Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1996 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 3)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access   (Followers: 1)
21st Century Pedagogy     Open Access   (Followers: 5)
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access  
About Campus     Hybrid Journal   (Followers: 7)
Academic Medicine     Hybrid Journal   (Followers: 75)
Academic Psychiatry     Full-text available via subscription   (Followers: 26)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 58)
Acción y Reflexión Educativa     Open Access   (Followers: 119)
Accounting & Finance     Hybrid Journal   (Followers: 33)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 15)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 9)
Acta Científica : Ciências Humanas     Open Access  
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 68)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 45)
Action Research     Hybrid Journal   (Followers: 46)
Active Learning in Higher Education     Hybrid Journal   (Followers: 202)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 13)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 16)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 157)
Adult Education Quarterly     Hybrid Journal   (Followers: 92)
Advanced Education     Open Access   (Followers: 14)
Advances in Arts, Social Sciences and Education Research     Open Access   (Followers: 16)
Advances in Building Education     Open Access   (Followers: 5)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 34)
Advances in High Energy Physics     Open Access   (Followers: 23)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Hybrid Journal   (Followers: 26)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 7)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 13)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 9)
Ainedidaktiikka     Open Access  
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access  
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Al-Mudarris : Journal of Education     Open Access   (Followers: 2)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 2)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 12)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
AMC Journal     Open Access   (Followers: 9)
American Annals of the Deaf     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 160)
American Journal of Business Education     Open Access   (Followers: 14)
American Journal of Distance Education     Hybrid Journal   (Followers: 31)
American Journal of Education     Full-text available via subscription   (Followers: 166)
American Journal of Educational Research     Open Access   (Followers: 59)
American Journal of Health Education     Hybrid Journal   (Followers: 37)
American Journal of Physics     Full-text available via subscription   (Followers: 58)
American String Teacher     Full-text available via subscription   (Followers: 1)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access  
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 5)
Antistasis : An Open Educational Journal     Open Access   (Followers: 1)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 1)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 17)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban     Open Access  
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 1)
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 22)
Art Education     Hybrid Journal  
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 36)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 19)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 15)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 27)
Asia-Pacific Science Education     Open Access   (Followers: 2)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Asian Journal of Education and Social Studies     Open Access   (Followers: 1)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 16)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 3)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 7)
ASp     Open Access  
Assessing Writing     Hybrid Journal   (Followers: 16)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 137)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 44)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 3)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access  
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Aula Abierta     Open Access  
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 16)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational Researcher     Hybrid Journal   (Followers: 28)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 14)
Australian Journal of Career Development     Hybrid Journal   (Followers: 5)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 7)
Australian Journal of Education     Hybrid Journal   (Followers: 46)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 14)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 9)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 219)
Australian Journal of Teacher Education     Open Access   (Followers: 31)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 163)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 3)
Baltic Journal of Career Education and Management     Open Access  
Barn : Forskning om barn og barndom i Norden     Open Access  
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access  
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 1)
Beijing International Review of Education     Full-text available via subscription  
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 8)
Berkeley Review of Education     Open Access   (Followers: 10)
Beyond Behavior     Hybrid Journal   (Followers: 2)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 5)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access  
Bioeduscience     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal  
Biosaintifika : Journal of Biology & Biology Education     Open Access  
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access  
Biuletyn Historii Wychowania     Open Access  
BMC Journal of Scientific Research     Open Access   (Followers: 8)
BMC Medical Education     Open Access   (Followers: 47)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access  
British (Jurnal Bahasa dan Sastra Inggris)     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 169)
British Journal of Educational Studies     Hybrid Journal   (Followers: 134)
British Journal of Educational Technology     Hybrid Journal   (Followers: 95)
British Journal of Music Education     Hybrid Journal   (Followers: 18)
British Journal of Religious Education     Hybrid Journal   (Followers: 7)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 59)
British Journal of Special Education     Hybrid Journal   (Followers: 44)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 11)
Brock Education : A Journal of Educational Research and Practice     Open Access   (Followers: 1)
Brookings Trade Forum     Full-text available via subscription   (Followers: 4)
Buckingham Journal of Education     Open Access   (Followers: 2)
Bulletin De L' Association Thaïlandaise Des Professeurs de Français     Open Access  
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersaberes     Open Access  
Cadernos de Educação     Open Access  
Cadernos de Estudos e Pesquisa na Educação Básica     Open Access  
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 3)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Active Learning in Higher Education
Journal Prestige (SJR): 1.397
Citation Impact (citeScore): 2
Number of Followers: 202  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1469-7874 - ISSN (Online) 1741-2625
Published by Sage Publications Homepage  [1174 journals]
  • Supporting students’ active learning with a computer based tool

    • Free pre-print version: Loading...

      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
       
  • “If we can do it, anyone can!”: Evaluating a virtual “Paper Chase”
           collaborative writing model for rapid research dissemination

    • Free pre-print version: Loading...

      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
       
  • Using cross-course peer grading with content expertise, anonymity, and
           perceived justice

    • Free pre-print version: Loading...

      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
       
  • Refining active learning design principles through design-based research

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      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
       
  • Going small, going carefully, with a friend: Helping faculty adopt
           lesson-level constructive alignment through non-evaluative peer
           observation

    • Free pre-print version: Loading...

      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
       
  • “It made me feel like it was okay to be wrong”: Student
           experiences with ungrading

    • Free pre-print version: Loading...

      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
       
  • Performance reviews as an active method to improve feedback and
           performance

    • Free pre-print version: Loading...

      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
       
  • The educator’s experience of using flipped classrooms in a higher
           education setting

    • Free pre-print version: Loading...

      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
       
  • The casual within the formal: A model and measure of informal learning in
           higher education

    • Free pre-print version: Loading...

      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
       
  • Paper versus online quizzes: Which is more effective'

    • Free pre-print version: Loading...

      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
       
  • Comparing the use of flipped classroom in combination with problem-based
           learning or with case-based learning for improving academic performance
           and satisfaction

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      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
       
  • College student engagement in OER design projects: Impacts on attitudes,
           motivation, and learning

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      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
       
  • Comparing strategies for active participation of students in group
           discussions

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      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
       
  • The case for case studies: Dialogic engagement and case study creation in
           a higher education classroom

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      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
       
  • Fostering university students’ learning performance using the
           one-take video approach

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      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
       
  • Reflection on peer reviewing as a pedagogical tool in higher education

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      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
       
  • Science to practice: Does gamification enhance intrinsic motivation'

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      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
       
  • The creation of a nudging protocol to support online student engagement in
           higher education

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      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
       
 
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