Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Dana Opre, Camelia Șerban, Andreea Veșcan, Romiță Iucu Abstract: Active Learning in Higher Education, Ahead of Print. In recent years, the use of information technology to promote active learning in higher education has raised great interest. Teachers are continuously challenged to identify new research-informed approaches and educational practices for supporting students to actively learn and apply their knowledge. The present study tests the effects on students’ learning outcomes of an ad hoc developed learning tool (QLearn) which integrates three active learning strategies, previously empirically validated in face-to-face educational contexts. By using the QLearn software, students can generate questions, explain and develop answers, receive feedback from teacher and test their knowledge. Using a quasi-experimental design, we analyzed whether, in various course settings and instructional contexts, the students who use QLearn, as a support in their learning process, demonstrate a different learning performance compared to students who learn the same content by using their preferred learning strategies. The interventions were offered on a voluntary basis and implied participants from different fields (computer science, psychology) and different study levels (undergraduate and master’s level). The results showed that some groups of our participants significantly benefits from the use of QLearn platform. The outcomes of the present research advanced our understanding of the efficiency of technology-sustained learning in educational contexts and offer a promising strategy for facilitating the active involvement of students in the learning process. Citation: Active Learning in Higher Education PubDate: 2022-06-03T12:35:04Z DOI: 10.1177/14697874221100465
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Alicia A Dahl, Jessamyn Bowling, Lisa M Krinner, Candace S Brown, George Shaw, Janaka B Lewis, Trudy Moore-Harrison, Sandra M Clinton, Scott R Gartlan Abstract: Active Learning in Higher Education, Ahead of Print. The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a “marathon” of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants’ confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model. Citation: Active Learning in Higher Education PubDate: 2022-06-03T12:28:42Z DOI: 10.1177/14697874221099011
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Brian A. Vander Schee, Tony Stovall, Demetra Andrews Abstract: Active Learning in Higher Education, Ahead of Print. Online instruction has helped colleges and universities to adjust to budget constraints, limited resources, and student preferences. One way for instructors to adapt to these new expectations is to gain efficiency in larger classes by using team-based assignments and peer grading. Although online peer grading has been used for some time, concerns with this approach include interpersonal pressures, competency, and fairness. These challenges may be overcome with cross-course peer grading. The purpose of the study was to assess the perceived effectiveness and perceived justice of having senior student teams in a capstone course anonymously grade written assignments submitted by novice student teams in an introductory course in the same discipline. The study took place using two sections of an online introductory course (n = 159) and two sections of an online capstone course (n = 75) at the same university using a case analysis assignment. No significant differences were found in instructor and peer-assigned grades. The results of this study show that senior students benefited by increasing their assessment confidence. Students who had their submissions graded experienced distributive and procedural justice. Therefore, instructors can more confidently utilize cross-course peer grading knowing there are educational benefits for both those doing the grading and those whose work is graded. Citation: Active Learning in Higher Education PubDate: 2022-05-13T10:58:05Z DOI: 10.1177/14697874221096751
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Christiane Reilly, Thomas C Reeves Abstract: Active Learning in Higher Education, Ahead of Print. This design-based research (DBR) study had both local and general goals. Its local goal was to increase active learning in the online courses offered at a large research university in the midwestern United States. Its larger goal was to define active learning design principles for online courses in general, so that they might be used to improve the learning experience for wider audiences. While the principles of active learning can be applied to courses in any mode of delivery: flipped classroom, blended, or fully online, the importance of active learning in online courses is highlighted because active learning course design requires numerous upfront considerations. Moreover, because the pedagogical model is structured throughout the online learning environment and thus is made visible, online courses present a unique opportunity to review what is core to the principles of active learning. The design intervention (an innovative course review method) incorporated the principles of authentic e-learning. The study addressed two major research questions: (1) “To what extent does the intervention—a new course review method—indicate the extent to which active learning is present in the design of an online course'” and (2) “How do the principles of authentic e-learning incorporated in the new course review method need to be refined'” To address the first question, the online course review intervention was used to evaluate the learning activities and assessments of 75 undergraduate online courses against these authentic e-learning principles, resulting in an active learning (AL) score for each course. To address the second question, we surveyed the learners in these 75 courses about what made learning meaningful and coded the learners’ feedback in reference to the active learning design principles. The practical outcome of this DBR study is a pedagogical course review that quantifies active learning in online courses. The theoretical outcomes of this DBR study are refined active learning design principles that can serve instructors, designers, teacher educators, and administrators in enhancing the design of online courses. The findings of this study affirm that the authentic task principles as well as newly identified learner-centered design principles together can serve as evidence-based principles to define and refine active learning in online courses. Citation: Active Learning in Higher Education PubDate: 2022-05-12T09:39:00Z DOI: 10.1177/14697874221096140
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Glory Tobiason Abstract: Active Learning in Higher Education, Ahead of Print. Constructive Alignment (CA) is a pedagogical tool for designing student-centered instruction aligned to learning outcomes. Despite strong evidence that CA and student-centered instruction are superior to lecture-based pedagogy, the latter remains prevalent across higher education. This descriptive-explanatory case study (n=20) investigates how programs of reciprocal, non-evaluative peer observation can help faculty understand and use CA at the lesson level. Analysis of exit interviews and faculty-faculty dialogue reveals that participants are able to apply principles of CA at the lesson level; most report this is new learning. Two program features that support this learning are described. Citation: Active Learning in Higher Education PubDate: 2022-05-09T08:30:49Z DOI: 10.1177/14697874221092977
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Tim Gorichanaz Abstract: Active Learning in Higher Education, Ahead of Print. This paper presents an interpretative phenomenological analysis study of students’ experiences with ungrading in the form of reflection-based self-evaluation in a college course. In the landscape of student evaluation, ungrading strategies respond to the limitations of traditional grading systems, particularly with respect to cultivating in-demand skills and capacities, such as adaptability, creative thinking, and self-management. Through in-depth interviews with eight students, this study reports on four experiential themes that characterize the switch to ungrading: de-gamification, or unsettling the “gamified” nature of evaluation in the traditional grading system; time to think and reflect, creating space for review and the deepening of learning; rich communication, or continual feedback between teacher and student; and learning community, in which students felt like they were part of a team effort rather than siloed individuals. Considerations for further research, as well as implementation of ungrading in other courses, are discussed. Citation: Active Learning in Higher Education PubDate: 2022-05-09T01:27:56Z DOI: 10.1177/14697874221093640
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Rebecca A Bull Schaefer, Lily K Copeland Abstract: Active Learning in Higher Education, Ahead of Print. This paper responds to calls from teacher-student feedback research looking for options on how to improve student performance. In Study 1, we first observe the relationship between student conscientiousness, midterm-performance, feedback-seeking behaviors, and final semester grades. Second, in Study 2, we test whether using an active learning method helps students improve grades regardless of their individual differences. Specifically, we test how the implementation of a face-to-face instructor-student performance review at midterm can be beneficial for performance improvement by allowing students who would otherwise not seek additional feedback or clarity to discuss performance completely. Structural equation modeling and mean difference tests are used to test empirical relationships between personality, behavior, and performance. Comparisons between groups that did and did not include a midterm review supports the hypothesis that interactive mid-term performance reviews improve class grades. Regression analysis supports that performance reviews improve grades even after controlling for individual differences. This active learning technique has both immediate and long-term benefits. In addition to grade improvement, mid-term reviews allow students to experience how to conduct professional performance reviews and receive and use feedback more effectively. The discussion offers simple advice on how midterm reviews can occur even within remote classes. Citation: Active Learning in Higher Education PubDate: 2022-04-29T02:49:48Z DOI: 10.1177/14697874221091898
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Michèle Verdonck, Hattie Wright, Anita Hamilton, Jane Taylor Abstract: Active Learning in Higher Education, Ahead of Print. Although there is growing evidence that the flipped classroom approach (FCA) positively impacts the student learning experience and outcomes, much less is known about the educator’s experience. This study aimed to explore how educators across several disciplines in a regional Australian University describe their experience of using the FCA. Qualitative description methodology guided the research whereby individual face-to-face semi-structured interviews collected qualitative data from educators who had used the FCA in the previous 4 years which was then analysed using reflexive thematic analysis. Eleven educators across seven disciplines were recruited, eight of whom had fully and three partially flipped a course. Four broad themes described the educator’s experience of the FCA namely, the environmental influence, preparation and implementation, emotional response and metacognition. There were 20 sub-themes across the four themes. Educators in this study were both ambivalent and internally motivated by the FCA, valued scholarly and institutional support, highlighted the importance of reflexive teaching practice and appreciated the affordance of more active learning opportunities in class. The human aspect of competing emotions was clear when implementing the FCA. Educators need to prepare themselves for the emotional investment that accompanies the FCA, to be responsive and adaptive in what and how content is delivered. Institutions should provide adequate support to cater for both the well-being of educators as well as the practicalities of implementing the FCA. Citation: Active Learning in Higher Education PubDate: 2022-04-28T12:59:19Z DOI: 10.1177/14697874221091596
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Julian Decius, Janika Dannowsky, Niclas Schaper Abstract: Active Learning in Higher Education, Ahead of Print. Research and practice have recognized the importance of informal learning—a specific type of active learning—for higher education contexts. University students learn not only in formally organized courses, but also in a self-directed and intentional way from fellow students, through trial and error, and by reflection. However, there has been a lack of valid measures to operationalize students’ informal learning. In this study, we thus develop the Informal Student Learning (ISL) scale for higher education, building on the Octagon Model of Informal Workplace Learning and the model’s associated measure from the vocational learning context. Our scale contains eight components with three items each. Using three samples of university students (N = 545, N = 818, N = 310), we examined the model structure of ISL and the scale’s validity in an international context. The results show that the conceptual structure of informal workplace learning and informal student learning is similar for intent to learn and reflection, but different for experience/action and feedback. Examining validity, we found evidence for concurrent validity in terms of study-related self-efficacy and academic performance, and for convergent and discriminant validity indicators of the eight ISL components. The scale has configural and metric measurement invariance for age, gender, and academic achievement, and additionally scalar invariance for age. Potential applications of the new measure in the context of active learning for research, for lecturers, and for students are discussed. Citation: Active Learning in Higher Education PubDate: 2022-04-27T12:16:47Z DOI: 10.1177/14697874221087427
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Nese Sevim-Cirak, Omer Faruk Islim Abstract: Active Learning in Higher Education, Ahead of Print. Today, as more and more people enroll to higher education, educational authorities, and institutions continually need to update their curricula and to find alternative and innovative ways to support the active participation of learners. Student Response Systems (SRSs) have become one of the most common tools used in today’s classrooms. Along with the development of technology, several online tools were provided to a sample of teachers in order to conduct an assessment within the classroom environment as an alternative to classic SRSs. “Kahoot!” is one such tool used within the educational setting. The purpose of this study was to reveal the effects of using Kahoot! on preservice teachers’ academic achievement, as well as on their retention when Kahoot! was used as a formative assessment tool. This quasi-experimental study was conducted with 91 preservice teachers during the fall semester of the 2019–2020 academic year. Data were collected via three quizzes, a midterm exam, and a retention test. The study’s results indicate that the students who were applied paper-based quizzes had higher exam and retention test scores. Citation: Active Learning in Higher Education PubDate: 2022-03-19T06:37:36Z DOI: 10.1177/14697874221079737
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Bárbara Oliván-Blázquez, Alejandra Aguilar-Latorre, Santiago Gascón-Santos, Mª José Gómez-Poyato, Diana Valero-Errazu, Rosa Magallón-Botaya, Rachel Heah, Ana Porroche-Escudero Abstract: Active Learning in Higher Education, Ahead of Print. Active learning methodologies, such as flipped classroom (FC), generate a higher level of student engagement, greater dynamism in learning and more significant interactions with course content. Some other active methodologies used in the academic environment are problem-based learning (PBL) and case study (CS). There are few studies that analyse FC combined with PBL class activities or with course-based learning (CBL) activities, however, in fact, there are no studies that analyse which combination of activities would lead to better academic performance and student satisfaction. The main aim of this study is to comparate FC methodology, combined with PBL activities or with CBL activities, in improving the academic performance of undergraduate social work students. This work also intends to analyse the level of satisfaction with the course and the methodology used. A class level randomisation study was performed. Both groups in the study used an FC active methodology, but group 1 applied this methodology with PBL, whereas group 2 applied it in conjunction with a CBL methodology. The students also had to do activities at home that were related to the PBL or CS methodology. There were significant differences in both categorical and quantitative exam scores, with the group that had applied the FC + PBL methodology achieving a higher grade in the exam and containing a higher percentage of students who passed or received merit and outstanding grades. In general, there was a good level of satisfaction in both groups and there were no significant differences across all items asked, except for ‘It helps critical thinking’ and ‘It helps to apply theory to assessment’, which were evaluated more favourably by the FC + CBL students. Citation: Active Learning in Higher Education PubDate: 2022-03-17T04:23:03Z DOI: 10.1177/14697874221081550
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Torrey Trust, Robert W Maloy, Sharon Edwards Abstract: Active Learning in Higher Education, Ahead of Print. Open educational resources (OER), which are teaching, learning, and research materials that are openly licensed, are growing in popularity in higher education. Previous studies have focused on faculty and student perceptions and use of OER. In this study, we examined how actively engaging students as curators and designers of OERs through project-based learning as part of an open educational practice shaped students’ attitudes, motivation, and learning. This paper presents post-course survey data collected from 69 undergraduate and graduate students from six different courses that featured OER design projects, including: (1) A digital media online course; (2) Online tools for teaching and learning website; (3) History/social studies wiki pages; (4) Campus resources film project; (5) Professional learning networks for educators online course; and (6) Teaching with technology eBook. Findings indicate that shifting students’ roles from consumers to curators and creators of OERs increased motivation, improved attitudes about learning, aided the achievement of course learning objectives, and supported the development of valuable skills for 21st century success. Citation: Active Learning in Higher Education PubDate: 2022-03-17T04:21:05Z DOI: 10.1177/14697874221081454
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Ali Reza Rezaei Abstract: Active Learning in Higher Education, Ahead of Print. Providing an active learning environment and engaging students in classroom discussion could be quite challenging. This study used a quasi-experimental method to manipulate students’ incentives for participation in group discussion to investigate its impact on students’ learning outcomes. Two research methods courses taught over four years by the author were examined. Eighty samples of students’ online discussions were recorded, transcribed, and analyzed to assess the impact of four different strategies on quantity, quality, and outcome of students’ group discussions. The results showed significant differences in all aspects. The implications of the results for teachers who plan to use group discussion in their courses are discussed and suggestions for future research are offered. Citation: Active Learning in Higher Education PubDate: 2022-02-22T10:06:12Z DOI: 10.1177/14697874221075719
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:V. Thandi Sulé, Abigail Sachs, Courtney Mansor, Rachel V Smydra Abstract: Active Learning in Higher Education, Ahead of Print. As engagement and work with diverse others has grown increasingly important in the world, many educators have committed to enhancing students’ ability to address complex equity-based issues in their profession and everyday lives. Although there is growing literature on the value of using case studies and small group dialog, very little exists on dialogic, cooperative case study creation. Using critical pedagogy and constructivism as the epistemic lenses, this study qualitatively examines how students gauge their learning in a course focusing on knowledge development through dialog and cooperative case study creation. Findings indicate that the experiential and collaborative nature of the course fostered learning that has implications for engagement with diverse others and with dealing with equity-based issues. The study adds to knowledge about the functionality of case studies, particularly student-created case studies. Citation: Active Learning in Higher Education PubDate: 2022-02-07T09:51:13Z DOI: 10.1177/14697874221075297
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Julian Börger, Markus Spilles, Johanna Krull, Tobias Hagen, Thomas Hennemann Abstract: Active Learning in Higher Education, Ahead of Print. Various studies have shown that video-based learning by explaining to a fictitious audience can be an effective learning strategy for promoting multiple knowledge domains such as memory, comprehension and knowledge transfer. However, field studies testing the effectiveness of this learning strategy in an applied setting are rare. The present study examines the effectiveness of the one-take video (OTV) approach on undergraduate students’ learning performance. The OTV method involves users recording short oral presentations without any editing and with the support of handwritten visualisations (video-based learning by explaining). To test the learning outcomes, 218 undergraduate teaching students for special educational needs were randomly assigned to two test groups (OTV and explaining in writing). After that, they completed three study tasks throughout the semester, each followed by immediate and delayed knowledge tests. The results for the OTV group show that students achieved significantly better results in the immediate memory test the more handwritten visualisations they used, but not the more often they repeated the video recordings. Analyses of variance revealed that the OTV group outperformed the writing group in terms of memory performance in the immediate test but not in the delayed posttest. The OTV group also significantly outperformed the writing group in both posttests in the transfer domain. No significant differences were found in the comprehension test scores. Citation: Active Learning in Higher Education PubDate: 2022-01-31T07:56:19Z DOI: 10.1177/14697874211069524
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Karin Väyrynen, Sonja Lutovac, Raimo Kaasila Abstract: Active Learning in Higher Education, Ahead of Print. Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students’ engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that may contribute to the utilization of peer-feedback and promote further learning. In this study, we suggest reflection on peer reviewing as one approach to providing a platform for students to engage in reflective practices and for stimulating active learning in higher education, and to make that learning visible to the educator. We examine 26 undergraduate students’ reflections on peer-review to identify categories of reflection and what students have learnt from the peer reviewing process. Our findings reveal six different categories of reflection suggesting students’ active engagement in learning and pointing to the ways educators can direct and instruct students how to reflect. We discuss how these findings can inform university lecturers in the use of reflection upon peer reviewing as a pedagogical tool in higher education. Citation: Active Learning in Higher Education PubDate: 2022-01-13T08:42:09Z DOI: 10.1177/14697874211073045
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Matthew Jones, Jedediah E Blanton, Rachel E Williams Abstract: Active Learning in Higher Education, Ahead of Print. Self-determination theory (SDT) has empirical support in understanding and enhancing motivation in a variety of contexts, including education settings. Niemac and Ryan have highlighted that using SDT in course design can lead to stronger fulfilment of an internal locus of causality regarding course work. One course design method anchored in SDT is gameful learning—structuring tasks that support intrinsic motivation, primarily increasing autonomy over learning. A gamified classroom (GC) may offer more assignments and points than minimally necessary for students to earn a passing mark, allowing students choice in which projects to pursue. Further research is needed to examine the degree to which students’ motivations differ between a GC and a non-gamified classroom (NGC). The purpose of the current study was to determine if students in a GC were more intrinsically motivated than students in NGC. Students were enrolled in an undergraduate kinesiology course using a GC design (n = 24) or NGC design (n = 26) and completed an online survey – derived from the intrinsic motivation inventory and the test anxiety questionnaire—at the beginning and end of the semester. In the GC, students started with zero points, and were offered multiple assignments with scaffolded difficulty to reach their desired grade. The NGC used a traditional 100% grade range, with only required assignments and exams, and students lost points for inadequate or inaccurate responses. Following analyses, it was revealed that students in the GC had higher perceptions of autonomy and competence than students in the NGC. Where these differences exist over time, along with differences in other subscales, will be discussed further. Educators seeking to enhance student motivation and engagement may therefore look to gamification as an appropriate methodology. Citation: Active Learning in Higher Education PubDate: 2022-01-11T08:59:32Z DOI: 10.1177/14697874211066882
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Alice Brown, Jill Lawrence, Marita Basson, Megan Axelsen, Petrea Redmond, Joanna Turner, Suzanne Maloney, Linda Galligan Abstract: Active Learning in Higher Education, Ahead of Print. Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning. Citation: Active Learning in Higher Education PubDate: 2022-01-05T06:59:30Z DOI: 10.1177/14697874211039077
Hybrid journal (It can contain Open Access articles)
[1174 journals]
