom training material developed by the CAISI Project Office, the Pacific Northwest National Laboratory designed and developed an interactive, student-centered distributed-learning application for CAISI operators and maintainers. This web-based CAISI training system is also distributed on CD media for use on individual computers, and material developed for the computer-based course can be used in the classroom. In addition to its primary role in sustainment training, this distributed learning course can complement or replace portions of the classroom instruction, thus supporting a blended learning solution.« less

Examining classroom interactions related to difference in students' science achievement

NASA Astrophysics Data System (ADS)

Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan

2003-01-01

The current study examines the cognitive supports that underlie achievement in science by using a cultural historical framework (L. S. Vygotsky (1934/1986), Thought and Language, MIT Press, Cambridge, MA.) and the activity setting (AS) construct (R. G. Tharp & R. Gallimore (1988), Rousing minds to life: Teaching, learning and schooling in social context, Cambridge University Press, Cambridge, MA.) with its five features: personnel, motivations, scripts, task demands, and beliefs. Observations were made of the classrooms of seventh-grade science students, 32 of whom had participated in a prior achievement-related parent-child interaction or home study (P. R. Portes, M. F. Zady, & R. M. Dunham (1998), Journal of Genetic Psychology, 159, 163-178). The results of a quantitative analysis of classroom interaction showed two features of the AS: personnel and scripts. The qualitative field analysis generated four emergent phenomena related to the features of the AS that appeared to influence student opportunity for conceptual development. The emergent phenomenon were science activities, the building of learning, meaning in lessons, and the conflict over control. Lastly, the results of the two-part classroom study were compared to those of the home science AS of high and low achievers. Mismatches in the AS features in the science classroom may constrain the opportunity to learn. Educational implications are discussed.

Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology

NASA Astrophysics Data System (ADS)

Lidar, Malena; Lundqvist, Eva; Östman, Leif

2006-01-01

The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the how and the what of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools.

Using a kinesthetic learning strategy to engage nursing student thinking, enhance retention, and improve critical thinking.

PubMed

Wagner, Elissa A

2014-06-01

This article reports the outcomes of a kinesthetic learning strategy used during a cardiac lecture to engage students and to improve the use of classroom-acquired knowledge in today's challenging clinical settings. Nurse educators are constantly faced with finding new ways to engage students, stimulate critical thinking, and improve clinical application in a rapidly changing and complex health care system. Educators who deviate from the traditional pedagogy of didactic, content-driven teaching to a concept-based, student-centered approach using active and kinesthetic learning activities can enhance engagement and improve clinical problem solving, communication skills, and critical thinking to provide graduates with the tools necessary to be successful. The goals of this learning activity were to decrease the well-known classroom-clinical gap by enhancing engagement, providing deeper understanding of cardiac function and disorders, enhancing critical thinking, and improving clinical application. Copyright 2014, SLACK Incorporated.

Stimulating Deep Learning Using Active Learning Techniques

ERIC Educational Resources Information Center

Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

2016-01-01

When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

Implementing Collaborative Learning Methods in the Political Science Classroom

ERIC Educational Resources Information Center

Wolfe, Angela

2012-01-01

Collaborative learning is one, among other, active learning methods, widely acclaimed in higher education. Consequently, instructors in fields that lack pedagogical training often implement new learning methods such as collaborative learning on the basis of trial and error. Moreover, even though the benefits in academic circles are broadly touted,…

No-Cook Cookery. Forty-five Delicious Learning Activities Based on a Topic All Kids Love--Food!

ERIC Educational Resources Information Center

Stangl, Jean

1982-01-01

Individual and classroom learning activities that involve "no-cook cookery" (cooking without heat) and that teach concepts in the areas of science, mathematics, social studies, language arts, visual arts, and botany are described. (CJ)

Measuring Student Engagement in a Flipped Athletic Training Classroom

ERIC Educational Resources Information Center

Thompson, Gayle A.; Ayers, Suzan F.

2015-01-01

Context: "Active learning" describes any instructional approach that fosters student engagement in the content and is believed to promote critical thinking more fully than do traditional lecture formats. Objective: Investigate student engagement, specifically professional relevance and peer interaction, with active learning techniques…

Students Perceptions of the Incorporation of Games into Classroom Instruction for Basic and Clinical Pharmacokinetics

PubMed Central

Stegall-Zanation, Jennifer; Dupuis, Robert E.

2007-01-01

Objective To develop classroom games as alternatives to traditional pharmacokinetic instruction. Design Three classroom games were created for the following purposes: simple semester review, application of pharmacokinetics in a community-pharmacy setting, and development of critical thinking skills and concept application. All the games incorporated some degree of group activity. Assessment A survey was conducted of students' attitudes towards the incorporation of games into the classroom. A comparison of final examination scores to scores from the previous year was used to determine whether incorporating games hindered learning. Conclusions Overall, students found the games enjoyable, but some students questioned how much they learned. Although the games appeared to have a positive impact on grades and incorporated more than just factual, book knowledge (eg, critical thinking skills), determining how these games improved learning will require further assessment. PMID:17533430

What's the Matter with Food?: A Hands-On Action Research Study on the Effect of Using Food Preparation To Teach Students with Autism about the Three States of Matter

NASA Astrophysics Data System (ADS)

Diller, Nicole

This investigation studied the effectiveness of using food preparation to teach students with Autism about the three states of matter. A hands-on learning approach was used within the home and careers classroom. One class of five students, three boys and two girls, all diagnosed with Autism, participated in a five day academic unit about the three phases of matter: solid, liquid, and gas. The class received hands-on learning science instruction using food through various differentiated activities. Results indicate that students express focus when using food to learn. In addition, this study acknowledges that hands-on learning in science enhances the learning process of students with Autism. One of the main reasons is that students enjoy learning when this teaching style is used in the classroom, and students that enjoy what they are learning are more likely to be engaged and motivated to learn. After using this approach, all the students in the study increased their scores from the pre-assessments to the post-assessments. Students expressed through actions and words that they enjoyed using hands-on experiences to learn in the classroom. Implications for practice indicate that a variety of manipulatives are needed to teach students with Autism. Future research would help uncover additional information about student motivation and learning in the home and careers classroom.

Pre-Service Teachers' Perception of Quick Response (QR) Code Integration in Classroom Activities

ERIC Educational Resources Information Center

Ali, Nagla; Santos, Ieda M.; Areepattamannil, Shaljan

2017-01-01

Quick Response (QR) codes have been discussed in the literature as adding value to teaching and learning. Despite their potential in education, more research is needed to inform practice and advance knowledge in this field. This paper investigated the integration of the QR code in classroom activities and the perceptions of the integration by…

Building Bridges of Learning and Understanding: A Collection of Classroom Activities on Puerto Rican Culture.

ERIC Educational Resources Information Center

Perez-Selles, Marla E., Ed.; And Others

This collection of 35 self-contained teaching activities about Puerto Rican culture for elementary school students is designed for teachers who wish to incorporate multicultural concepts into their curriculum or make their teaching more relevant to Puerto Rican students. All lesson plans and student worksheets needed for immediate classroom use…

What Works in My Classroom. Ideas for Content Design Team for the 1991 Foreign Language Professional Development Seminar.

ERIC Educational Resources Information Center

Perrine, Byron K.

Techniques learned in the Goethe-Institut German classroom in Germany, are described and recommended for American use, particularly the immersion approach and emphasis on variety in instructional activities. Other features are also discussed, including: the role of a teacher's willingness to provide multi-sensory activities, creative use of the…

Role-Play and Student Engagement: Reflections from the Classroom

ERIC Educational Resources Information Center

Stevens, Rachel

2015-01-01

Role-play is viewed by scholars as an effective active learning strategy: it encourages participation among passive learners, adds dynamism to the classroom and promotes the retention of material. But what do students think of role-play? This study surveyed 144 students after a role-play activity in a history course and asked them to identify what…

Beyond Right or Wrong: Challenges of Including Creative Design Activities in the Classroom

ERIC Educational Resources Information Center

Brennan, Karen

2015-01-01

In this article, we explore challenges encountered by K-12 educators in establishing classroom cultures that support creative learning activities with the Scratch programming language. Providing opportunities for students to understand and to build capacities for creative work was described by many of the teachers that we interviewed as a central…

Cecil Cereal's Supermarket Search. Teacher's Guide [and] Student Materials.

ERIC Educational Resources Information Center

Estes, Cynthia

The document presents objectives, teaching methods, activities, and work sheets for a unit on choosing breakfast cereal. The unit is intended to be used as an integral part of the fifth grade health program. Activities take place in a classroom learning center and can be completed in approximately four to six hours of classroom time. Objectives…

Moral Dilemmas/Value Sheets: Writing for Content-Centered Social Studies Classrooms.

ERIC Educational Resources Information Center

Stahl, Robert J.; And Others

The purpose of the paper is to stress the development of content-centered classroom activities useful for attaining values clarification and/or moral development goals. The objective is to help teachers understand the formulation of content-centered learning activities so that they will be able to plan and produce their own value sheets or moral…

The Dinosaurs Didn't See It Coming, But Historians Had Better: Computer Aided Activities in the History Classroom.

ERIC Educational Resources Information Center

Phillips, Julieanne

2001-01-01

States that in ninety percent of colleges across the United States, some or most classrooms are wired for technology integration. Posits that to facilitate student learning and prepare students for future technological advances, instructors must use effective teaching activities that include computers. Provides a sample computer assisted history…

WormClassroom.org: An Inquiry-rich Educational Web Portal for Research Resources of Caenorhabditis elegans

PubMed Central

Lu, Fong-Mei; Stewart, James; White, John G.

2007-01-01

The utilization of biology research resources, coupled with a “learning by inquiry” approach, has great potential to aid students in gaining an understanding of fundamental biological principles. To help realize this potential, we have developed a Web portal for undergraduate biology education, WormClassroom.org, based on current research resources of a model research organism, Caenorhabditis elegans. This portal is intended to serve as a resource gateway for students to learn biological concepts using C. elegans research material. The driving forces behind the WormClassroom website were the strengths of C. elegans as a teaching organism, getting researchers and educators to work together to develop instructional materials, and the 3 P's (problem posing, problem solving, and peer persuasion) approach for inquiry learning. Iterative assessment is an important aspect of the WormClassroom site development because it not only ensures that content is up-to-date and accurate, but also verifies that it does, in fact, aid student learning. A primary assessment was performed to refine the WormClassroom website utilizing undergraduate biology students and nonstudent experts such as C. elegans researchers; results and comments were used for site improvement. We are actively encouraging continued resource contributions from the C. elegans research and education community for the further development of WormClassroom. PMID:17548872

Active Learning through Service-Learning

ERIC Educational Resources Information Center

Goldberg, Lynette R.; Richburg, Cynthia McCormick; Wood, Lisa A.

2006-01-01

Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active…

Challenges of Using Learning Analytics Techniques to Support Mobile Learning

ERIC Educational Resources Information Center

Arrigo, Marco; Fulantelli, Giovanni; Taibi, Davide

2015-01-01

Evaluation of Mobile Learning remains an open research issue, especially as regards the activities that take place outside the classroom. In this context, Learning Analytics can provide answers, and offer the appropriate tools to enhance Mobile Learning experiences. In this poster we introduce a task-interaction framework, using learning analytics…

Concept Cartoons Supported Problem Based Learning Method in Middle School Science Classrooms

ERIC Educational Resources Information Center

Balim, Ali Günay; Inel-Ekici, Didem; Özcan, Erkan

2016-01-01

Problem based learning, in which events from daily life are presented as interesting scenarios, is one of the active learning approaches that encourages students to self-direct learning. Problem based learning, generally used in higher education, requires students to use high end thinking skills in learning environments. In order to use…

Could hands-on activities and smartphone in science CLIL teaching foster motivation and positive attitudes in students?

NASA Astrophysics Data System (ADS)

Ercolino, Immacolata; Maraffi, Sabina; Sacerdoti, Francesco M.

2016-04-01

Motivating students is one of the most challenging things we do as educators. We know that students need to be engaged to fully appreciate and learn what has been taught; the secret consists in nurturing student engagement. One of the newer ways to involve students and foster motivation in their Science learning consists in focusing on their usage and on applying knowledge and skills in their real-life. Students usually are engaged in authentic teaching pathway. Learning focusing on the experience helps teachers to improve classroom management by gathering students around a common organized activity. Hands-on activities support problem-based approaches to learning by focusing on the experience and process of investigating, proposing and creating solutions developing critical thinking skills and enlarge student's scientific glossary. We utilized in our classroom some lab activities that we learned at an ESA/GTTP Teacher training Workshop 2014 program at the Lorentz Center Leiden, Netherlands. "Cooking a comet - Ingredients for life" "Demonstration of the second Kepler's law using marbles" New media equipment, as student's own smartphones, can increase the teaching impact speaking the same language used by the students every day. They can measure magnetic fields, their GPS coordinates (longitude and latitude), and so on. In this way we can measure distances as parallax using mobile devices and simulating distance measurements in the classroom, on the school campus. The smartphone is the device with which the students answer questions, take decisions, and solve quests. Students infact can observe the Universe from their classroom and scientifically they can watch the Sun with "Google sky map" or "Star walk" are excellent tools to learn your way around the night sky .As teachers we used these apps in the classroom when Sun goes through the constellations so our students don't believe in horoscopes. This paper is focused on hands on activities and the effects of the smartphone in science teaching in classroom and their use in an innovative AstroQuest project, which consists of a class interactive role-playing game to teach Astronomy, Physics and Chemistry. The AstroQuest Project enhances interdisciplinary between sciences and humanities and is multi-language in order to be used as CLIL compliance. References Immacolata Ercolino et al "Smart Astronomers: From the Classroom to the Sky" page 8-13. iStage2 Smartphones in Science teaching Science on Stage The European Platform for Science teachers -Germany 2014. http://www.science-onstage.de/download_unterrichtsmaterial/iStage_2_Smartphones_in_Science_Teaching.pdf Immacolata Ercolino et al "Fast and Curious" page 42-44. iStage2 Smartphones in Science teaching Science on Stage The European Platform for Science teachers -Germany 2014 http://www.science-onstage.de/download_unterrichtsmaterial/iStage_2_Smartphones_in_Science_Teaching.pdf ESA Educational: https://www.youtube.com/watch?v=z1tVrS0He0U http://m.esa.int/spaceinvideos/Videos/2014/07/Marble-ous_ellipses_ _classroom_demonstration_video_VP02 Maraffi S. et al. "GeoQuest, an Interactive Role Playing game", EGU General Assembly 2015, Poster Session EOS3 Sacerdoti F.M. et al. "Autonomous system to use web educational contents in a classroom", Patent Pending NA2013A000048 Maraffi S., Sacerdoti F.M. (2015) "EVO-RPGE an Interactive Role Playing engine", Granada (Spain), ICEILT International Congress on Education, Innovation and Learning Technologies 2015

Advances in medical education and practice: student perceptions of the flipped classroom

PubMed Central

Ramnanan, Christopher J; Pound, Lynley D

2017-01-01

The flipped classroom (FC) approach to teaching has been increasingly employed in undergraduate medical education in recent years. In FC applications, students are first exposed to content via online resources. Subsequent face-to-face class time can then be devoted to student-centered activities that promote active learning. Although the FC has been well received by students in other contexts, the perceptions of medical students regarding this innovation are unclear. This review serves as an early exploration into medical student perceptions of benefits and limitations of the FC. Medical students have generally expressed strong appreciation for the pre-class preparation activities (especially when facilitated by concise, readily accessed online tools) as well as for interactive, engaging small group classroom activities. Some students have expressed concerns with the FC and noted that suboptimal student preparation and insufficient direction and structure during active learning sessions may limit the student-centered benefits. Although students generally perceive that FC approaches can improve their learning and knowledge, this has not been conclusively shown via performances on assessment tools, which may be related to caveats with the assessment tools used. In any case, lifelong self-directed learning skills are perceived by medical students to be enhanced by the FC. In conclusion, medical students have generally expressed strong satisfaction with early applications of the FC to undergraduate medical education, and generally prefer this method to lecture-based instruction. PMID:28144171

Advances in medical education and practice: student perceptions of the flipped classroom.

PubMed

Ramnanan, Christopher J; Pound, Lynley D

2017-01-01

The flipped classroom (FC) approach to teaching has been increasingly employed in undergraduate medical education in recent years. In FC applications, students are first exposed to content via online resources. Subsequent face-to-face class time can then be devoted to student-centered activities that promote active learning. Although the FC has been well received by students in other contexts, the perceptions of medical students regarding this innovation are unclear. This review serves as an early exploration into medical student perceptions of benefits and limitations of the FC. Medical students have generally expressed strong appreciation for the pre-class preparation activities (especially when facilitated by concise, readily accessed online tools) as well as for interactive, engaging small group classroom activities. Some students have expressed concerns with the FC and noted that suboptimal student preparation and insufficient direction and structure during active learning sessions may limit the student-centered benefits. Although students generally perceive that FC approaches can improve their learning and knowledge, this has not been conclusively shown via performances on assessment tools, which may be related to caveats with the assessment tools used. In any case, lifelong self-directed learning skills are perceived by medical students to be enhanced by the FC. In conclusion, medical students have generally expressed strong satisfaction with early applications of the FC to undergraduate medical education, and generally prefer this method to lecture-based instruction.

Using an academic-community partnership model and blended learning to advance community health nursing pedagogy.

PubMed

Ezeonwu, Mabel; Berkowitz, Bobbie; Vlasses, Frances R

2014-01-01

This article describes a model of teaching community health nursing that evolved from a long-term partnership with a community with limited existing health programs. The partnership supported RN-BSN students' integration in the community and resulted in reciprocal gains for faculty, students and community members. Community clients accessed public health services as a result of the partnership. A blended learning approach that combines face-to-face interactions, service learning and online activities was utilized to enhance students' learning. Following classroom sessions, students actively participated in community-based educational process through comprehensive health needs assessments, planning and implementation of disease prevention and health promotion activities for community clients. Such active involvement in an underserved community deepened students' awareness of the fundamentals of community health practice. Students were challenged to view public health from a broader perspective while analyzing the impacts of social determinants of health on underserved populations. Through asynchronous online interactions, students synthesized classroom and community activities through critical thinking. This paper describes a model for teaching community health nursing that informs students' learning through blended learning, and meets the demands for community health nursing services delivery. © 2013 Wiley Periodicals, Inc.

Clicker Implementation Models

ERIC Educational Resources Information Center

White, Peter J. T.; Delaney, David G.; Syncox, David; Akerberg, Oscar Avila; Alters, Brian

2011-01-01

Student response systems can help instructors integrate active learning into their classrooms. Such technology is known by a variety of names, including classroom response systems, student response systems, audience response systems, electronic response systems, personal response systems, zappers, and clickers. The "system" consists of three…

Telecommunications: Avoiding the Black Hole.

ERIC Educational Resources Information Center

Riel, Margaret

1993-01-01

Careful planning is required for teachers to take full advantage of the cross-cultural learning opportunities afforded by electronic networks and telecommunications. Networking with more than one classroom and using a well-defined group project integral to other classroom activities are recommended. (EA)

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

ERIC Educational Resources Information Center

Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to…

The Evolutionary Conformation from Traditional Lecture to Active Learning in an Undergraduate Biology Course and Its Effects on Student Achievement

ERIC Educational Resources Information Center

Diederich, Kirsten Bakke

2010-01-01

In response to the declining number of students in the United States entering into the STEM (science, technology, engineering, and math) disciplines, there has been an attempt to retain student interest in the sciences through the implementation of more active learning in the classroom. Active learning is defined as any instructional method that…

Should Attendance Be Required in Lecture Classrooms in Dental Education? Two Viewpoints: Viewpoint 1: Attendance in the Lecture Classroom Should Be Required and Viewpoint 2: Attendance Should Not Be Required in the Lecture Classroom.

PubMed

Cutler, Christopher W; Parise, Mary; Seminario, Ana Lucia; Mendez, Maria Jose Cervantes; Piskorowski, Wilhelm; Silva, Renato

2016-12-01

This Point/Counterpoint discusses the long-argued debate over whether lecture attendance in dental school at the predoctoral level should be required. Current educational practice relies heavily on the delivery of content in a traditional lecture style. Viewpoint 1 asserts that attendance should be required for many reasons, including the positive impact that direct contact of students with faculty members and with each other has on learning outcomes. In lectures, students can more easily focus on subject matter that is often difficult to understand. A counter viewpoint argues that required attendance is not necessary and that student engagement is more important than physical classroom attendance. This viewpoint notes that recent technologies support active learning strategies that better engage student participation, fostering independent learning that is not supported in the traditional large lecture classroom and argues that dental education requires assimilation of complex concepts and applying them to patient care, which passing a test does not ensure. The two positions agree that attendance does not guarantee learning and that, with the surge of information technologies, it is more important than ever to teach students how to learn. At this time, research does not show conclusively if attendance in any type of setting equals improved learning or ability to apply knowledge.

Class and Home Problems. Identify-Solve-Broadcast Your Own Transport Phenomenon: Student-Created YouTube Videos to Foster Active Learning in Mass and Heat Transfer

ERIC Educational Resources Information Center

Wen, Fei; Khera, Eshita

2016-01-01

Despite the instinctive perception of mass and heat transfer principles in daily life, productive learning in this course continues to be one of the greatest challenges for undergraduate students in chemical engineering. In an effort to enhance student learning in classroom, we initiated an innovative active-learning method titled…

Improving Learning with the Critical Thinking Paradigm: MIBOLC Modules A and B

DTIC Science & Technology

2009-02-06

Model encourages more active learning by requiring much of the learning material to be read prior to classroom instruction, and allotting more time to...for mental interaction with content Rote memorization Multiple Choice exams/quizzes Lower level of intensity in course work Active ... Learning Engaged Lecture Requires mental interaction with content Close reading to understand essential ideas Exams/Quizzes reflective of

The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project

NASA Astrophysics Data System (ADS)

Beichner, Robert J.

2011-04-01

How do you keep a classroom of 100 undergraduates actively learning? Can students practice communication and teamwork skills in a large class? How do you boost the performance of underrepresented groups? The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project has addressed these concerns. Because of their inclusion in a leading introductory physics textbook, project materials are used by more than 1/3 of all science, math, and engineering majors nationwide. The room design and pedagogy have been adopted at more than 100 leading institutions across the country. Physics, chemistry, math, astronomy, biology, engineering, earth sciences, and even literature classes are currently being taught this way. Educational research indicates that students should collaborate on interesting tasks and be deeply involved with the material they are studying. We promote active learning in a redesigned classroom for 100 students or more. (Of course, smaller classes can also benefit.) Class time is spent primarily on "tangibles" and "ponderables"--hands-on activities, simulations, and interesting questions. Nine students sit in three teams at round tables. Instructors circulate and engage in Socratic dialogues. The setting looks like a banquet hall, with lively interactions nearly all the time. Hundreds of hours of classroom video and audio recordings, transcripts of numerous interviews and focus groups, data from conceptual learning assessments (using widely-recognized instruments in a pretest/posttest protocol), and collected portfolios of student work are part of our rigorous assessment effort. Our findings (based on data from over 16,000 students collected over five years as well as replications at adopting sites) can be summarized as the following: 1) Female failure rate is 1/5 of previous levels, even though more is demanded of students. 2) Minority failure rate is 1/4 that seen in traditionally taught courses. 3) At-risk students are more successful in later engineering courses. 4) Top students gain the most, although students at all levels benefit. 5) Conceptual learning and problem solving are significantly improved, with same content coverage. In this talk I will discuss the need for reform, the SCALE-UP classroom environment, and examine the findings of studies of learning.

To Tan or Not to Tan?: Students Learn About Sunscreens through an Inquiry Activity Based on the Learning Cycle

ERIC Educational Resources Information Center

Keen-Rocha, Linda

2005-01-01

Science instructors sometimes avoid inquiry-based activities due to limited classroom time. Inquiry takes time, as students choose problems, design experiments, obtain materials, conduct investigations, gather data, communicate results, and discuss their experiments. While there are no quick solutions to time concerns, the 5E learning cycle seeks…

Active Learning in a Math for Liberal Arts Classroom

ERIC Educational Resources Information Center

Lenz, Laurie

2015-01-01

Inquiry-based learning is a topic of growing interest in the mathematical community. Much of the focus has been on using these methods in calculus and higher-level classes. This article describes the design and implementation of a set of inquiry-based learning activities in a Math for Liberal Arts course at a small, private, Catholic college.…

Strategic Steps to Successful Service-Learning in TESOL: From Critical to Practical

ERIC Educational Resources Information Center

Perren, James

2013-01-01

The purpose of this article is to share pedagogical materials and activities which can help TESOL practitioners prepare service-learning activities inside and outside the classroom. This study utilizes action research tools to improve academic service-learning in TESOL as a holistic approach to problem solving rather than a single method for…

"To Market, to Market": Exploring the Teaching-Learning Interface in Developing Intercultural Interactions from Textbook Activities--Crossing Languages and Cultures

ERIC Educational Resources Information Center

Morgan, Anne-Marie; Mercurio, Nives

2011-01-01

In this paper we consider what happens at the "teaching-learning interface" in some Indonesian and Italian examples of classroom interactions within an intercultural orientation to languages teaching and learning. Using activities from textbooks as a starting point, we identify the underlying linguistic, cultural, and intercultural…

Teaching and Learning Activities in Chilean Classrooms: Is ICT Making a Difference?

ERIC Educational Resources Information Center

Hinostroza, J. Enrique; Labbe, Christian; Brun, Mario; Matamala, Carolina

2011-01-01

This paper presents the results of the analysis of teaching and learning activities in state subsidized schools in Chile. The study is based on the data collected through a national survey applied to all state subsidized schools (census) and a sample of private schools and examines teachers' and students' reported teaching and learning activities…

A Student Response System in an Electronic Classroom: Technology Aids for Large Classroom Instruction

NASA Astrophysics Data System (ADS)

Ober, D.; Errington, P.; Islam, S.; Robertson, T.; Watson, J.

1997-10-01

In the fall of 1996, thirteen (13) classrooms on the Ball State campus were equipped with technological aids to enhance learning in large classrooms (for typically 100 students or larger). Each classroom was equipped with the following built-in equipment: computer, zip drive, laser disc player, VCR, LAN and Internet connection, TV monitors, and Elmo overhead camera with large-screen projection system. This past fall semester a student response system was added to a 108-seat classroom in the Physics and Astronomy department for use with large General Education courses. Each student seat was equipped with a hardwired hand-held unit possessing input capabilities and LCD feedback for the student. The introduction of the student response system was added in order enhance more active learning by students in the large classroom environment. Attendance, quizzes, hour exams, and in-class surveys are early uses for the system; initial reactions by student and faculty users will be given.

Using stand/sit workstations in classrooms: lessons learned from a pilot study in Texas.

PubMed

Blake, Jamilia J; Benden, Mark E; Wendel, Monica L

2012-01-01

Childhood obesity has grown into a national epidemic since the 1980s. Many school-based intervention efforts that target childhood obesity involve curriculum and programming that demands instructional time, which disincentivizes school participation. Stand-biased classrooms are an environmental intervention that promotes standing rather than sitting by utilizing standing height desks that allow students to stand during normal classroom activities. The quasi-experimental pilot study was conducted in 5 first-grade classrooms in a Texas elementary school, with 2 control classrooms, 2 treatment classrooms, and 1 classroom that was a control in the fall and treatment in the spring (to allow for within-group comparisons). This intervention has been shown effective in significantly increasing caloric expenditure. In addition, the present study reveals potential behavioral effects from standing. This article presents lessons learned from the pilot study that may prove useful for others implementing similar interventions and calls for additional research on the academic benefits of standing for students.

In pursuit of a holistic learning environment: the impact of music in the medical physiology classroom.

PubMed

Modell, Harold I; DeMiero, Frank G; Rose, Louise

2009-03-01

A holistic learning environment is one that nurtures all aspects of students' learning. The environment is safe, supportive, and provides opportunities to help students deal with nonacademic as well as academic factors that impact their learning. Creation of such an environment requires the establishment of a supportive learning community. For a variety of reasons, establishing such a learning community of first-year medical students can be challenging. This communication presents one approach to meeting this challenge in a medical school Human Physiology course. Steps were taken at the beginning of the course to create the community, and activities designed to reinforce these efforts were incorporated into the course as it progressed. Two pilot studies were conducted to test the hypothesis that providing students with a participatory music experience may help to promote a holistic learning environment by helping them restore a sense of balance to their emotional well-being as well as reinforce a sense of community in the classroom. Student response to these activities indicated that these efforts provided emotional support during stressful periods during the quarter, helped promote a feeling of safety within the environment, and re-energized the class during long class sessions. This project illustrates that each instructor, within the confines of his/her own classroom, can make a significant contribution to achieving a holistic learning environment for his/her students.

Education Outside the Classroom: Research to Identify What Training Is Offered by Initial Teacher Training Institutions. Research Report RR802

ERIC Educational Resources Information Center

Kendall, Sally; Murfield, Jenny; Dillon, Justin; Wilkin, Anne

2008-01-01

Education outside the classroom can be defined, in its broadest sense, as any structured learning experience that takes place beyond the classroom environment during the school day, after school or during the holidays. It can include, among other activities, cultural trips, science and geography fieldwork, environmental and countryside education,…

From TPACK-in-Action Workshops to English Classrooms: CALL Competencies Developed and Adopted into Classroom Teaching

ERIC Educational Resources Information Center

Tai, Shu-Ju

2013-01-01

As researchers in the CALL teacher education field noted, teachers play the pivotal role in the language learning classrooms because they are the gate keepers who decide whether technology or CALL has a place in their teaching, and they select technology to support their teaching, which determines what CALL activities language learners are exposed…

An Investigation into Effective Pedagogies in a Flipped Classroom: A Case Study

ERIC Educational Resources Information Center

Kim, Minkyoung; Jung, Eulho; de Siqueira, Amaury; Huber, Lesa

2016-01-01

The flipped classroom is being increasingly used in a wide range of instructional situations, yet little is known about how to facilitate it. The purpose of this study is to explore what types of learning activities in a flipped classroom are perceived to be the most effective in the achievement of desired course competencies. This case study…

Asking Students Their Opinions of the Learning Environment: An Empirical Analysis of Elementary Classroom Climate

ERIC Educational Resources Information Center

Kearney, W. Sean; Smith, Page A.; Maika, Sean

2016-01-01

There is currently a lack of research into classroom climate as perceived by the students themselves. This article presents a new classroom climate evaluation instrument which is designed to gauge student perceptions of their own level of engagement in academic activities, their relationships with peers, and the level of support they feel from…

Implementation of a flipped classroom approach to promote active learning in the third-year surgery clerkship.

PubMed

Lewis, Catherine E; Chen, David C; Relan, Anju

2018-02-01

Constructivist student-centered instructional models such as the flipped classroom (FC) have been shown to improve learning. A FC approach was implemented for the surgery clerkship. Data was collected in phase 1 to evaluate student learning and attitudes. Based on these results, questions for the phase 2 open-ended survey were developed to improve understanding of learner attitudes, and ascertain how well the FC aligns with constructivist principles. There was no significant difference in shelf exam performance between the control and intervention groups. A majority of students agreed that they preferred the FC over lectures, and that their learning improved. Open-ended survey analysis demonstrated that the FC fostered self-directed, active learning, and that the in-class sessions facilitated application of concepts and deeper learning. Areas identified for improvement included better alignment with learning preferences through greater variety of pre-class learning options, improvement of podcast technical quality, and utilization of smaller in-class discussion groups. Students had a positive perception of the FC. The FC supports self-directed and more active and deeper in-class learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Knights of the Round-Table.

ERIC Educational Resources Information Center

Teagarden, Jim; Koppes, Peggy

This document describes a classroom learning activity that brings together role playing, learning about the Middle Ages, and working for rewards. In the course of the activity, entitled "Knights of the Round Table," students advance by completing assignments and amassing points. Players move upwards through the beginning or…

Behavior: My Problem or Yours?

ERIC Educational Resources Information Center

Trede, Mildred

1991-01-01

Activities are described for learning about problem classroom behaviors, the impact of one's manner of attire on one's behavior, and personal responsibility for one's behavior. Learning activities include role playing, making math puzzles, writing personal anecdotes, drawing a persuasive cartoon concerning smoking and discipline, and making bar…

A Problem Solving Active-Learning Course in Pharmacotherapy.

ERIC Educational Resources Information Center

Delafuente, Jeffrey C.; And Others

1994-01-01

A third-year pharmacology course in a doctoral pharmacy program that is case based and intended for a large class is described. Aspects discussed include learning objectives, course organization, classroom activities, case selection and design, faculty involvement, grading, and areas identified for improvement. (MSE)

The connection between students' out-of-school experiences and science learning

NASA Astrophysics Data System (ADS)

Tran, Natalie A.

This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers have limited information about students' out-of-school experiences thus rarely integrate these experiences into their instructional practices. Fourth, the lack of learning objectives for activities structured in out-of-school settings coupled with the limited opportunities to integrate students' out of school experiences into classroom instructions are factors that may prevent students from making further connection of science learning across contexts.

The Effect of Active Learning Methodologies on the Teaching of Pharmaceutical Care in a Brazilian Pharmacy Faculty

PubMed Central

2015-01-01

Background In recent years, pharmacists have been involved in expanded patient care responsibilities, for example patient counseling in self-medication, medication review and pharmaceutical care, which require graduates to develop the necessary competences. Consequently, reorientation of pharmacy education has become necessary. As such, active learning strategies have been introduced into classrooms to increase problem-solving and critical thinking skills of students. The objective of this study was to evaluate the performance and perceptions of competency of students in a new pharmaceutical care course that uses active learning methodologies. Methods This pharmaceutical care course was conducted in the first semester of 2014, in the Federal University of Sergipe. In the pharmaceutical care course, active learning methods were used, consisting of dialogic classroom expository, simulation and case studies. Student learning was evaluated using classroom tests and instruments that evaluated the perception of competency in pharmaceutical care practice. Furthermore, students' satisfaction with the course was evaluated. Results Thirty-three students completed the four evaluations used in the course (i.e., a discursive written exam, seminars, OSCE, and virtual patient); 25 were female (75.75%), and the median age was 23.43 (SD 2.82) years. The overall mean of student scores, in all evaluation methods was 7.97 (SD 0.59) on a scale of 0 to 10 points, and student performance on the virtual patient method was statistically superior to other methods. With respect to the perception of competency in pharmaceutical care practice, a comparison of pre- and post-test scores revealed statistically significant improvement for all evaluated competences. At the end of the semester, the students presented positive opinions of the pharmaceutical care course. Conclusions The results suggest that an active learning course can enhance the learning of pharmaceutical care competences. In future studies it will be necessary to compare active learning to traditional methods. PMID:25969991

The effect of active learning methodologies on the teaching of pharmaceutical care in a Brazilian pharmacy faculty.

PubMed

Mesquita, Alessandra R; Souza, Werlissandra M; Boaventura, Thays C; Barros, Izadora M C; Antoniolli, Angelo R; Silva, Wellington B; Lyra Júnior, Divaldo P

2015-01-01

In recent years, pharmacists have been involved in expanded patient care responsibilities, for example patient counseling in self-medication, medication review and pharmaceutical care, which require graduates to develop the necessary competences. Consequently, reorientation of pharmacy education has become necessary. As such, active learning strategies have been introduced into classrooms to increase problem-solving and critical thinking skills of students. The objective of this study was to evaluate the performance and perceptions of competency of students in a new pharmaceutical care course that uses active learning methodologies. This pharmaceutical care course was conducted in the first semester of 2014, in the Federal University of Sergipe. In the pharmaceutical care course, active learning methods were used, consisting of dialogic classroom expository, simulation and case studies. Student learning was evaluated using classroom tests and instruments that evaluated the perception of competency in pharmaceutical care practice. Furthermore, students' satisfaction with the course was evaluated. Thirty-three students completed the four evaluations used in the course (i.e., a discursive written exam, seminars, OSCE, and virtual patient); 25 were female (75.75%), and the median age was 23.43 (SD 2.82) years. The overall mean of student scores, in all evaluation methods was 7.97 (SD 0.59) on a scale of 0 to 10 points, and student performance on the virtual patient method was statistically superior to other methods. With respect to the perception of competency in pharmaceutical care practice, a comparison of pre- and post-test scores revealed statistically significant improvement for all evaluated competences. At the end of the semester, the students presented positive opinions of the pharmaceutical care course. The results suggest that an active learning course can enhance the learning of pharmaceutical care competences. In future studies it will be necessary to compare active learning to traditional methods.

Systematic review of acute physically active learning and classroom movement breaks on children's physical activity, cognition, academic performance and classroom behaviour: understanding critical design features.

PubMed

Daly-Smith, Andy J; Zwolinsky, Stephen; McKenna, Jim; Tomporowski, Phillip D; Defeyter, Margaret Anne; Manley, Andrew

2018-01-01

To examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour. Systematic review. PubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science. Studies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias. Ten PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies. Low-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies. CRD42017070981.

Infusing Physical Activities into the Classroom: Effects on Preschool Children's Geography Learning

ERIC Educational Resources Information Center

Mavilidi, Myrto-Foteini; Okely, Anthony D.; Chandler, Paul; Paas, Fred

2016-01-01

In this intervention study, we investigated the effects of physical activities that were integrated into a geography task on preschool children's learning performance and enjoyment. Eight childcare centers with 87 four-to-five-year-old children were randomly assigned across an integrated physical activity condition, an unintegrated physical…

Engineering Design Activities and Conceptual Change in Middle School Science

ERIC Educational Resources Information Center

Schnittka, Christine G.

2009-01-01

The purpose of this research was to investigate the impact of engineering design classroom activities on conceptual change in science, and on attitudes toward and knowledge about engineering. Students were given a situated learning context and a rationale for learning science in an active, inquiry-based method, and worked in small collaborative…

Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting.

PubMed

Moraros, John; Islam, Adiba; Yu, Stan; Banow, Ryan; Schindelka, Barbara

2015-02-28

Flipped Classroom is a model that's quickly gaining recognition as a novel teaching approach among health science curricula. The purpose of this study was four-fold and aimed to compare Flipped Classroom effectiveness ratings with: 1) student socio-demographic characteristics, 2) student final grades, 3) student overall course satisfaction, and 4) course pre-Flipped Classroom effectiveness ratings. The participants in the study consisted of 67 Masters-level graduate students in an introductory epidemiology class. Data was collected from students who completed surveys during three time points (beginning, middle and end) in each term. The Flipped Classroom was employed for the academic year 2012-2013 (two terms) using both pre-class activities and in-class activities. Among the 67 Masters-level graduate students, 80% found the Flipped Classroom model to be either somewhat effective or very effective (M = 4.1/5.0). International students rated the Flipped Classroom to be significantly more effective when compared to North American students (X(2) = 11.35, p < 0.05). Students' perceived effectiveness of the Flipped Classroom had no significant association to their academic performance in the course as measured by their final grades (r s = 0.70). However, students who found the Flipped Classroom to be effective were also more likely to be satisfied with their course experience. Additionally, it was found that the SEEQ variable scores for students enrolled in the Flipped Classroom were significantly higher than the ones for students enrolled prior to the implementation of the Flipped Classroom (p = 0.003). Overall, the format of the Flipped Classroom provided more opportunities for students to engage in critical thinking, independently facilitate their own learning, and more effectively interact with and learn from their peers. Additionally, the instructor was given more flexibility to cover a wider range and depth of material, provide in-class applied learning opportunities based on problem-solving activities and offer timely feedback/guidance to students. Yet in our study, this teaching style had its fair share of challenges, which were largely dependent on the use and management of technology. Despite these challenges, the Flipped Classroom proved to be a novel and effective teaching approach at the graduate level setting.

Adventure Learning: Theory and Implementation of Hybrid Learning

NASA Astrophysics Data System (ADS)

Doering, A.

2008-12-01

Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they study the AL curriculum. AL is also grounded in an inquiry- based approach to learning where learners are pursuing answers to questions they have posed rather than focusing on memorizing and regurgitating isolated, irrelevant facts. Both the curriculum and the online classroom are developed to foster students' abilities to inquire via "identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models and explanations, and communicating findings" (Keys and Bryan, 2001, p 121). The union of experiential and inquiry-based learning is the foundation of AL, guiding and supporting authentic learning endeavors. Based on these theoretical foundations, the design of the adventure learning experiences follows seven interdependent principles that further operationalize AL: researched curriculum grounded in inquiry; collaboration and interaction opportunities between students, experts, peers, and content; utilization of the Internet for curriculum and learning environment delivery; enhancement of curriculum with media and text from the field delivered in a timely manner; synched learning opportunities with the AL curriculum; pedagogical guidelines of the curriculum and the online learning environment; and adventure-based education. (Doering, 2006).

Classroom Companies: The Buck Starts Here.

ERIC Educational Resources Information Center

Carroll, Martha E.; And Others

1991-01-01

This article describes procedures for developing and operating a classroom company, to integrate the study of money and business management into the daily curriculum. The article covers planning, organizing, writing learning contracts, integrating company activities into the curriculum, creating company product ideas, defining company officer…

Create a good learning environment and motivate active learning enthusiasm

NASA Astrophysics Data System (ADS)

Bi, Weihong; Fu, Guangwei; Fu, Xinghu; Zhang, Baojun; Liu, Qiang; Jin, Wa

2017-08-01

In view of the current poor learning initiative of undergraduates, the idea of creating a good learning environment and motivating active learning enthusiasm is proposed. In practice, the professional tutor is allocated and professional introduction course is opened for college freshman. It can promote communication between the professional teachers and students as early as possible, and guide students to know and devote the professional knowledge by the preconceived form. Practice results show that these solutions can improve the students interest in learning initiative, so that the active learning and self-learning has become a habit in the classroom.

Visualizing the inner product space ℝm×n in a MATLAB-assisted linear algebra classroom

NASA Astrophysics Data System (ADS)

Caglayan, Günhan

2018-05-01

This linear algebra note offers teaching and learning ideas in the treatment of the inner product space ? in a technology-supported learning environment. Classroom activities proposed in this note demonstrate creative ways of integrating MATLAB technology into various properties of Frobenius inner product as visualization tools that complement the algebraic approach. As implemented in linear algebra lessons in a university in the Unites States, the article also incorporates algebraic and visual work of students who experienced these activities with MATLAB software. The connection between the Frobenius norm and the Euclidean norm is also emphasized.

Capturing the Magic of Classroom Training in Blended Learning

ERIC Educational Resources Information Center

Laiken, Marilyn E.; Milland, Russ; Wagner, Jon

2014-01-01

Organizations today are faced with the challenges of expanding their traditional classroom-based approaches into blended learning experiences which integrate regular classrooms, virtual classrooms, social learning, independent reading, on the job learning and other methodologies. Our team converted a two-day classroom-based program, taught from…

Classroom learning and achievement: how the complexity of classroom interaction impacts students' learning

NASA Astrophysics Data System (ADS)

Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja

2016-05-01

Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of a task and the probability of a student solving it. Purpose: Thus far, few detailed investigations explore the importance of complexity in actual classroom lessons. Moreover, the few efforts made so far revealed inconsistencies. Hence, the present study sheds light on the influence the complexity of students' and teachers' class contributions have on students' learning outcomes. Sample: Videos of 10 German 8th grade physics courses covering three consecutive lessons on two topics each (electricity, mechanics) have been analyzed. The sample includes 10 teachers and 290 students. Design and methods: Students' and teachers' verbal contributions were coded manual-based according to the level of complexity. Additionally, pre-post testing of knowledge in electricity and mechanics was applied to assess the students' learning gain. ANOVA analysis was used to characterize the influence of the complexity on the learning gain. Results: Results indicate that the mean level of complexity in classroom contributions explains a large portion of variance in post-test results on class level. Despite this overarching trend, taking classroom activities into account as well reveals even more fine-grained patterns, leading to more specific relations between the complexity in the classroom and students' achievement. Conclusions: In conclusion, we argue for more reflected teaching approaches intended to gradually increase class complexity to foster students' level of competency.

Use of Handwriting Recognition Technologies in Tablet-Based Learning Modules for First Grade Education

ERIC Educational Resources Information Center

Yanikoglu, Berrin; Gogus, Aytac; Inal, Emre

2017-01-01

Learning through modules on a tablet helps students participate effectively in learning activities in classrooms and provides flexibility in the learning process. This study presents the design and evaluation of an application that is based on handwriting recognition technologies and e-content for the developed learning modules. The application…

Digital Learning Playground: Supporting Authentic Learning Experiences in the Classroom

ERIC Educational Resources Information Center

Chen, Gwo-Dong; Nurkhamid; Wang, Chin-Yeh; Yang, Su-Hang; Lu, Wei-Yuan; Chang, Chih-Kai

2013-01-01

This study proposes a platform to provide a near-authentic environment, context, and situation for task-based learning. The platform includes two projection screens (a vertical and a horizontal screen) combined for situated or authentic learning. The horizontal screen extends the vertical screen scene to form a space for learning activities and…

Beyond the Four Walls: Community-Based Learning and Languages

ERIC Educational Resources Information Center

O'Connor, Anne

2012-01-01

At a time when languages in universities are under pressure, community-based learning language courses can have many positive benefits: they can increase interest in language learning, they can foster greater engagement with learning, and they can encourage active learning, creativity and teamwork. These courses, which link the classroom and the…

Global Blended Learning Practices for Teaching and Learning, Leadership and Professional Development

ERIC Educational Resources Information Center

Hilliard, Ann Toler

2015-01-01

Blended learning is a combination of online and face-to-face activities for classroom instruction or other training modalities to help develop new knowledge and skills that can be transferred to the workplace environment. The use of blended learning is expanding globally (Vaughn, 2007). Blended learning is evident in professional development…

Development of an Instructional Design Model for Flipped Learning in Higher Education

ERIC Educational Resources Information Center

Lee, Jihyun; Lim, Cheolil; Kim, Hyeonsu

2017-01-01

In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with…

Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

PubMed Central

Sajid, Muhammad R.; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

2016-01-01

Objectives To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. Methods This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. Results A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Conclusions Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.  PMID:27591930

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children

ERIC Educational Resources Information Center

Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

2012-01-01

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which…

A Classroom Activity: Tracking El Niño

ERIC Educational Resources Information Center

Ribbe, Joachim

2016-01-01

This paper aims to introduce an activity for teachers to assist in meeting learning outcomes as defined in the earth and environmental science units of the Australian Curriculum. The focus of the classroom tasks is on a global ocean feature referred to as El Niño. This phenomenon is part of the El Niño Southern Oscillation, which is largely…

Developing a Lecturer Workshop for Using Tablets in the Classroom

ERIC Educational Resources Information Center

Louw, Arno

2015-01-01

This paper is about a framework as heuristic to design and develop a workshop for academic teaching staff to use tablets for teaching and learning in the classroom at the University of Johannesburg (UJ). Theories of Cultural-Historical Activity and Engeström's activity systems are also incorporated, as are a critique and a critical analysis of the…

TOTE Project. A Curriculum Source Book for Teaching Human Relations, Environmental Education, and Camping Skills in the Classroom and on the Trail.

ERIC Educational Resources Information Center

Maughan, Durrell A.; And Others

Backpacking serves as the vehicle for teaching basic secondary school subjects in this curriculum guide which suggests various learning activities for teaching human relations, environmental education, and camping. The activities, some for the classroom and some for the trail, are designed to help students observe, draw conclusions, and develop…

A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments.

PubMed

Soneral, Paula A G; Wyse, Sara A

2017-01-01

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech "Mock-up" version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi--experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features. © 2017 P. A. G. Soneral and S. A. Wyse. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Informal Learning through the Internet: A Learning Journey through the World of Rugby

ERIC Educational Resources Information Center

Saunders, Danny; Wyn-Lewis, Eleri; Andrews, Jocelyn

2005-01-01

Informal learning involves a wide variety of activities and pursuits which extend beyond conventional classrooms or lifelong learning courses. In this article one application of informal learning is explored in detail: the use of a sports theme, which deploys various multimedia applications in order to encourage adult learning. The article builds…

Form over Substance: Learning Objectives in the Business Core

ERIC Educational Resources Information Center

Stokes, Leonard; Rosetti, Joseph L.; King, Michelle

2010-01-01

While members of the business faculty community have been advocating active learning in the classroom, it appears that textbooks encourage learning from a passive perspective. A review of learning objectives from 16 textbooks used in Financial Accounting, Managerial Accounting, Finance, and Marketing demonstrates a focus on basically the same set…