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Holley, Elizabeth A. "Engaging Engineering Students in Geoscience Through Case Studies and Active Learning." Journal of Geoscience Education 65, no. 3 (2017): 240–49. http://dx.doi.org/10.5408/16-145.1.
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Kiely, Joan K. "Online Resources for Introducing Bioethics through Case-Studies and Active Learning." Journal of Microbiology & Biology Education 15, no. 2 (2014): 249–50. http://dx.doi.org/10.1128/jmbe.v15i2.804.
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Wood, Anna K., Ross K. Galloway, Christine Sinclair, and Judy Hardy. "Teacher-student discourse in active learning lectures: case studies from undergraduate physics." Teaching in Higher Education 23, no. 7 (2018): 818–34. http://dx.doi.org/10.1080/13562517.2017.1421630.
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Mitchell, Nicole. "A Review of: “Evidence-Based Librarianship: Case Studies and Active Learning Exercises”." Medical Reference Services Quarterly 27, no. 2 (2008): 239–40. http://dx.doi.org/10.1080/02763860802114876.
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Namli Altintas, İrem, and Çiğdem Kozaner Yenigül. "Active learning education in Museum." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (2020): 120. http://dx.doi.org/10.11591/ijere.v9i1.20380.
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<p>In this study, it was aimed to determine social studies candidates how to practice about make of use museums as a learning environment. It was tried to discuss a case, for this purpose ıt was used case study. The study group consisted of 19 students (12 females, 7 males) studying social studies at a public university. Participants were given museum training lasting 7 weeks and the process started with the visit of the Antalya Archeology Museum. In this study, Museum Evaluation Forms were used as data collection tools. These forms were used at two-stage. The first stage was the Pre-Museum Evaluation Form and the second stage was the Activity Evaluation Forms. Content analysis technique was used in data analysis, and the forms were examined separately and themes and categories were created. In the categories, the statements of some of the participants were given with direct quotations. As a result of the research, the expectations of the students before the museum training are divided into the categories of Learning about the use of the Museum, Historical awareness and Embodiment in the theme of Cognitive Field. In the affective main theme, it was determined that it was divided into the categories of Group Work, Contribution to Professional Knowledge and Being an Effective Citizen. In the Cognitive Field theme, the students' experiences after museum training are divided into the categories of Field Knowledge, Museum Use Learning and Creativity. In the affective Thinking, Contribution to Professional Knowledge, Permanent Learning, and Role-Playing are the categories of the affective categories. Participants stated that to make use of museum to effect on the cognitive area more effective than affective area. </p>
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McGRATH, DEBRA, RUSSELL MAULITZ, and CONSTANCE D. BALDWIN. "An Active Learning Framework That Delivers Clinical Education Case Studies on the Web." Academic Medicine 76, no. 5 (2001): 548. http://dx.doi.org/10.1097/00001888-200105000-00091.
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Styer, Susan C. "Constructing & Using Case Studies in Genetics to Engage Students in Active Learning." American Biology Teacher 71, no. 3 (2009): 142–43. http://dx.doi.org/10.2307/27669395.
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Mitki, Yoram, and Ram Herstein. "From crisis to success: three case studies in organizational learning." Learning Organization 18, no. 6 (2011): 454–67. http://dx.doi.org/10.1108/09696471111171303.
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PurposeRadical changes and increasing competition in the global economy and markets lead enterprises to change their business policy and activities. This process demands the creation of effective organizational learning mechanisms. This paper seeks to illustrate how three service organizations designed and utilized organizational learning mechanisms to introduce a successful, new corporate brand.Design/methodology/approachThe research methodology was based on interviews and hard data collection. These techniques were found most appropriate for learning and understanding in‐depth organizational transformation processes.FindingsTwo main research findings can be noted. The first is that there are various mechanisms of learning organizations that can improve organizational performance and reputation. The second is that any organizational learning mechanism should be based on the on‐going active involvement of internal stakeholders (employees) both as individuals and as teams.Originality/valueThis paper provides a unique understanding of three dimensions of organizational learning (cognitive, structural and procedural) and their impact on designing a new corporate brand strategy. The research, conducted in three different service organizations, gives new significance to the notion of collaboration
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Hutchings, Maggie, Mark Hadfield, George Howarth, and Steven Lewarne. "Meeting the challenges of active learning in Web‐based case studies for sustainable development." Innovations in Education and Teaching International 44, no. 3 (2007): 331–43. http://dx.doi.org/10.1080/14703290701486779.
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Ismail, Ramlee, Marinah Awang, Seow Yea Pyng, and Muhammad Ridhuan Bos Abdullah. "Active Learning in Economic Subject: A Case Study at Secondary School." International Journal of Learning, Teaching and Educational Research 19, no. 10 (2020): 19–31. http://dx.doi.org/10.26803/ijlter.19.10.2.
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This study aims to investigate the impact of active learning in the economics subject in Perak secondary school on students’ achievement, motivation, interest, and social interaction. This study applies a quasi-experimental research design, which involves the control and the treatment groups with thirty and thirty-four participants, respectively. The active learning materials for the treatment group were based on active learning methods provided by the Ministry of Education with support from structured lesson plans namely: simulations, discussions, brainstorming, case studies, and visits in the school’s compound. A questionnaire is also used to measure students’ motivation, interest and social interaction before and after the intervention. The results showed that students who had experienced active learning activities score higher than their counterparts significantly for topic 1 and 2. Besides, findings show that they were motivated and interested in learning economics through active learning compared to the traditional approach. However, the researchers find that the social interaction element is not as significant as the others. It has been concluded that the active learning method attracts student’s interest and motivation in the economic subject and subsequently improves their achievement. Students also will get benefit from the varieties of teaching method with a focus of learning outcomes to enrich student-learning activities.
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Church, Frank C. "Active Learning: Basic Science Workshops, Clinical Science Cases, and Medical Role-Playing in an Undergraduate Biology Course." Education Sciences 11, no. 8 (2021): 370. http://dx.doi.org/10.3390/educsci11080370.
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Effective undergraduate courses increasingly blend elements of active learning with a more traditional lecture format. Designing and implementing active learning sessions that engage, educate, and are challenging and workable in a group setting are essential for student learners. In addition, active learning sessions take concepts of fundamental knowledge and apply them to a more relevant and real-world environment. Thus, effective active learning lesson plans enable students to thrive in their educational experience, and this potentially enhances material retention. Presented here are examples of the critical components of active learning engagement in an undergraduate biology course. First, basic science workshops let students apply basic scientific principles to biomedical science scenarios. Second, clinical science case studies help students understand the interplay between basic and clinical sciences in a patient-based medical case format. Finally, medical role-playing allows student teams to understand the complexity of medical care, moving from the patient’s presenting symptoms to formulating a diagnosis and treatment plan. These exercises strengthen several aspects of active learning, especially those related to student-team-based collaboration, conversation, coordination, and compilation.
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Bromley, Pam. "Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method." PS: Political Science & Politics 46, no. 04 (2013): 818–22. http://dx.doi.org/10.1017/s1049096513001145.
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AbstractAlthough political science instructors increasingly recognize the advantages of incorporating active learning activities into their teaching, simulations remain the discipline's most commonly used active learning method. While certainly a useful strategy, simulations are not the only way to bring active learning into classrooms. Indeed, because students have diverse learning styles—comprised of their discrete learning preferences—engaging them in a variety of ways is important. This article explores six active learning techniques: simulations, case studies, enhanced lectures, large group discussion, small group work, and in-class writing. Incorporating these activities into an introductory, writing-intensive seminar on globalization and surveying students about their engagement with course activities, I find that different activities appeal to students with different learning preferences and that simulations are not students most preferred activity. Bringing a broader range of active learning strategies into courses can improve teaching for all students, no matter their learning style.
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Kalamas Hedden, Maria, Roneisha Worthy, Edwin Akins, Vanessa Slinger-Friedman, and R. Paul. "Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education." Sustainability 9, no. 8 (2017): 1320. http://dx.doi.org/10.3390/su9081320.
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FLETCHER, STEPHEN. "Review of ‘Engaging Students in Active Learning: Case Studies in Geography, Environment and Related Disciplines’." Journal of Geography in Higher Education 29, no. 2 (2005): 313–15. http://dx.doi.org/10.1080/03098260500130684.
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Harris, Nicolette, and Cailee E. Welch Bacon. "Developing Cognitive Skills Through Active Learning: A Systematic Review of Health Care Professions." Athletic Training Education Journal 14, no. 2 (2019): 135–48. http://dx.doi.org/10.4085/1402135.
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ObjectiveTo systematically review current literature to determine whether active learning is more successful than passive learning at producing cognitive skills in health care professions students.Data SourcesAn electronic search was conducted in 4 databases: EBSCO-CINAHL, EBSCO-Sport Discus, Educational Resources Information Center, and PubMed. Search terms included: millennial AND health education, active learning AND knowledge retention, flipped classroom AND learning outcomes, problem based learning AND learning outcomes, problem based learning AND student confidence, active learning AND critical thinking, higher order thinking AND active learning.Study SelectionWe included studies if they were published in English between 2007 and 2017 and evaluated outcomes of an active learning intervention. Studies of nonhealth care disciplines, practicing health care practitioners, or studies that did not address the primary research questions were excluded.Data ExtractionStudy design, health care discipline, intervention used, assessment measures, outcome(s) measures, main results, and conclusions were extracted from each article, as appropriate.Data SynthesisArticles were categorized based on capacity to answer 1 or both of the research questions. Conclusions were summarized according to the learning technique used and its effectiveness in regard to studied learning outcome. Out of 85 studies on lower-order cognition, 61 (72%) indicated active learning techniques were effective at achieving improved recall, understanding, and/or application of course material. Of 69 studies on higher-order cognition, 58 (84%) supported active learning over passive instruction for improving students' confidence in or performance of analytical, evaluative, and creative skills.ConclusionsActive learning produces gains to both lower- and higher-order cognition at levels equal to, and more often, greater than the use of passive learning methods. Despite this evidence, we believe more high-quality, well-designed prospective studies using validated assessment measures are needed to endorse the value of these methods in producing cognitive skills.
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Wiltbank, Lisa B., Kurt R. Williams, Lauren Marciniak, and Jennifer L. Momsen. "Contrasting Cases: Students’ Experiences in an Active-Learning Biology Classroom." CBE—Life Sciences Education 18, no. 3 (2019): ar33. http://dx.doi.org/10.1187/cbe.19-01-0006.
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In this qualitative study, we examined the process of active learning from the perspective of undergraduate students in a high-enrollment introductory biology class. Eight students participated in a series of five interviews throughout the semester that examined their experiences during and after class. Grades were collected for each student at regular time points throughout the semester. Here, we present in-depth case studies of four students who described profoundly different responses to the same in-class learning tasks. We particularly highlight variation in students’ self-reported engagement, as engagement is thought to be a key element of successful active learning. Finally, we map each student’s self-reported engagement and the grades that he or she received. In each case, we found that grades failed to capture some aspects of the active-learning experience that students found important.
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Morrone, Anastasia S. "Introduction Special Issue on Physical Spaces." Journal of Teaching and Learning with Technology 8, no. 1 (2019): 3–4. http://dx.doi.org/10.14434/jotlt.v8i1.27617.
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JD Walker’s foreword to this special issue sets the context for the need for studies like those in this volume that explore innovative ways to integrate technology in physical learning spaces. We issued the call for abstracts for this special issue in September 2018 and expected a variety of different article types including empirical research, case studies, reflective essays, and critiques. We received 36 abstracts and it was interesting to me that the overwhelming majority were case studies. I didn’t know why. After all, much has now been written about the importance of active learning and the classrooms and informal learning spaces that support active learning. But as we began the review process, the reason became clear. The research on the use of technology in physical classrooms is still relatively new and we appear to be in a time of active exploration of creative and collaborative use of technologies in physical learning spaces.
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Claro, Priscila Borin, and Nathalia Ramajo Esteves. "Teaching sustainability-oriented capabilities using active learning approach." International Journal of Sustainability in Higher Education 22, no. 6 (2021): 1246–65. http://dx.doi.org/10.1108/ijshe-07-2020-0263.
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Purpose This paper aims to discuss how educators can teach sustainability-oriented capabilities (SOCs) using an active learning approach. Design/methodology/approach Using a case study methodology centered on a Brazilian business school, this research combines qualitative analysis of content, such as teacher notes and student work, with quantitative analysis of student grades. The authors used variance analysis and Bonferroni tests to establish whether the means of three test groups were significantly different. The authors also tested for normality, using the Skewness Kurtosis test, and for homoscedasticity, using Levene. Findings The authors’ findings suggest that the active learning (AL) method may be useful in developing SOCs related to the capabilities of “to know,” “to do,” “to interact” and “to be” because it improved student engagement in the program. In addition, this improved engagement was shown to have a positive influence on grades. Research limitations/implications Using convenience sampling, the authors studied a limited number of the mandatory management courses offered by Insper. There is a need to check for nonlinear positive effects over a more extended period of time and considering more courses. Practical implications This paper offers a practical and replicable technique for teaching SOCs in a business school context using AL. Originality/value The existing literature on education and sustainability discusses the role of business schools in the development of SOCs, especially with respect to curricular changes that integrate content and frameworks related to the conceptualization of sustainable development for business (Cebrián and Junyent, 2015; Cortese, 2003; Fairfield, 2018; Aleixo et al., 2020; Leal Filho, 2020; Arruda Filho et al., 2019). However, some studies suggest that the learning process at many business schools fails to explore the complexity of real life by not using a teaching approach that favors the development of SOCs (Leal Filho et al., 2015). Thus, prior studies have pointed to the need for further research on the impact of the active learning approach in teaching about sustainability (Leal Filho et al., 2015; Fisher and Bonn, 2011; Hesselbarth and Schaltegger, 2014). The aim of this research is to contribute to this discussion.
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Yacobucci, Margaret M. "Using Active Learning Strategies to Promote Deep Learning in the Undergraduate Paleontology Classroom." Paleontological Society Special Publications 12 (2012): 135–54. http://dx.doi.org/10.1017/s247526220000928x.
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In the most effective learning environments, undergraduates go beyond memorization to become more deeply engaged with the material. Active learning approaches, in which students participate in activities that result in improved learning, promote this sort of deep experience. Educational theories such as constructivism and recent research in cognitive and learning sciences demonstrate the importance of allowing students opportunities to confront misconceptions, reason out solutions, work collaboratively, and construct their own understandings of key concepts. Numerous studies have documented improved learning in classes using active learning approaches when compared to traditional class formats. Various obstacles to implementing active learning strategies exist, such as student and faculty resistance to such practices and the academic reward structure, which penalizes faculty who invest time in innovative teaching. These obstacles, however, are not insurmountable—effective communication of the benefits of active learning for improving student learning outcomes and the recruitment and retention of STEM majors can help. Paleontology instructors have a wide variety of active learning techniques to choose from, including some that make use of our field's uniquely visual and temporal characteristics (e.g., concept sketches, timelines), current research areas (e.g., textual analysis, case studies, guided inquiry), and classic controversies (e.g., role-playing, debates, and panel discussions). New technologies, such as classroom response devices and Web 2.0 tools, can facilitate many of these activities both in and out of the classroom. Incorporating active learning approaches into paleontology courses can help instructors clarify their course goals and learning outcomes while empowering students to succeed.
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Shrestha, Dhiraj, Satyendra Nath Lohani, and Roshan Manjushree Adhikari. "Analyzing effectiveness of active learning through project-based learning approach in university level ICT courses." Journal of Engineering Issues and Solutions 1, no. 1 (2021): 59–69. http://dx.doi.org/10.3126/joeis.v1i1.36819.
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The concept of Active Learning (AL), which has journeyed through multiple research studies over the years, is an important part of the teaching learning process at academic institutions. The present study applies active learning via project-based approaches where students engage in real life projects and solve associated complications with their research, communication, and technical skills. As a case study of effectiveness of project-based learning (PBL), especially in engineering project contexts, the present research is conducted among students studying computer science and engineering at Kathmandu University (KU), Nepal. The key findings of the study suggest that PBL assignments have helped students in their active learning processes. This paper also compares teaching and learning approaches of KU with other IT institutions of Nepal.
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Dewi, Suci Kusuma, Slamet Santosa, and Muzayyinah Muzayyinah. "Implementation of Active Learning Student Created Case Studies with Flip Chart to Increase Self Directed Biology Learning in XI IPA 4 Class of SMA Negeri 4 Surakarta in Academic Year 2009/2010." BIO-PEDAGOGI 2, no. 1 (2013): 88. http://dx.doi.org/10.20961/bio-pedagogi.v2i1.5282.
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<p>This research own the target to increase self directed learning the student in biological study with applying active learning of Student-Created Case Studies accompanied by Flip Chart in class of XI IPA 4 SMA Country 4 Surakarta of teaching year 2009/2010. This research represent the research of claas action (Classroom Action Research) consited of two cysle. Every cycle consisted of 4 phase taht is planning, acting, observing, and reflecting. Subject research is student of class XI IPA 4 SMA Contry 4 Surakarta of teaching year 2009/2010. Technique of data complier used cover the enquette, observation, and interview. Data analysis used in this research is technique analisyse consited of the data reduction, data presetation, an withdrawal of conclusion or verivication. Result of research indicate taht the applying active larning of Student-Created Case Studies accompanied by Flip Chart can improve the self directed learning the student in biologycal study. Make-up of self directed learning the visible student passing result of enquette and observation. Mean assess the performance percentase every indicator from self directed learning obsevation the student at pre cycle is 14,68%, cycle I equal to 41,57%, and cycle II equal to 77,73. Mean assess the performance percentase every indicator from self directed learning enquette the student at pre cycle equal to 74,40%, cycle I equal to 79,74%, and cycle II equal to 80,29%. Its conclusion that applying active larning of Student-Created Case Studies accompanied by Flip Chart can improve the self directed learning.</p><p> </p><p>Key Words: Student-Created Case Studies, Flip Chart, Self Directed Learning</p>
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Formosa, Marvin, Roberta Chetcuti Galea, and Rosette Farrugia Bonello. "Older men learning through religious and political affiliations: case studies from Malta." Andragoška spoznanja 20, no. 3 (2014): 57–69. http://dx.doi.org/10.4312/as.20.3.57-69.
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This article examines two case studies from Malta that focus on older men learning through informal channels. The first case study investigated the role of a community-based organisation - namely, a religious confraternity dedicated to 'Our Lady of Immaculate Conception' of the village of Mqabba - as an avenue for informal learning activities for older men. The second case study investigated the connection between affiliation in the Labour Party Veterans' branch of the Labour Party (Malta) and informal learning. The case studies were carried out by employing a qualitative-methodological framework whereby data was collected through semi-structured interviews. The intent was to reveal the perceived interests and expectations regarding what would be considered a satisfying lifestyle in the context of membership of older men in both organisations. Findings reveal the benefits that older men enjoy through participation in such organisations, including increased levels of independence, improved social participation, and positive effects on participants' self-esteem and personal confidence. Informants report that membership also contributed to their mental and physical health and to increased activity. Many underlined how participation aided them in escaping boredom and keeping in touch with the outside world. Findings also reveal that only a few informants were simultaneously involved in organisations and activities not related to their religious and political affiliations, which highlights the importance of both informal learning channels in helping older men lead successful and active lives.
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Eichler, Jack F., and Junelyn Peeples. "Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades." Chemistry Education Research and Practice 17, no. 1 (2016): 197–208. http://dx.doi.org/10.1039/c5rp00159e.
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In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered lectures in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in introductory science courses, flipped classroom modules for large enrollment general chemistry course sequence have been created. Herein is described how student response systems (clickers) and problem-based case studies have been used to increase student engagement, and how flipped classroom modules have integrated these case studies as collaborative group problem solving activities in 250–500 seat lecture halls. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yields successful outcomes.
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Christou, C. G., and H. H. Bülthoff. "Scene Recognition after Active and Passive Learning." Perception 26, no. 1_suppl (1997): 109. http://dx.doi.org/10.1068/v970374.
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Most research on visual recognition has been carried out on isolated objects with the main finding being that for certain classes of objects recognition strongly depends on the views learned during training. Recognition of scenes, ie structured environments, is rarely studied, possibly because of the difficulty involved in isolation and control of pertinent cues. We can overcome such problems by using computer graphics to model structured environments where training or learning is facilitated by active explorations with the use of VR technology. We are trying to determine whether there exists the same degree of view-dependence in scenes as has been found for objects. We do this by using a single, sparsely decorated, yet structured room with which subjects familiarise themselves. This learning process can take two forms: either active or passive. In the active case, subjects can manoeuvre in a restricted set of directions in order to find ‘hidden’ coded targets. In the passive case, fifty 2-D views of the room are presented to them in random sequence with some views containing embedded targets which they have to acknowledge. Correct responses and response latencies of eighteen subjects in each condition were recorded in subsequent (old/new) recognition tests. Performance for recognition from familiar directions was similar after active and passive learning (eg approx. 80% hits). However, we found that active learning facilitates recognition from unfamiliar directions ( d' active = 0.96; passive = 0.22). This superior performance after active learning could be due to the increased availability of 3-D information (eg from motion parallax during movement). We are therefore testing this using binocular disparity as a depth cue during passive learning.
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Amman, Hans M., and Marco P. Tucci. "How Active is Active Learning: Value Function Method Versus an Approximation Method." Computational Economics 56, no. 3 (2020): 675–93. http://dx.doi.org/10.1007/s10614-020-09968-2.
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AbstractIn a previous paper Amman et al. (Macroecon Dyn, 2018) compare the two dominant approaches for solving models with optimal experimentation (also called active learning), i.e. the value function and the approximation method. By using the same model and dataset as in Beck and Wieland (J Econ Dyn Control 26:1359–1377, 2002), they find that the approximation method produces solutions close to those generated by the value function approach and identify some elements of the model specifications which affect the difference between the two solutions. They conclude that differences are small when the effects of learning are limited. However the dataset used in the experiment describes a situation where the controller is dealing with a nonstationary process and there is no penalty on the control. The goal of this paper is to see if their conclusions hold in the more commonly studied case of a controller facing a stationary process and a positive penalty on the control.
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Narendran, Roshni, Shamika Almeida, Rebecca Coombes, et al. "The role of self-determination theory in developing curriculum for flipped classroom learning: A Case Study of First-Year Business Undergraduate Course." Journal of University Teaching and Learning Practice 15, no. 5 (2018): 75–95. http://dx.doi.org/10.53761/1.15.5.6.
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This study examines the influence of adopting a student-centered active learning approach based on selfdetermination theory (SDT) to develop independent and motivated first-year Australian business undergraduates. Existing literature demonstrates how active learningapproaches can help to improve student motivation. However, there are no empirical studies to assess the influence of active learningclassroom activities on student academic performance during their first year of tertiary studies. The aim of our study is to contribute to knowledge by integrating self-determination theory, and ‘at-home ethnographic’ research approach to reflect on how active learning-classroom strategies can help tertiary business students become independent learners and improve their academic performance. The active learning-classroom approach included a scaffolded assessment structure; timely and ongoing tutor feedback on assessment criteria and learning outcomes of the scaffolded assessments; and social/peerbased learning activities within and outside of the classroom to support student performance. The authors draw on an ‘at-home ethnographic’ research approach, which allowed the teaching team to use their observations during the 13 weeks of teaching, and team reflections, to describe not only what they witnessed, but also their experiences of how students interacted, and what they did within the classroom environment. The study shows that students became autonomous and positively benefited from the scaffolded assessment structure while evolving to become competent, independent learners due to the continuous feedback they received on their assessments, and to the active peer learning within and outside of the classroom. Moreover, the group assessments provided a platform to engage with academic literature, which, in turn, helped students to challenge their understanding of the concepts by engaging in critical analysis with their peers. The findings can help future tertiary learning designers to develop first year assessments that will support students to become independent learners and reduce the level of attrition during the first year of tertiary education
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Moon, Rob, Vic Curtis, and Simon Dupernex. "How Enterprise Education Can Promote Deep Learning to Improve Student Employability." Industry and Higher Education 27, no. 6 (2013): 433–48. http://dx.doi.org/10.5367/ihe.2013.0177.
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This paper focuses on identifying the approaches students take to their learning, with particular regard to issues of enterprise, entrepreneurship and innovation when comparing the traditional lecture format to a more applied, practice-based case study format. The notions of deep and surface learning are used to explain student learning. More active methods of teaching (such as discussion and case studies) promote a deep approach; and work elsewhere has suggested that these methods are more effective than lectures for the promotion of thought. For this study, questionnaire surveys were used to determine whether there was a difference in approach to learning between most and least beneficial course modules, and between the lecture-based and more applied, practice-based case study formats. The findings indicated that deeper learning results from a more active approach, with students who adopted deeper learning being better able to apply their learning in different entrepreneurial contexts.
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Andrews, Tessa C., and Paula P. Lemons. "It’s Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions." CBE—Life Sciences Education 14, no. 1 (2015): ar7. http://dx.doi.org/10.1187/cbe.14-05-0084.
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Despite many calls for undergraduate biology instructors to incorporate active learning into lecture courses, few studies have focused on what it takes for instructors to make this change. We sought to investigate the process of adopting and sustaining active-learning instruction. As a framework for our research, we used the innovation-decision model, a generalized model of how individuals adopt innovations. We interviewed 17 biology instructors who were attempting to implement case study teaching and conducted qualitative text analysis on interview data. The overarching theme that emerged from our analysis was that instructors prioritized personal experience—rather than empirical evidence—in decisions regarding case study teaching. We identified personal experiences that promote case study teaching, such as anecdotal observations of student outcomes, and those that hinder case study teaching, such as insufficient teaching skills. By analyzing the differences between experienced and new case study instructors, we discovered that new case study instructors need support to deal with unsupportive colleagues and to develop the skill set needed for an active-learning classroom. We generated hypotheses that are grounded in our data about effectively supporting instructors in adopting and sustaining active-learning strategies. We also synthesized our findings with existing literature to tailor the innovation-decision model.
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Nadif, Bendaoud, and Driss Benattabou. "Rethinking the Insights from Good Language Learner Studies: Moroccan Learners of EFL as a Case Study." International Journal of Linguistics, Literature and Translation 4, no. 3 (2021): 61–73. http://dx.doi.org/10.32996/ijllt.2021.4.3.7.
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Over the recent decades, there has been a growing research interest in placing learners at the heart of any enterprise pertaining to foreign language learning and teaching. Alongside the growth of new perspectives and theories in cognitive psychology and foreign language learning and teaching, research has shifted its focus from the teacher and learning outcomes to the learners and the learning processes. Correspondingly, researchers emphasize the significance of making the learning and teaching paradigms more supportive and responsive to learners’ needs and interests to fully play more active and participatory roles. Drawing on researchers’ contributions in the area of good language learner studies, this paper sets out to examine the relationship between the characteristics of GLLs and language achievement. For this purpose, a sample of (N = 98) senior Moroccan high school students took an EFL achievement test and responded to the GLL questionnaire as designed and developed by Constantinides (2013). Using a Spearman correlational coefficient test and regression analysis, results show that GLLs’ scores significantly correlate (r = .81) and reliably predict the respondents’ achievement test scores. The paper ends with a conclusion and some pedagogical implications to promote EFL learning and teaching.
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Mattar, Joao, and Andréa Pisan Soares Aguiar. "METODOLOGIAS ATIVAS: APRENDIZAGEM BASEADA EM PROBLEMAS, PROBLEMATIZAÇÃO E MÉTODO DO CASO." Cadernos de Educação Tecnologia e Sociedade 11, no. 3 (2018): 404. http://dx.doi.org/10.14571/brajets.v11.n3.404-415.
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This paper discusses three types of active teaching and learning methodologies: problem-based learning, problem-posing, and case method. It is a comparison between their theoretical foundations and their practices, based on a literature review. The goal is to differentiate these types of active methodologies so that educators can plan, implement and properly evaluate their uses. The results of the literature review and the comparison show, despite several similarities, important differences between these three types of active methodologies, such as: its origins and theoretical references, the construction of problems or cases, the driving and the place where the studies take place, the elaboration of hypotheses and the application of the results, among others. As future work, it is suggested that such comparisons be extended to other types of active methodologies, such as project-based learning, which is sometimes confused with the ones here studied.
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Brungardt, Curtis L., Lawrence V. Gould, Rock Moore, and Joe Potts. "The Emergence of Leadership Studies: Linking the Traditional Outcomes of Liberal Education with Leadership Development." Journal of Leadership Studies 4, no. 3 (1997): 53–67. http://dx.doi.org/10.1177/107179199800400306.
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Traditional liberal education essentially involves a "just-in-case" learning approach, exposing students to content they might need in the future. The authors argue that while liberal arts education is indeed a needed preparation for leadership education, the traditional approach to liberal learning is insufficient. To foster the learning outcomes intended by leadership educators, students must encounter a liberal learning "dynamic" in which they are active participants in situations that actually engage the content of liberal and leadership education. The Leadership Studies Program at Fort Hays State University is outlined and presented as an example of program design based on this conceptual foundation.
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Silva, Edilaine Cristina da, Antonia Regina Ferreira Furegato, and Simone de Godoy. "Clinical case studies in mental health by means of the on-line discussion." Revista Latino-Americana de Enfermagem 16, no. 3 (2008): 425–31. http://dx.doi.org/10.1590/s0104-11692008000300015.
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This descriptive and exploratory study with a qualitative design aimed to describe and analyze discussions in online chats about mental disorders in a psychiatric nursing course as part of an undergraduate nursing program. The sample consisted of 32 undergraduate students who attended the course. Data analysis showed that the discussions through online chat sessions permeated the acquisition of knowledge, procedures, attitudes and values and promoted students' active participation. The results reaffirm the discussions' importance for students' learning and showed the potential of technology resources, such as real-time communication tools, to support and improve teaching possibilities in psychiatric nursing.
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Pérez-Gutiérrez, Boris. "Using learning styles in learning objects: a case study in a colombian public university." Respuestas 19, no. 2 (2014): 59–69. http://dx.doi.org/10.22463/0122820x.438.
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AbstractBackground: computer-programming courses aren’t easy to study. Some authors have studied the difficulties in learning programming to support developing learning materials for basic programming courses. In Colombia there is an approach to teaching programming using an active learning approach (Interactive Learning Objects – ILOs) as one of the components that reinforce their pedagogical model, by supporting the generation of high-level programming skills. Objective: we want to explore the possibilities of using Learning Styles and Team Learning to increase the learning levels of Computer Programming students. Methods: this study was applied outside of the classroom in order to encourage autonomous learning. To do this we’ll pick a sample and apply a series of comparative tests between research groups. Results: the objective was met by effectively showing that providing content based LS and team-based leaning can improve a student’s performance. The intervention group grades were better than those of the comparison group though they should be analyzed further to get a more accurate conclusion. Conclusion: This study will give us the chance to see whether the strategy can be applied to the Francisco de Paula Santander University students.Keywords: Active learning, informal learning, learning objects, learning styles, team-based learning Resumen Antecedentes: la programación de computadores es un tema difícil de aprender. Algunos autores han estudiado las dificultades en el aprendizaje de la programación para soportar el desarrollo de materiales de aprendizaje para los cursos básicos de programación. En Colombia hay un enfoque para enseñar programación usando aprendizaje activo (Objetos Interactivos de Aprendizaje) como uno de los componentes que refuerzan el modelo pedagógico, al apoyar la generación de habilidades de programación de alto nivel. Objetivo: se busca explorar las posibilidades al utilizar Estilos de Aprendizaje y Aprendizaje en Equipo para mejorar en los estudiantes los niveles de aprendizaje de programación. Métodos: este estudio se aplicó fuera del salón de clase para fomentar el aprendizaje autónomo. Para esto se seleccionó una muestra y se aplicaron una serie de pruebas comparativas entre los grupos de investigación. Resultados: el objetivo se cumplió al mostrar que efectivamente que esta estrategia puede mejorar el desempeño de un estudiante. Las calificaciones del grupo de intervención fueron mejores que las del grupo de comparación, sin embargo, estos resultados deben analizarse a profundidad para obtener una conclusión para exacta. Conclusión: este estudio nos dará la oportunidad de revisar si esta estrategia puede aplicarse a los estudiantes de la Universidad Francisco de Paula Santander.Palabras clave: Aprendizaje activo, aprendizaje basado en equipos, aprendizaje informal, estilos de aprendizaje, objetos de aprendizaje.
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Tita, Mihaela, Roxana Tufeanu, and Ovidiu Tita. "Active Methods Concerning Skills Formation of the Sensory and Textural Analysis of Cheese." Education and Urban Society 51, no. 2 (2017): 269–88. http://dx.doi.org/10.1177/0013124517716259.
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The fundamental objective of this research is establishing favorable active methods applied to students in laboratory work, taking into account the peculiarities of students and the theme specificity so that they form certain practical skills to sensory and textural analysis of cheese. For the research purposes, students were grouped from one of the specializations in two heterogeneous groups. Taking into account their potential for learning, a different method of teaching and learning was applied separately for both groups of students. These methods are associated with other active methods for the skills training of sensory analysis of cheese and to stimulate the student’s creativity. Finally, the same process of assessment is applied to the students and evaluation results of the two groups of students will be compared, by following to determine the effectiveness of the educational process in the case of two different methods, and the measures that are required.
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Sudewi, Putu Wahyu. "LEARNING EXPERIENCES USING BLENDED LEARNING ON EFL LEARNERS AT SULAWESI BARAT UNIVERSITY." JURNAL BASIS 7, no. 1 (2020): 121. http://dx.doi.org/10.33884/basisupb.v7i1.1787.
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Blended learning is a mixed learning model between conventional learning or commonly called face-to-face and e-learning. This learning model utilizes an internet connection to do one of its components, namely online learning that utilizes certain applications. Based on that, the problems examined in this study are: (1) How did students feel about their blended learning experience, (2) What difficulties/challenges did students experience during their blended learning experience? This study aims to determine learning experiences and difficulties/challenges using blended learning models in EFL learners at the University of Sulawesi Barat and the type of ethnographic research that focuses on case studies. This study focuses on case studies in order to investigate deep phenomena regarding a case. Data are described descriptively. The subjects in this study are students or learners of English as a foreign language (EFL) at the University of Sulawesi Barat. Data collection methods are observation, interviews, and questionnaires addressed to EFL students. The validity of the data technique is the technique of triangulation. The result of this study represents 5 learning experiences that faced by all subjects. There were blended learning method made them more excited because can done everywhere, less embarrassing felt, flexible, motivate to active in learning, simplify and speed up the process of nonstop communication. Furthermore, difficulties/challenges faced by all subjects using the method was network connection an Four varying categories emerged and these included: managing time, technical issues, novelty of the learning experience, and learning style.
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Leahy, Edmund, Lucy Chipchase, Marlena Calo, and Felicity C. Blackstock. "Which Learning Activities Enhance Physical Therapist Practice? Part 1: Systematic Review and Meta-analysis of Quantitative Studies." Physical Therapy 100, no. 9 (2020): 1469–83. http://dx.doi.org/10.1093/ptj/pzaa107.
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Abstract Objective Following graduation from professional education, the development of clinical expertise requires career-long participation in learning activities. The purpose of this study was to evaluate which learning activities enhanced physical therapist practice. Methods Eight databases were searched for studies published from inception through December 2018. Articles reporting quantitative data evaluating the effectiveness of learning activities completed by qualified physical therapists were included. Study characteristics and results were extracted from the 26 randomized controlled trials that met the inclusion criteria. Clinician (knowledge, affective attributes, and behavior) and patient-related outcomes were extracted. Results There was limited evidence that professional development courses improved physical therapist knowledge. There was low-level evidence that peer assessment and feedback were more effective than case discussion at improving knowledge (standardized mean difference = 0.35, 95% CI = 0.09–0.62). Results were inconsistent for the effect of learning activities on affective attributes. Courses with active learning components appeared more effective at changing physical therapist behavior. The completion of courses by physical therapists did not improve patient outcomes; however, the addition of a mentored patient interaction appeared impactful. Conclusion Current evidence suggests active approaches, such as peer assessment and mentored patient interactions, should be used when designing learning activities for physical therapists. Further high-quality research focused on evaluating the impact of active learning interventions on physical therapist practice and patient outcomes is now needed. Impact This study is a first step in determining which learning activities enhance clinical expertise and practice would enable the physical therapy profession to make informed decisions about the allocation of professional development resources.
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Smith, Ann C., Richard Stewart, Patricia Shields, Jennifer Hayes-Klosteridis, Paulette Robinson, and Robert Yuan. "Introductory Biology Courses: A Framework To Support Active Learning in Large Enrollment Introductory Science Courses." Cell Biology Education 4, no. 2 (2005): 143–56. http://dx.doi.org/10.1187/cbe.04-08-0048.
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Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students.
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Sankey, Michael, and Lynne Hunt. "Flipped University Classrooms." Journal of Cases on Information Technology 16, no. 2 (2014): 26–38. http://dx.doi.org/10.4018/jcit.2014040103.
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The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.
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Dickey, Michele D. "Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education." British Journal of Educational Technology 36, no. 3 (2005): 439–51. http://dx.doi.org/10.1111/j.1467-8535.2005.00477.x.
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Hoey, Lesli, Andrew Rumbach, and Joshua D. Shake. "Bringing Practice to the Classroom: Using a Deliberative Learning and Case Study Approach to Teach International Planning." Journal of Planning Education and Research 37, no. 2 (2016): 223–33. http://dx.doi.org/10.1177/0739456x16649030.
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More effective methods are needed to meet the Planning Accreditation Board’s requirement to teach all master’s students about the “global dimensions of planning.” Our survey of accredited US planning programs confirms that field-based courses, traditionally the most effective option, are costly and time-consuming and are therefore occasional, rather than regular, options for exposing students to international planning practice. Based on active learning theories, we suggest that a deliberative learning, case-based approach can facilitate many of the learning outcomes that make travel courses so attractive while also making internationally oriented pedagogies available to a wider range of students and programs.
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Ko, Tiffany, Lisa Y. N. Law, Theresa Kwong, and Eva Y. W. Wong. "The Challenges and Dynamics of Flipped Learning Totally Online: The Case of Training Research Postgraduates to Be University Instructors." World Journal of Educational Research 7, no. 4 (2020): p36. http://dx.doi.org/10.22158/wjer.v7n4p36.
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“Flipped classroom” is one of the popular blended learning approaches in Higher Education (HE) with significant use of technology. A “flipped” course typically engages students to do pre-class online learning at their own pace; the teachers then design active learning activities to reinforce students’ online learning in a physical classroom setting. Although literatures suggest that active learning after self-directed online learning can take place not only in traditional lectures hall but also online learning spaces, there is a lack of studies that investigate how the “relocation” of the face-to-face component online would affect students’ learning. As the COVID-19 pandemic has suspended face-to-face teaching on HE campuses worldwide, this article seizes the opportunity to examine the difficulties and possibilities of conducting flipped learning totally online. By evaluating the delivery of a flipped course for 46 research postgraduate students in Hong Kong during the pandemic-stricken period, the teaching team of the captioned course summarizes how the paradigm shift of flipped learning from partially online to totally online simultaneously distort and create new dynamics of in-class interaction and collaboration. Recommendations on how to better implement and research “flipped learning totally online” as a pedagogy across multiple disciplines will also be highlighted.
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Cleveland, Lacy M., Jeffrey T. Olimpo, and Sue Ellen DeChenne-Peters. "Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments." CBE—Life Sciences Education 16, no. 2 (2017): ar19. http://dx.doi.org/10.1187/cbe.16-06-0181.
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In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students’ conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants’ conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students’ attitudes and motivation in the domain.
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Zojonc, Stephanie, and Bethann Lavoie. "Addressing Misconceptions about Birth Control: Case Studies Immersing Students in the Facts & Real-Life Decisions." American Biology Teacher 73, no. 6 (2011): 353–56. http://dx.doi.org/10.1525/abt.2011.73.6.9.
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Case studies generate active discussion and decision-making skills. This 50-minute case-study lesson teaches high school and undergraduate students about a fundamental and private aspect of their lives, birth control methods. Students direct their own learning by researching, teaching one another about, and making recommendations about the methods. Students are more likely to apply what they have learned to their own lives after being involved in and practicing decision-making skills during the cases. Because students openly discuss their ideas in relation to the cases, instructors can correct misconceptions about birth control without embarrassing students.
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Brand, Ralf. "Written and Unwritten Building Conventions in a Contested City: The Case of Belfast." Urban Studies 46, no. 12 (2009): 2669–89. http://dx.doi.org/10.1177/0042098009345538.
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Many design conventions are legally binding, state-issued building codes and regulations, but many others derive their authority from other sources, are enforced by other means and exist for other purposes. This paper therefore introduces a scheme to cover the wide variety of de facto building conventions. Particularly interesting examples of seemingly atypical conventions can be found in Northern Ireland where the specific socio-political situation requires particular design approaches. Many design conventions guide the creation of artefacts that attempt to influence people’s behaviour. The distinction between corpo-active versus symbolic mechanisms and socio-fugal versus socio-petal effects is introduced in order to grasp further differences between such socio-active artefacts. The latter are of special significance in situations where communities in strife are slowly learning to practise a peaceful co-existence, as is demonstrated with one specific case study.
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Parra-González, María Elena, Jesús López Belmonte, Adrián Segura-Robles, and Arturo Fuentes Cabrera. "Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification." Sustainability 12, no. 2 (2020): 602. http://dx.doi.org/10.3390/su12020602.
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Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.
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Fuller, Jen, and Sharlissa Moore. "Pedagogy for the Ethical Dimensions of Energy Transitions from Ethiopia to Appalachia." Case Studies in the Environment 2, no. 1 (2018): 1–7. http://dx.doi.org/10.1525/cse.2018.001214.
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Education on energy ethics is a crucial part of engaging students in learning about energy systems and energy transitions that needs further development. This article describes the use of case studies and active learning tools to achieve learning outcomes related to the ethical and social dimensions of energy. It discusses a daylong workshop held for undergraduate and graduate students at Michigan State University in February 2017 and evaluates pre- and postlearning outcomes. Two case studies are described that highlight ethical trade-offs in energy transitions. An international case study on Ethiopia and the Grand Renaissance Dam illustrates the benefits and drawbacks of cross-border electricity trade related to energy access, economic growth, and the energy-water nexus. A domestic case study on coal miners and coal towns in Appalachia examines the layered influences of place attachment and the challenges of economic diversification post-peak coal extraction.
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Chou, I.-Chia. "Exploring Taiwanese Students’ Perceptions of Active Explicit Vocabulary Instruction: A Case Study in an English Medium Course." International Journal of Education and Literacy Studies 6, no. 1 (2018): 17. http://dx.doi.org/10.7575/aiac.ijels.v.6n.1p.17.
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Vocabulary knowledge is considered important in second and foreign language learning because learners’ insufficient vocabulary has been consistently reported as a significant problem in their achievement of second-language (L2) learning. Despite of numerous vocabulary studies, few of them have implemented a learner-centered and interactive approach. The current study attempted to implement an interactive explicit vocabulary instruction in an English-medium course in Taiwan. Students’ attitudes and perceptions on the implementation were explored. Data were collected using both quantitative and qualitative methods via questionnaires and interviews. Fifty-six students participated in this study. The results showed that students had positive attitudes toward this approach. In addition, students’ interview feedback demonstrated the most and least appreciated aspects of this approach. Educational and pedagogical suggestions for English-as-a-Foreign-Language (EFL) teachers were given.
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Eglitis, Daina S., Fran L. Buntman, and Dameon V. Alexander. "Social Issues and Problem-based Learning in Sociology." Teaching Sociology 44, no. 3 (2016): 212–20. http://dx.doi.org/10.1177/0092055x16643572.
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This article discusses the use of problem-based learning (PBL) in the undergraduate sociology classroom. PBL shifts students from the role of passive listeners and learners to active knowledge builders and communicators through the use of concise and engaging social problem cases. PBL creates opportunities for building substantive area knowledge, research skills, and problem-solving capacities and fosters student enjoyment. This teaching note describes the key characteristics of PBL, discusses practical approaches to its use in a variety of sociology courses, and offers sample case studies. We evaluate student experiences with PBL and consider its broader applicability.
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Kos, A. "Developing capacity for natural hazard management using an active learning approach and web-based geographical information." Natural Hazards and Earth System Sciences 9, no. 1 (2009): 85–95. http://dx.doi.org/10.5194/nhess-9-85-2009.
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Abstract. A learning environment for university students using active learning in the field of natural hazard management is described. Students study a suite of hazard case studies that include earthquake, flood, debris flow, rock fall, snow avalanche, and landslide within a virtual Alpine valley, which has been constructed using a web-based geographical information system. Through a series of tasks carried out in collaborative workshops, students create structure and meaning from heterogeneous and disparate data and information in order to define and solve relevant problems presented within a natural hazard scenario.
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Acharya, Sushil, Priyadarshan Anant Manohar, Peter Wu, Bruce Maxim, and Mary Hansen. "Design, Development and Delivery of Active Learning Tools in Software Verification & Validation Education." Journal of Education and Learning 7, no. 1 (2017): 13. http://dx.doi.org/10.5539/jel.v7n1p13.
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Active learning tools are critical in imparting real world experiences to the students within a classroom environment. This is important because graduates are expected to develop software that meets rigorous quality standards in functional and application domains with little to no training. However, there is a well-recognized need for the availability of effective active tools. This need has been addressed by the authors by designing, developing, and delivering, twenty delivery hours of Case Studies, sixteen delivery hours of Class Exercises, and six delivery hours of Video Case Studies for use in V&V courses. The active learning tools focus on some specific SV&V topics such as requirements engineering, software reviews, configuration management, and software testing. Four key skill areas sought after by employers, namely communication skills, applied knowledge of methods, applied knowledge of tools, and research exposure have been used to drive the development funded by a National Science Foundation grant and perfected through an industry-academia partnership. These tools have been successfully disseminated to over 25 universities with many CS, IS, SE programs incorporating the tools in their existing courses and others designing new courses based on these tools.In this paper we present data on the student feedback and pedagogical effectiveness of the strategies used to effectively incorporate and deliver the developed active learning tools by instructors at two universities. Traditional and flipped classroom delivery strategies are discussed as well as topics like pre-requisite knowledge preparation prior to class, course module presentation sequence, homework, team/individual work, collaborative discussions, and assessment tools are deliberated. The student questionnaire data from the two University Partners who used the V&V instructional activities were quite positive and showed that students were interested in the activities, saw the real-world applications, and communicated with their classmates as they solved the problems. Educational outcomes assessment demonstrated more effective learning in all key learning areas.