Search

Objective Some students may face challenges with graduate-level reading and writing, particularly in certain active learning pedagogies, such as team-based learning or peer instruction, which require extensive pre-reading. The objective of this study is to determine the perceived utility of an academic literacy (reading/writing) test for first professional year student pharmacists (P1s). Methods In a collaboration between pharmacy and linguistics faculty, an academic literacy assessment tool was developed using fall P1 course materials. After pilot testing and adjustments, the revised test was administered to all P1 students by trained facilitators, then scored. Students needing literacy support were identified, met with individually to debrief on the assessment, and offered a year-long, one-on-one tutoring program. P1 faculty participated in an end-of-semester focus group session to determine whether the assessment correctly identified students who benefited from literacy support, and to decide on the impact of subsequent support. Thematic analysis was performed on the data. Results A total of 13 students were identified as at-risk through the assessment. Since tutoring was optional, eight students met at least once, and two students met weekly during the ensuing semester. Faculty from the end-of-semester focus group 1) stated that the assessment accurately pre-identified students who struggled with literacy components of P1 coursework, and 2) expressed a wish for earlier identification of students with required instead of optional tutoring. Conclusions Faculty perceived that the tool accurately identified students, but the timing and the volunteer nature of the follow-up tutoring limited the success of the assessment effort.

Aim To explore studies related to team teaching in undergraduate nursing education and to identify its implications for practice. Background Team teaching is a pedagogical approach that has been used in a wide variety of settings since the mid-twentieth century. This approach aims to encourage critical thinking through exposure to a multifocal teaching approach. Incorporating various teaching approaches is crucial to cultivating knowledge and practical ability among future nurses. Despite its apparent potential as a pedagogy, peer-reviewed literature contains little evidence regarding the implementation of team teaching in undergraduate nursing education. Design Scoping review strategy was used in this review to examine the extent and range of available literature on team teaching in undergraduate nursing education. Methods : The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) checklist was used as the reporting guideline for this review. Literature search was conducted using six databases in addition to grey literature search. Results Six papers met the inclusion criteria, and all were conducted in high income countries. Four main themes were evident in included studies. These were study approach, student perspectives, teacher perspectives and broad recommendations. The majority (96%) of participants in the studies were students. Positive findings revealed that team teaching is of benefit to students’ active learning, reflection skills, leadership skills, and student-teacher bonding. Team teaching that pairs academics with frontline clinicians was also suggested as one way to address the gap between theory and practice often cited as a weakness of modern-day nursing training. Challenges identified by studies included, students' experiences observing personality clashes between teachers, and extra time demands being placed on teachers due to intensive planning. Conclusions This review highlights that any level of teaming and/or collaboration is better, in many aspects, than solo teaching in undergraduate nursing education. A clear need was identified for research exploring the perspective of nurse educators and managers regarding their perceptions of team teaching.

Purpose - The purpose of this paper is to implement and evaluate active learning strategies to support engineering students in the development of research competences, contributing to the growing need for a closer relationship between research and teaching.Design/methodology/approach - This study was developed using an action research approach. The data were collected through observations, questionnaire and focus group in order to evaluate the active learning strategies used in the context of the study, based on students' perceptions.Findings - The results show that the implementation of active learning strategies, such as research-based learning and think-pair-share enhance the development of research competences, namely critical thinking and written communication. Additionally, this approach enables students to develop further their capstone projects, using the standards demanded in research process.Research limitations/implications - The study was based mainly on teacher's observation and the participants are undergraduate engineering students enrolled in the course "Scientific Methodology" during 1 academic year.Practical implications - Two levels of implications can be identified in this study: (1) for teachers' practice, who can adapt the step-by-step descriptions of the implemented approaches and (2) for research, contributing to the discussion about how to explore the teaching-research relationship in undergraduate courses.Originality/value - The course of "Scientific Methodology" is part of the curricular structure of most undergraduate engineering programs offered by Brazilian Higher Education Institutions, and this study is a contribution for the improvement of knowledge on how this course may be conducted in an effective and engaging way., This work was partially supported by FCT - Fundacao para a Ciencia e Tecnologia within the R&D Units Project Scope UIDB/00319/2020.

Although the flipped classroom has attracted much attention, the flipped classroom research in the English teaching context has not been widely explored. This research is intended (1) to explore the general responses of English teachers toward the flipped classroom methodology and (2) to investigate the perceived benefits and challenges of its implementation in English teaching. The total of 10 English teachers from different institutions that applied flipped classroom participated in this research. The data were collected byusing questionnaire and interviews. The data were analyzed by using quantitative descriptive and qualitative data analysis. The results reveal that English teachers have positive responses to the flipped classroom methodology. Some perceived benefits of its implementation are facilitating active learning, developing collaborative teamwork, stimulating autonomous learning, and increasing classroom interaction. Meanwhile, the perceived challenges of its implementation deal with supporting facilities, technical and technological problems, and the challenge of creating flipped learning material.

Extensive research within science, technology, engineering, and mathematics (STEM) fields has demonstrated that active learning leads to greater educational success for students relative to traditional lecture methods. While studies have explored active learning use across various STEM fields, minimal research has focused specifically on the atmospheric sciences. A baseline knowledge of the use of active learning in this field is vital for determining instructional effectiveness and can identify areas for improvement. The goal of this study is to provide a baseline regarding the state of active learning within the atmospheric sciences, including understanding what active learning strategies are most widely used, their frequency of use, and who is using them. Atmospheric science instructors were invited to participate in an online survey to provide information about their active learning use in the classroom and resources used to learn more about active learning strategies. Survey results indicate that case studies are the most popular high-use active learning strategy across all levels of instruction, though how they are implemented within the classroom is not clear. New atmospheric science instructors, instructors beyond the typical 5-yr tenure mark, and female instructors exhibit the highest number of unique active learning strategies. Future work stresses the need for a larger sample size and more direct classroom observation of instructors using active learning.

本稿は, 臨床検査技師として多職種連携に必要なノンテクニカルスキルを概説する．香川県立保健医療大学保健医療学部臨床検査学科の学生対象にノンテクニカルスキルを学習する新授業科目「地域チーム医療論」を紹介する．The present paper reviews the current state of nontechnical skills required for interprofessional collaboration as medical technologists. The authors have developed a new class "Community and Team Medicine" for medical technology students to learn nontechnical skills.

The use of theory and simulation in undergraduate education in biochemistry, molecular biology, and structural biology is now common, but the skills students need and the curriculum instructors have to train their students are evolving. The global pandemic and the immediate switch to remote instruction forced instructors to reconsider how they can use computation to teach concepts previously approached with other instructional methods. In this review, we survey some of the curricula, materials, and resources for instructors who want to include theory, simulation, and computation in the undergraduate curriculum. There has been a notable progression from teaching students to use discipline-specific computational tools to developing interactive computational tools that promote active learning to having students write code themselves, such that they view computation as another tool for solving problems. We are moving toward a future where computational skills, including programming, data analysis, visualization, and simulation, will no longer be considered an optional bonus for students but a required skill for the 21st century STEM (Science, Technology, Engineering, and Mathematics) workforce; therefore, all physical and life science students should learn to program in the undergraduate curriculum.

Background The Phase 1 ACS/APDS skills curriculum standardizes intern training. Despite this, institutional implementation varies and is nationally low. We aimed to use Kern’s six-steps to tailor this to our program, providing a framework to improve implementation. Methods Problem identification and general needs assessment were performed. Targeted needs assessment (TNA) of incoming interns (‘interns’), current residents, and attendings determined perceived importance of skills and intern’s previous experience and confidence. Educational strategies were developed. Learner knowledge was assessed before and after modules, deficiencies identified enabled employment of active learning strategies. Modular and curricular evaluations were completed. Results TNA determined all interns had been taught knot tying and suturing, and were most confident with suturing, knot tying, and urethral catheterization. Educational strategies included simulation and lectures. Evaluations demonstrated improvement in test scores (pre-v post-) and skills confidence on curricula completion. Conclusion Our framework utilizes institutional resources and expertise while focusing on determining existing knowledge, skill, and technical deficiencies of learners. This approach demonstrated improvement in knowledge and confidence, and could improve implementation rates of the Phase 1 curriculum.

الملخص: أهداف البحث: إن طرق التدريس التقليدية ليست بالكفاءة المرجوة بسبب عدم قدرتها على تعزيز التعلم النشط. وإن اعتبار المشاركة النشطة من قبل المتعلمين يساعد على تعزيز التجربة التعليمية. بالإضافة إلى ذلك، فقد ثبت أن التغذية الراجعة البناءة تحفز على التعلم النشط. تهدف هذه الدراسة إلى قياس تأثير التدخلات باستخدام التعلم النشط والتغذية الراجعة على الأداء الأكاديمي لطلاب الطب. طرق البحث: أُجريت هذه الدراسة الاستطلاعية متعددة المراحل على طلاب الطب في منهج علم الأجنة من خلال التعلم السلبي (٩٠ طالبا)، والتعلم المتكامل النشط (٨٠ طالبا)، وأخيرا بالتعلم النشط مع التغذية الراجعة الفاعلة (٨٥ طالبا) على مدى ثلاث سنوات متتالية. وقد تمت مقارنة درجات الطلاب خلال التقييمات المستمرة والختامية مع الدرجات النهائية. بالإضافة إلى ذلك، تم تحليل آراء الطلاب باستخدام استبانة. النتائج: شارك في هذا البحث ٢٥٥ طالبا. أظهرت آراء الطلاب اختلافات ملحوظة. وكان هناك اتجاه إيجابي نحو التدخلات من خلال التعلم النشط والتغذية الراجعة. زادت المشاركة النشطة للطلاب من ٢٤٪ إلى ٦٩٪ وأخيرا إلى ٧٢٪ خلال ثلاث سنوات. وكان لديهم الدافع لحضور المحاضرات كما اتضح من مشاركة ٢٨٪ و٧٠٪ و٨٢٪ على التوالي. كما كانت هناك زيادة كبيرة في الدرجات الأكاديمية خلال الثلاث سنوات. الاستنتاجات: تؤكد هذه الدراسة فاعلية التعلم النشط والتغذية الراجعة على الأداء الأكاديمي لطلاب الطب. وبالتالى يمكن إدراج نهج تعليمي للتعلم المتكامل النشط متبوعا بالتغذية الراجعة في المناهج الطبية. Abstract: Objectives: Didactic time-honoured teaching pedagogies carry a low educational impact due to their inability to foster active learning. Active participation from learners is considered to enhance their learning experience. Furthermore, constructive feedback has been found to facilitate active learning. This study aims to measure the impact of interventions via the use of active learning and feedback on the academic performance of medical students. Methods: We conducted an observational multi-stage prospective study of the medical students undertaking embryology courses via passive learning (90 students), active integrated learning (80 students), and finally, with active learning and effective feedback (85 students) over three successive years. The students' grades in the formative and summative assessments were compared with their end-of-course grades. Additionally, the students’ perceptions about the courses were analysed using a self-constructed questionnaire. Results: A total of 255 students participated in this research. The observed frequencies of the students’ responses showed significant variations in their responses to all the statements (X2, p

In this study, the theory of collaborative learning by Johnson et. al. is used as the theoretical framework. The current state of the use of collaborative learning in middle-school science lessons was first examined through a teacher interview. The results indicate that the teacher was more concerned with student individual acquisition of fundamental knowledge in science, and collaborative learning is not much used in middle schools. Then, mock science lessons that include collaborative learning were developed by pre-service teachers, and four instructional strategies that promote collaborative learning were identified.

本稿では、大学初年次の少人数授業においてポピュラー音楽を用いたメディアリテラシー入門の試みを紹介する。現在主流のメディアリテラシー教育の考え方と、楽曲を「プライマリーテキスト」としたポピュラー音楽研究の成果をとりいれることにより、大学生にふさわしいメディアリテラシー修得に向けた動機が得られると主張したい。最後にメディアリテラシー教育の観点から望まれるポピュラー音楽研究の方向について触れる。In this paper, I propose a method to utilize pieces of popular music and their lyrics for college level media literacy education. After briefly surveying literature of Japanese popular music studies, I introduce the ideas and methods of the second level and college level media education and mainstream textbooks of ongoing popular music studies, in order to identify the points we should emphasize in interpreting popular music and its lyrics. Then I review some of my own class activities to show how collective interpretations of songs and lyrics in the classroom can be beneficial to improve students’ ability to understand media and musical art, and students' communication skills.

Advances in technology have allowed radiology educators to use numerous innovative teaching tools and methods in their pedagogy. Commonly used methods such as audience response systems, flipped classroom techniques, active learning methods, and electronic media are explicated. Finally, the appropriate use of these techniques to fully optimize the educational experience is discussed.

The technological breakthrough grows rapidly and plays an important role in our daily life. It is allowed people to communicate with teachers, instructors, students, and friends. Thus, learning management between teachers and students should be adjusted by using a variety of technical materials to support their learning ability. The purposes of this study were to develop online active learning management with application for pre-service teacher. The participants were 30 Early Childhood students, Suan Sunundha Rajabhat University. The findings revealed that the online learning efficiency was 88.06/85.67. The experimental outcome reveals that learning achievement is significantly different from before the use of online learning, at the statistical level of 0.05. After applying the online learning in the classroom, learning retention dropped down not less than 20%. The results can be concluded that the participants have learning retention after the use of the online learning.

Group work is a common active learning strategy in higher education when the goal is to enhance deep learning and develop teamwork skills. Culturally diverse learning groups are particularly valuable in preparing university students to participate in a globalized world. Student engagement in group work is critical in realizing these benefits. Therefore, more insight into what factors promote engagement is necessary. This study investigates the extent to which trust in the group, cultural diversity in the group, and group formation contribute to behavioral and cognitive engagement in group work. A questionnaire was filled out by 1025 bachelor’s students from six universities in the Netherlands and Canada. Structural equation modeling analyses identified students’ trust in the group as the strongest positive predictor of both behavioral and cognitive engagement. Greater perceived cultural diversity was found to promote behavioral and cognitive engagement, but compared with trust, the impacts were relatively small. Whether students could choose their group members did not affect behavioral or cognitive engagement significantly. Contrary to what was expected, trust did not act as a mediator. That is, cultural diversity and group formation did not indirectly affect engagement through trust. These findings prompt some suggestions for how to enhance student engagement in group work.

Project-based learning has long been an important element in teaching informatics topics, because it allows students to acquire important social and methodological competences in addition to professional competence. Groupware systems are increasingly used in such settings. In our paper, we present the didactic concept we have applied to more than ten cooperative educational projects over the last few years. We describe how electronic media have become an integral part of our concept and we introduce CommSy a web-based application, designed specifically to fit the needs of project-based learning.

Meta-analysis on active learning in STEM disciplines at the college level. An expansion of Freeman et al. (2014)

INTRODUCTION While blended learning has been growing in popularity in recent years, the effectiveness of this procedure remains controversial. In this report, we assess the effectiveness of blended learning of embryology within international medical students. MATERIALS AND METHODS The participants were international medical students taking embryology in the Bachelor of Medicine and Bachelor of Surgery program. The blended learning group (BLG) consisted of students (n=43) in the 2018-2019 academic year, taught with blended learning model via a customized small private online course (SPOC). The control traditional teaching group (TTG) consisted students (n=48) in the 2017-2018 academic year, taught with traditional teaching model. Academic performance, including mean scores and passing ratios on the final exam of two groups were compared and analyzed with a t-test. In addition, a questionnaire directed toward evaluating student's perceptions with the blended learning was administered to students in BLG. RESULTS The majority of students in BLG actively participated in online self-study activities and discussion in face-to-face class sessions. The mean score and passing ratio were significantly greater than those of students in TTG (P

One of the language skills that require a process of practicing, learning, and proper techniques for teaching students in writing. By intensive practicing and studying, students become skillful faster. It seems difficult for students to compile their writing without making careful planning before writing. Many students cannot express their opinion because the teacher does not teach them properly. Teaching writing with monotone techniques inhibits students to get the ideas provided by the teacher during the writing learning process. This research focused on the methods used by the teacher in Maharah Kitabah (writing skills), which was at relay writing method (chain writing). The research method used was experimental, that data was collected by observation and test. Then, the data were analyzed by using the N-Gain. From the results of the N-Gain test, the average score of the pre-test and post-test scores has increased by a percentage of 59%. While the average score obtained from the acquisition of the N-gain value is 0.72, therefore, the category was high. This result proves that the estafet writing method can improve Arabic writing skills outcomes.

Purpose With technology becoming an essential component in classrooms, it is becoming more crucial for pharmacy faculty to explore innovative active learning strategies that engage students inside and outside the classroom. This manuscript discusses how two fourth-year students and their preceptor developed interactive patient cases using an open-source software application called Twine ( www.twinery.org ). Description Two different cases were developed in Twine. The first patient case story was created by the fourth-year students and will be implemented in the future. The second patient case, consisting of two Twine stories, was created by the faculty preceptor and was implemented during new student orientation. Analysis/interpretation Resources for development as well as advantages and disadvantages of developing and implementing Twine stories into the curriculum are discussed. Implementation of the faculty's Twine stories into the pharmacy curriculum is also discussed. Conclusions Twine is a user-friendly application and has the potential to be utilized in healthcare programs as an effective and engaging teaching strategy that both professor and students enjoy. Implications While development of a Twine story could be time-consuming, the benefit of increasing student engagement outweighs the cost. Active learning is an essential component in the classroom, and finding new and innovative ways to enhance student learning is imperative.

Heterogeneous architectures have emerged as a dominant platform, not only in high-performance computing but also in mobile processing, cloud computing, and the Internet of Things (IoTs). Because the undergraduate computer science curriculum includes so many topics, adding a new course as a required part of the curriculum without increasing the number of hours to graduation is difficult. Integration of heterogeneous computing requires a module-driven approach in which coverage of the topics is broken down into smaller units and dispersed throughout the curriculum. The module-driven approach has been successfully implemented in introducing parallel and distributed computing concepts. In this paper, we present a set of four teaching modules that introduce fundamental concepts in heterogeneous computing in lower-division computer science courses. The goal of these modules is not to teach students how to program heterogeneous systems but rather to expose them to this emerging trend and prepare them for material in future classes. Although concepts are covered at a high level, the modules emphasize active learning and include lab assignments that provide students with hands-on experience. We also present initial evaluation results for two of these modules based on their use in undergraduate courses at Texas State University. The results are quite encouraging both in terms of learning outcomes and student engagement and interest.

Collaborative teaching strategies such as peer instruction and conventional group work have previously been shown to enhance meaningful learning, but they have not previously been compared. In this present study, we compared the impact of solving quizzes with peer instruction and conventional group work on immediate learning in a laboratory exercise. A total of 186 second-year medical students were randomized to solve two quizzes by either a peer instruction strategy ( n = 93) or conventional group work ( n = 93) during a mandatory laboratory exercise on respiratory physiology, after which all students completed an individual test. There was no difference in total test scores between groups, but students randomized to peer instruction obtained the highest test scores in solving simple integrated questions. Conversely, students randomized to conventional group work provided the best evaluations of the overall assessment of the laboratory exercise. In conclusion, different collaborative teaching strategies implemented during a laboratory exercise appear to affect immediate learning and student satisfaction differently.

Serious games provide pathways for learners to develop intuition about concepts that are new to them. Such games are especially valuable in an educational context because they engage students in active learning and provide a means for students to develop mental models from their experiences. Furthermore, for short term learning experiences, such as informal, ungraded workshops, they act as ice-breaker activities that help build a sense of community among disparate learners. Collaborative games also spawn peer-to-peer discussion. These student experiences generally lead to deeper questions and discussions that allow instructors to uncover more concepts and clarify misunderstandings, all of which reinforce learning. The authors have created and incorporated role playing games within informal High Performance Computing (HPC) courses to provide students with tangible hands-on experiences with HPC concepts. All of the games are designed so that learners work collaboratively and take on a role associated with an HPC system. Engaging in the role playing highlights the strengths, weaknesses, and challenges of HPC. In this article we describe the games, how they were integrated into HPC courses, both in-person and virtual, and the lessons learned by both students and instructors. Though played with professional and university learners, the games are easily generalized to other cohorts.

It is essential that at the university level, each educational activity ensures the active involvement of students. The university course must be in line with this goal. The academic presentation must be accompanied by modalities and teaching materials that ensure analysis, conceptual comparisons, argumentation, critical thinking, and the relationship with real life and the future profession. This research goal is to investigate the responses of 20 university teachers regarding the use of educational resources/materials to sustain active learning and student-centered learning in the course activity. The research results show that the university teacher uses modern educational resources and a variety of them. These resources sustain their lecture and involve the students in different active learning contexts.

International negotiations, particularly in international organisations with a large number of members, can be long and fraught. Reaching consensus between a large number of countries is not an easy task and this point is often ignored in news reports relating to international negotiations. This article argues that when teaching students about the conduct of international negotiations, their understanding can be greatly enhanced by the use of active learning techniques such as role playing, simulations and games. However, much of the literature describes simulations which take time to prepare and are often run over several hours or days. This article argues that we need to develop shorter, seminar length simulations which students can relate to, in order to help their understanding of the issues and processes around negotiations. Highlighting the consensus process in the World Trade Organisation (WTO) and drawing on experience of teaching students about the WTO, this article elaborates a seminar length exercise which can be used to illustrate some of the negotiation processes in the WTO, while at the same time teaching students about the process and difficulties of consensus building with a familiar scenario.

Mathematics teaching in a 21st-century educational context requires a shift to active learning. The shift calls on teachers, and the plans countries need to prepare to make the changes through well-designed teacher professional development programs. ARPA (Spanish acronym for Activating Problem Solving in Classrooms), as a professional development program, with an emphasis on collaborative problem solving, provides opportunities and tools for teachers to enrich their classroom activities in a student-centered manner. This study of 149 in-service teachers evaluates the impact of an ARPA workshop on teachers’ self-efficacy and their tendency to choose student-centered practices. The results show that before participating in the program, even if teachers had believed in their ability to solve problems, they did not consider how to connect this ability with the active student-centered problem-solving practices in their classroom. However, teachers’ self-efficacy in performing problem solving significantly affects the teachers’ report of their student-centered practices after participating in the program. Understanding the relationship between teacher confidence and the quality of their classroom activities is essential for the optimization of the outcomes of any teacher’s professional development.

As part of a departmental reform project, a large University converted a “Precalculus College Mathematics” lecture-based course for 97 students into an active learning flipped classroom for first-y...

Background and purpose The purpose of this study was to assess impact on knowledge, communication skills, and self-confidence of an oral presentation through integrated learning within a pharmaceutical sciences course and a pharmacy practice course within the first year of a three-year, accelerated pharmacy curriculum. Educational activity and setting First-year, first-quarter students were assigned to research, prepare, and give an oral presentation of an immunology topic pertaining to an autoimmune disease or an immune deficiency. In addition to assessments of content (immunology) and delivery (communications), students completed a 15-item, four-point Likert scale anonymous post-presentation survey, which provided an opportunity for the students to provide feedback about the assignments. Students were also encouraged to provide subjective feedback. Findings A total of 140 students (88%) completed the survey. Results indicated favorable student response to the assignments. On average, students viewed this activity as a positive experience (total mean = 1.44 (95.71%)). Furthermore, students strongly agreed that the activity helped with public speaking and reinforced basic immune system concepts. Analysis of student responses and comments indicated positive reaction to active learning and self-directed learning. Summary Overall results indicated an improvement in student confidence in ability to communicate specific material learned in a pharmaceutical sciences course. Curricular integration through oral presentations is one approach to increase student knowledge of pharmaceutical sciences and improve confidence and student self-awareness of personal communication skills.

From the importance of English in world of interanally communicated, the problems of learning management in each area seems to be diffrenced, language and culture are needed for recognising, active learning is called for effectiveness instruction, and primary English teachers need to prepared in modern classroom . This research employed evaluative research to employ active learning for primary English teachers through professional program . Data were collected by setting a connoisseurship technique . Seven experts are appointed and read carefully a tentative program for primary English teachers . The connoisseurship technique allowed all experts share their experiences and ideas to promote active learning in freely . Video recording and note taking were recorded during the validation activity . Active learning program for primary English teachers is approved before implementation in different school contexts . The uncertainty situations, COVID - 19 pandemic may be affected to schooling, teachers have to redesign lesson . The implementation though active online learning is needed to discuss and rethinking how it be effectively in authentic classroom .

There continues to be an increase in enrollments in various computing programs at academic institutions due to many job opportunities available in the information, communication, and technology sectors. This enrollment surge has presented several challenges in many Computer Science (CS), Information Technology (IT), and Software Engineering (SE) programs at universities and colleges. One such challenge is that many instructors in CS/IT/SE programs continue to use learning approaches that are not learner centered and therefore are not adequately preparing students to be proficient in the ever-changing computing industry. To mitigate this challenge, instructors need to use evidence-based pedagogical approaches, e.g., active learning, to improve student learning and engagement in the classroom and equip students with the skills necessary to be lifelong learners. This article presents an approach that combines learning and engagement strategies (LESs) in learning environments using different teaching modalities to improve student learning and engagement. We describe how LESs are integrated into face-to-face (F2F) and online class activities. The LESs currently used are collaborative learning , gamification , problem-based learning , and social interaction . We describe an approach used to quantify each LES used during class activities based on a set of characteristics for LESs and the traditional lecture-style pedagogical approaches. To demonstrate the impact of using LESs in F2F class activities, we report on a study conducted over seven semesters in a software testing class at a large urban minority serving institution. The study uses a posttest-only study design, the scores of two midterm exams, and approximate class times dedicated to each LES and traditional lecture style to quantify their usage in a face-to-face software testing class. The study results showed that increasing the time dedicated to collaborative learning, gamification, and social interaction and decreasing the traditional lecture-style approach resulted in a statistically significant improvement in student learning, as reflected in the exam scores.

The study investigated the lecturers’ perceptions of problem-based learning (PBL); their attitudes towards PBL, their views of effects of PBL on the learning process and the factors for not employing PBL in their courses. A survey questionnaire was used to collect data from 40 randomly selected lecturers from Takhar University. Descriptive and inferential statistics were used to analyze the data. The findings showed that lecturers had strong positive attitudes towards PBL and they were interested in utilizing PBL in their teaching activities. They were aware of the effects of PBL on the learning process particularly students’ learning. They believed that PBL could help students develop a variety of generic skills, e.g., communication and problem-solving skills, which are necessary for employment. However, most of the participants did not make use of PBL in their courses for various reasons such as large number of students in their classes and lack of appropriate infrastructure. The lecturers’ gender, level of education and years of teaching experiences did not have any significant impact on their responses.

Technology continues to disrupt higher education around the world. The fast adoption of blended and online learning coupled with growing interest in offering MOOCs by higher education institutions warrants a systematic study of the learning environment and how learners perceive it. This study builds on previous studies that investigated digital status, online practices and learners’ preferences for learning environments in Pacific Island Countries. A total of 945 learners (873 undergraduate and 72 postgraduate) were investigated for their preferences towards psycho-social features of their preferred learning environments. In addition, 112 instructors’ perceptions demonstrated their understanding of learners’ preferences and the gaps in their understanding of their learners. The undergraduate learners place highest preference for learner interaction and collaboration and authentic learning, whereas postgraduate learners opted for instructor support, active learning and authentic learning. The instructors’ perceptions highlighted the importance they place on their role by rating their assumption for learners’ highest preference for instructor support and least satisfaction of learners towards distance education. The learners and instructors’ contradictory perceptions indicate the need for instructors to ‘listen’ to their learners and redesign technology integrated learning environments. These findings have implications on course design and delivery in higher education and MOOCs.

Introduction and Aim: Innovative learning strategies may be introduced along with the conventional methods to enhance active learning by the students. Jigsaw technique is a co-operative learning method, where students play a dual role as an active learner and teacher. Hence the present study aimed to introduce and assess the acceptability of the Jigsaw technique as an active learning strategy in Physiology for first year medical undergraduates. Methods: Five parent groups were formed from 30 first year medical undergraduates with six members in each group. Each member in the parent group was allotted a sub-topic in “Immunity”. Members with the same sub-topic joined to from the expert groups. After three sessions of face-face and asynchronous online discussions spanning a duration of three weeks, facilitated by faculty, the students returned to their parent groups for peer teaching and presentation. The content of the presentation was evaluated by faculty with help of a checklist. Feedback questionnaire was administered to both the students and the faculty to assess their perceptions and acceptability of Jigsaw technique. Results: Jigsaw method was addressed as an innovative method that favored active participation, high interaction and promoted communication skills and referral habits among the students. However. it was time consuming, and students expressed difficulty in adapting to the technique. Conclusion: Students consider the learning process enjoyable and effective with Jigsaw technique in Physiology. However, owing to the time consumption and its complexity it may be sparingly used in routine curriculum.

The law of language learning has a theoretical basis. Language learning is a process of active learning, not of passive acceptance. Situational teaching is the extension and development of constructivist teaching. The correct use of situational teaching can stimulate students’ interest, facilitate a harmonious relationship between teachers and students, as well as promote the cultivation of other skills among students, so as to improve the teaching quality of oral Chinese teaching as a foreign language and effectively complete the teaching task. However, there are some issues that should be emphasized when using the situational teaching method, such as how to create situations effectively, the problems that teachers should pay attention to when creating situations, and the principles of creating situations.

Learning is the process of how students take information and relate it to their prior knowledge into something meaningful. Learning promotes continuous growth and change in students. Student engagement is considered one of the significant predictors of successful learning. In general, student engagement refers to the active participation in a series of academic and co-curricular or school-related activities and commitment to pursuing learning goals. Does student engagement associated with successful learning occur in any settings, offline or online programs? This paper presents some theoretical frameworks about student engagement. This paper concludes with some pedagogical implications for English language teaching techniques.

There are increasing calls for the use of research-based teaching strategies to improve engagement and learning in engineering. In this innovation paper, we detail the application of research-based teaching strategies in a computer programming focused biomedical engineering module. This four-week, one-credit undergraduate biomedical engineering (BME) programming-based image processing module consisted of a blend of lectures, active learning exercises, guided labs, and a final project. Students completed surveys and generated concept maps at three time points in the module (pre, mid, and post) to document the impact of integrating research-based teaching strategies. Students demonstrated a significant (p 4 out of 5) perceptions of gains in knowledge and attitudes toward instructor support. Overall, the novel design utilized multiple research-based pedagogies and increased students’ conceptual knowledge, self-efficacy, and perceived usefulness of material. The proposed design is an example of how multiple research-based instructional strategies can be integrated into an undergraduate biomedical engineering course. Supplementary Information The online version contains supplementary material available at 10.1007/s43683-021-00057-w.

The problems in educational field are not new, many educators and researchers are continually seeking ways and effective approaches to increase student achievement and outcomes. The biology education is however a crucial problem that needs to be solved, the problems in science education are amplified where educational and teaching approach plays critical role. In this paper, cooperative learning approach has been utilized to solve the problem of cell biology teaching, because it motivates students in ways that traditional approach does not. The cooperative learning provides an opportunity to students to enhance communication, social, critical thinking and problem-solving skills. The reason this approach is suitable for effective teaching is that it provides active learning roles to students, rather than traditional learning where students have passive-learner role to fulfill. A step-by-step implementation plan for cooperative learning in cell biology teaching has been presented in this excerpt which is beneficial for teachers and educational leaders in the field of science.

Active teaching methodologies have been placed as a hope for changing education at different levels, transiting from passive lecture-centered to student-centered learning. With the health measures of social distance, the COVID-19 pandemic forced a strong shift to remote education. With the challenge of delivering quality education through a computer screen, we validated and applied an online course model using active teaching tools for higher education. We incorporated published active-learning strategies into an online construct, with problem-based inquiry and design of inquiry research projects to serve as our core active-learning tool. The gains related to students’ science learning experiences and their attitudes towards science were assessed by applying questionnaires before, during and after the course. The course counted on the participation of 83 students, most of them (60,8%) from post-graduate students. Our results show that engagement provided by active learning methods can improve performance both in hard and soft skills. Students participation seems to be more relevant when activities require interaction of information, prediction and reasoning, such as open-ended questions and design of research projects. Therefore, our data shows that, in pandemic, active learning tools benefit students and improve their critical thinking and their motivation and positive positioning in science.

Peer assessment, as a form of collaborative learning, can engage students in active learning and improve their learning gains. However, current teaching platforms and programming environments provide little support to integrate peer assessment for in-class programming exercises. We identified challenges in conducting such exercises and adopting peer assessment through formative interviews with instructors of introductory programming courses. To address these challenges, we introduce PuzzleMe, a tool to help Computer Science instructors to conduct engaging in-class programming exercises. PuzzleMe leverages peer assessment to support a collaboration model where students provide timely feedback on their peers' work. We propose two assessment techniques tailored to in-class programming exercises: live peer testing and live peer code review. Live peer testing can improve students' code robustness by allowing them to create and share lightweight tests with peers. Live peer code review can improve code understanding by intelligently grouping students to maximize meaningful code reviews. A two-week deployment study revealed that PuzzleMe encourages students to write useful test cases, identify code problems, correct misunderstandings, and learn a diverse set of problem-solving approaches from peers.

We theorized that integrating student-led class activities would foster accountability and active learning in a graduate-level public health implementation science course. We used mixed methods to collect students’ feedback about two active-learning teaching techniques, wherein students were randomly selected to lead class discussions and deliver short, informal “snapshot” lectures. Students reported that both activities encouraged student initiative, engagement with the material, and completion of the assigned readings. However, students thought that the student-led discussions were more enjoyable, made the course more interesting, and contributed more to their learning. These techniques can stimulate active learning and student accountability in public health courses.

Aim The aim of this study was to understand the concept of active learning and its potential use in nursing academia. Background The demands for innovative teaching-learning strategies in higher education increased in the past decade to foster higher level of thinking. The nurse educator must prepare students entering the nursing profession, which mandates safe patient care, using a pedagogical learning process such as active learning. Method The Walker and Avant method guided this concept analysis. Results The attributes of the concept are learner-centered; dynamic, meaningful, and engaging learning environment; bidirectional collaborative interaction between educator and learner; and ongoing constructive and nonjudgmental feedback. The identified antecedents include the educator's active learning expertise and the learner's capacity for higher order thinking. Conclusion Nurse educators are responsible for providing effective learning environments based on a sound pedagogical approach. Active learning's desirable outcomes call for educator support as experts in implementation.

Active learning increases student learning, engagement, and interest in STEM and subsequently, the number and diversity of graduates. Yet, its adoption has been slow, partially due to instructors’ ...

The promotion of spatial skills is essential in chemistry education. However, the process of acquiring these skills can be monotonous if learning is limited to the memorization of Newman projections or 3D molecular kits. Existing approaches to learning using visualizing tools require physical models which limit learning activities to within the classroom. Augmented reality (AR) in chemistry education allows students to see actual compound representation in a 3D environment, inspect compounds from multiple viewpoints, and control compounds interaction in real-time in any location. This facilitates the understanding of the spatial relations between compounds. We developed a methodology to use and assess an AR program to teach chemistry to associate degree science students. Figures of small organic molecules together with customized AR cards were used to let students appreciate the complexity of a 3D compound structure by viewing and rotating the depicted compounds. The effectiveness of learning chemistry using AR technology was evaluated. Quantitative questionnaire feedback results from students showed that 87% found that using AR technology for chemistry subjects was an effective teaching method that enhanced their learning, and students were satisfied with the AR educational app and the AR materials used. In a pre- and post-test evaluation of a group activity, students learned better and remembered more information about functional groups and drawings of complicated compounds after using AR technology. On the basis of our results, we can conclude that using AR has a positive impact on enthusiasm and learning in higher education chemistry courses for subdegree students, and this technology should be broadly used as a digital tool to promote active learning during the COVID-19 pandemic.

Background Prelicensure nursing has slowly heeded the call to embrace radical transformation of nursing education. Students’ inability to apply pharmacological knowledge to clinical situations motivated faculty to rethink how pharmacology is taught. Method Faculty restructured the pharmacology course with an active learning, facilitator-led classroom pedagogy. Results Student study time decreased and students were able to apply pharmacology content to the clinical setting. Faculty satisfaction increased. Conclusion Employing active learning methods for teaching pharmacology shows promise as evidenced by sustained content recall and application of pharmacology knowledge in entry-level nurse clinical settings.

The mathematics learning outcomes of most of the VIII grade students of MTsN Lubuk Buaya have not reached the Minimum Completeness Criteria. One of the efforts that can be made by the teacher to activate students in learning which can improve student learning outcomes is to apply an active learning strategy of the Listener Team type using Microsoft Powerpoint media. The purpose of this study was to determine the activities and learning outcomes of students' mathematics by implementing an active learning strategy of Listening Team type using Microsoft Powerpoint media. This research is a quasi-experimental research. The population of this study were students of class VIII MTsN Lubuk Buaya. The sampling technique was done by drawing numbers and the selected samples were students of class VIII.2 as the experimental class and class VIII.3 as the control class. The data were first tested for normality, homogeneity test and analysis of variance. The results showed that the mathematics learning outcomes of students who used the application of the Listener Team type active learning strategy using Microsoft Powerpoint media were better than conventional learning in class VIII MTsN Lubuk Buaya. The student activity data was obtained through observations at each meeting in the experimental class which showed that students' mathematics learning activities increased after being taught by implementing an active learning strategy of Listening Team type using Microsoft Powerpoint media in class VIII MTsN Lubuk Buaya.

This article discusses the problems that arise when using active methods of teaching physics in the educational process according to the updated curriculum, and ways to solve them. The analysis of documents, survey methods, analysis of the results of scientific research on the topic. Analysis of domestic and foreign articles. As a result of the study, problems, difficulties and a number of ways to solve them were identified when using active teaching methods by teachers of physics and natural science. In addition, the classification and benefits of active teaching methods are presented. Examples of active physics lessons, practical exercises are considered. It guides students in solving theoretical problems and issues of daily life. It is convenient to systematize a large amount of information in lectures and practical exercises, where the main issues of the topic are explained and recommendations for independent study of the material are given. The results of scientific research can be a useful and auxiliary tool for students, young professionals, teachers of physics and natural science in higher and special educational institutions.

Disruptive technology and a generation with an increased interest in using that technology to aid their learning has caused a need to change the current educational landscape. Student Response Systems are a contemporary means to integrate digital technology in the modern classroom. The purpose of this qualitative study is to examine the perspectives that impact students' engagement when using Student Response Systems in a technology enhanced classroom environment. The study was guided by qualitative methods of inquiry through non-participant observations, examination of the course material, and semi-structured interviews. The in-depth interviews ( n = 14) were conducted with graduate students who participated in the technology enhanced flipped classroom (TEFC) during their STEM degree studies in southern Sweden. The collected data were analyzed through the means of content analysis. The results of the study show that Student Response Systems are an effective and innovative method to increase students’ engagement in the classroom and embrace a modern learning environment. The participants expressed a positive impact on their willingness to participate in classroom discussions and share their respective views. A drawback that was mentioned is the dissatisfaction to invest more time in preparation ahead of the discussion, compared to lecture-based learning. The Student Response Systems increased the graduate students’ esteem to comfortably engage in classroom discussions and offers educators an additional tool to enhance their current pedagogical methods. The study contributes to the body of knowledge by closing an identified research gap that lacks perceptions from graduate students in a STEM program in southern Sweden. There are a few limitations that the reader should consider. The collected data pertains to graduate-level studies in a STEM degree program. Further, ample data were collected through multiple sources; however, the reflections are limited to 14 interview participants and are, therefore, not generalizable to other populations than those examined in the context. https://doi.org/10.26803/ijlter.20.9.6

A matemática é uma ciência muito presente em nosso cotidiano; porém, a maneira como vem sendo trabalhada como disciplina nas escolas, em muitos casos, pode não ser bem aprendida pelos alunos pois alguns acabam estabelecendo relações de medo e insegurança com ela. Dentre as possíveis razões para que isso ocorra, pode-se apontar o fato de como o ensino de matemática tem sido desenvolvido há muitos anos, na maioria das escolas brasileiras, em que é dada extrema importância às respostas e fórmulas prontas e não são muito exploradas práticas e ações para que os alunos desenvolvam a curiosidade e busquem encontrar as respostas, a partir de situações vivenciadas por eles. A partir dessa problemática compreende-se que é importante se repensar e propor atividades que propiciem uma aprendizagem significativa e ativa para o aluno. Assim, esse trabalho apresenta o relato de uma experiência que teve como objetivo geral compreender como as propostas de ensino e aprendizagem com metodologias ativas contribuem para um processo mais dinâmico e significativo na disciplina de matemática do ensino fundamental. Como perspectiva metodológica o estudo se pautou numa abordagem qualitativa associando o relato de experiência que desenvolveu uma sequência didática para trabalhar o conteúdo de porcentagem, a partir de cinco atividades. Os resultados apontam que as atividades proporcionaram momentos de pesquisas, discussões, estimularam a exploração de ideias e hipóteses, bem como a busca por respostas. De forma geral contribuiu para que o processo de ensino e aprendizado sobre conceitos de porcentagem se mostrasse mais interessante e dinâmico.

This paper explores students’ resistance when they were expected by their teacher to start learning mathematics through investigations, a pedagogy that emphasizes an active and agentic approach to ...

OpenSciEd is an ambitious effort to implement the vision of the Framework for K-12 Science Education and the Next Generation Science Standards broadly across the United States. The premise of OpenS...

Communication and social interaction are the raison d'être for using a language. Therefore, language teaching should privilege skills related to oral production and listening comprehension. This research contrasts the difficulty in teaching and learning English from a communicative approach with content and language integrated learning (CLIL). This contrast was given using the design of a didactic unit of social sciences to analyze the incidence of CLIL in students between 12 and 14 years old at the José Odel Lizarazo Institution. For this, the approach was carried out from a qualitative paradigm, proposing that the didactic unit starts from the local geography of the department of Arauca and with the considerations of the task-based approach. The analysis was carried out using observation, field notes, audiovisual record, entry-exit questionnaire, which allowed us to understand that a good performance in the listening skill fostered oral production. On the other hand, integrating content from social sciences and English favored active learning in students. Finally, CLIL offered an alternative to the linguistic needs of the students., La comunicación e interacción social son la razón de ser del uso de un idioma, por lo tanto, la enseñanza de lenguas debe privilegiar las habilidades relacionadas con la producción oral y la comprensión auditiva. Esta investigación contrasta la dificultad en la enseñanza y aprendizaje del inglés desde un enfoque comunicativo con el aprendizaje integrado de contenidos y lenguas (CLIL). Dicho contraste se dio por medio del diseño de una unidad didáctica de ciencias sociales, con el propósito de analizar la incidencia de CLIL en estudiantes de 12 a 14 años en la Institución José Odel Lizarazo. Para esto, el enfoque se llevó a cabo desde un paradigma cualitativo, proponiendo que la unidad didáctica partiera de la geografía local del departamento de Arauca y con las consideraciones del enfoque basado en tareas. El análisis se realizó por medio de la observación, notas de campo, registro audiovisual, cuestionario de entrada de salida, lo cual permitió comprender que un buen desempeño en la habilidad de “listening” propició la producción oral. Por otra parte, la integración de contenidos de ciencias sociales e inglés favoreció un aprendizaje activo en los estudiantes. Finalmente, el CLIL ofreció una alternativa a la necesidad lingüística de los estudiantes.