Journal articles: 'Active student learning'

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Riley, Jennifer, and Kerry Ward. "Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course." Issues in Accounting Education 32, no. 2 (December 1, 2015): 1–16. http://dx.doi.org/10.2308/iace-51366.

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ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

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Joseph Lobo, Gregory. "Active learning interventions and student perceptions." Journal of Applied Research in Higher Education 9, no. 3 (July 3, 2017): 465–73. http://dx.doi.org/10.1108/jarhe-09-2016-0061.

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Purpose Engaging students through active learning is the gold standard of teaching especially in higher education; however, it is not clear whether students appreciate being so engaged. The purpose of this paper is to recount an attempt to redesign a lecture-based course, applying research-supported active learning strategies, and to report on student perceptions of the attempt. Design/methodology/approach The author attempted to innovate a standard lecture-based introductory social science class to engage students and facilitate authentic learning. The active learning innovations were learning by doing, collaboration, reading with a method, and increased autonomy. Student perceptions were measured over two iterations of the course (each one lasting one semester) using electronically distributed surveys. Findings The results have shown that most students strongly agreed that the innovations facilitated their learning; however, overall, the course received a lower student evaluation than versions given in the traditional lecture-based format. Originality/value The results suggest that students appreciate active learning strategies and that such strategies do indeed promote authentic learning; nonetheless, further research needs to be done to explain the paradox of specific student appreciation of active learning strategies combined with an overall less favorable evaluation of the class rooted in such strategies as compared to evaluations of the traditional lecture-based class.

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Gehringer, Edward F., and Carolyn S. Miller. "Student-generated active-learning exercises." ACM SIGCSE Bulletin 41, no. 1 (March 4, 2009): 81–85. http://dx.doi.org/10.1145/1539024.1508897.

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SP, Dubhashi, Dalvi SD, Kadam SN, and Kadam NN. "Active Learning Techniques to Promote Student Learning." Global Bioethics Enquiry Journal 6, no. 2 (September 1, 2018): 93. http://dx.doi.org/10.38020/gbe.6.2.2018.93-95.

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Schuch, U. K., and G. R. Nonnecke. "163 Fostering Active Learning through Cooperative Learning Techniques." HortScience 34, no. 3 (June 1999): 470C—470. http://dx.doi.org/10.21273/hortsci.34.3.470c.

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Iowa State Univ. is committed to improve student learning and supports faculty and staff through Project LEA/RN (Learning Enhancement Action/Resource Network) workshops and continuous training. Project LEA/RN teaches cooperative learning techniques that are known to improve student interest in the subject, allow active participation, improve understanding and retention of the material, and encourage learning inside and outside the classroom. Three learning techniques that have been used successfully in our lecture and laboratory classes ranging from 20 to 100 students per class are: turn to your partner (TTYP), note-taking pairs (NTP), and jigsaw. In TTYP, the instructor asks a question and students formulate an answer individually, then share the answer with a partner, listen to the partner's answer, and finally create a new answer through discussion. NTP can be used after new material has been presented. A student compares notes with their partner, both add/correct their notes, share key points with a partner, and carefully listen to the partner's keypoints. In the jigsaw exercise, students who had the same assignment compare information they have prepared with each other and then with the entire class. In all exercises students are made accountable by the instructor who calls randomly on individuals to share their answers with the class. Examples of how to use these techniques and the interpersonal skills acquired and practiced during these exercises will be discussed.

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Russell, Ewan. "Remote active learning." MSOR Connections 20, no. 1 (April 8, 2022): 46–55. http://dx.doi.org/10.21100/msor.v20i1.1308.

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Following the necessary shift to online learning in mathematics due to the COVID-19 pandemic, it was widely reported across the sector that encouraging students to engage in online synchronous sessions was very challenging. In this case study, the design and delivery of synchronous sessions for a large Year 1 mathematics module will be discussed. These synchronous sessions utilised an active learning approach which sought to address the difficulties in online learning through a focus on playfulness and games. This approach created opportunities for peer learning and successfully encouraged student engagement and interaction.

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Demazière, C. "USING ACTIVE LEARNING IN HYBRID LEARNING ENVIRONMENTS." EPJ Web of Conferences 247 (2021): 14001. http://dx.doi.org/10.1051/epjconf/202124714001.

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In this paper, an innovative pedagogical approach relying on flipped classroom and offered in a hybrid learning environment combining on-site and off-site attendees is proposed. The set-up is furthermore tested on two short courses offered at Chalmers University of Technology and analyzed using student course evaluation questionnaires. Several elements constitute the backbone of the courses. Such elements are either offered in an asynchronous fashion or in a synchronous fashion. The asynchronous elements are made of textbooks specifically written for the respective courses, pre-recorded short webcasts explaining the key concepts of the textbooks and on-line quizzes giving formative feedback to the students. Such elements should thus be studied by the students before attending the synchronous sessions. Because of the preparatory work made by the students, the synchronous sessions can focus on much more active forms of learning under the teacher’s supervision. The success of the pedagogical approach entirely depends on the contents of the synchronous sessions, which need to be carefully planned and designed so that they promote student learning. Although the hybrid learning environment gives rise to some additional challenges from a teacher’s perspective, it also gives much more flexibility in attracting students from remote locations, without compromising the learning experience.

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Wijaya, Hengki, I. Putu Ayub Darmawan, Suzana Claudia Setiana, Helaluddin Helaluddin, and Ivan Th J. Weismann. "Active Reconnecting Learning Strategies to Increase Student Interest and Active Learning." Indonesian Journal of Instructional Media and Model 3, no. 1 (April 21, 2021): 26. http://dx.doi.org/10.32585/ijimm.v3i1.1290.

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The main issue of education in the last few decades is the efforts and solutions in improving the quality of teaching and learning. In this case, the teacher’s steps are to conduct classroom action research, which is a form of a bottom-up approach in improving the quality of education. This action research introduces active reconnecting learning strategies for increasing student interest and learning activities. The CAR design includes three stages, namely the pre-cycle, cycle 1, and Cycle 2. Some of the instruments used in this study are checklist observation sheets, questionnaires, and learning outcomes tests, which are then analyzed using quantitative approaches. The results showed that this strategy was proven to improve student learning outcomes, interests, and activeness. Student learning interest increased from 59.35 to 65.5 in cycle 1 and 80.5 in cycle 2. Likewise, student learning activeness observations increased with the highest percentage on one indicator from 25% (pre-cycle) to 80% and 90% (cycle 1 and 2). Student learning outcomes have also increased from an average grade of 60 in the pre-cycle phase to 74.25 (cycle 1). And it rose again to 80 in cycle 2.

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Suroto, Suroto, Bambang Ferianto Tjahyo Kuntjoro, Vega Candra Dinata, and Bayu Budi Prakoso. "Active learning to improve self-learning among student teachers." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 8, no. 2 (August 31, 2022): 226–40. http://dx.doi.org/10.29407/js_unpgri.v8i2.18315.

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PETE, as a place for PE teacher training, requires an analysis of the functioning of subjects related to the SDGs. Since 2006, Active Learning Models (ALM) in track and field courses have aspired to provide contextual learning experiences to PE teacher candidates. However, there is no in-depth analysis of ALM implementation in ensuring the readiness and independence of student learning during lectures. The purpose of this study is to strengthen the evidence that ALM can build the self-regulation and self-efficacy of prospective PE teachers. This research is a weak experimental type using a one-shot case study design. The sample involved 142 students(M= 83 and F= 59) who followed the ALM syntax for one semester. Portfolios and log-activity scores were used to measure self-regulation, while the Authentic Learning Self-Efficacy Scale (ALSS) questionnaire was used to measure Self-Efficacy. Data analysis used descriptive, correlation, ANOVA, and regression. The results showed that the students possessed adequate self-efficacy while participating in ALM. The differences in the characteristics of students based on the class that necessitated adjustments in the implementation of the instructional model were discussed. In addition, learning activity was determined as the most important variable in explaining student self-regulation in successfully achieving academic achievement.

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Rangachari, P. K. "Active learning: in context." Advances in Physiology Education 268, no. 6 (June 1995): S75. http://dx.doi.org/10.1152/advances.1995.268.6.s75.

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Active learning has become trendy, particularly in health care education. It has been noted that active learning is an attitude, not a method. Promotion of active learning requires willing students, sympathetic teachers, and an institution willing to promote interactions between them. The essence is to shift the locus of control from the teacher to the student. This essay draws attention to books and articles discussing such issues.

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Lotulung, Mareike Seska Diana. "Highschool Student Engagement in Active Learning Classrooms." Journal on Education 5, no. 2 (January 13, 2023): 2729–41. http://dx.doi.org/10.31004/joe.v5i2.917.

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This descriptive analytical on-going study examines the engagement of the Indonesian high school students as they participated in the classroom activity, particularly in whole class discussion settings. The engagement is investigated in three measures, the word count, unprovoked student talk and turn count. While the focus is on student talk, teacher talk will also be measured with the purpose of examining the interaction and to serve as a comparison to the measures of the student talk. The participants will be 380 students of grade 10-12 who enrolled in a private High School. Data was extracted from the recording of 30 meeting sessions. The engagement was ascertained based on an analysis of transcripts from the classroom observation. And from these transcripts, the three the measures of engagement, word count, unprovoked student talk and turn count were counted. The findings of this study were the ratio of 5:1 classroom talk where the teacher dominated the classroom talk, and the low engagement in terms of unprovoked student talk and turn count in the whole class lecture and discussion settings. Recommendation on classroom procedure was provided.

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Favero, Terence G. "Active review sessions can advance student learning." Advances in Physiology Education 35, no. 3 (September 2011): 247–48. http://dx.doi.org/10.1152/advan.00040.2011.

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Traditional review sessions are intended to help students learn and prepare for upcoming exams. Most sessions are passive question and answer sessions that look backward at content deficits rather than advancing student learning. By incorporating active and cooperative learning approaches during a review session, students are able to recognize critical concepts and better prepare for physiological problem solving. Active review sessions help students prioritize the knowledge and develop the thinking skills will be required of them on the exam.

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DeCesare, Michael, Kathleen McKinney, Frank D. Beck, and Barbara S. Heyl. "Sociology through Active Learning: Student Exercises." Teaching Sociology 29, no. 3 (July 2001): 376. http://dx.doi.org/10.2307/1319200.

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Barry, Dana M., and Hideyuki Kanematsu. "Virtual reality enhances active student learning." Procedia Computer Science 207 (2022): 408–15. http://dx.doi.org/10.1016/j.procs.2022.09.075.

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Wesson, Caren, Rich Wilson, and Linda Higbee Mandlebaum. "Learning Games for Active Student Responding." TEACHING Exceptional Children 20, no. 2 (January 1988): 12–14. http://dx.doi.org/10.1177/004005998802000203.

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Hunt, Kate. "Zombies, Gender, and Student Active Learning." Journal of Political Science Education 15, no. 1 (October 15, 2018): 49–63. http://dx.doi.org/10.1080/15512169.2018.1487303.

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Fratto, Victoria A. "Enhance Student Learning with PowerPoint Games." International Journal of Information and Communication Technology Education 7, no. 2 (April 2011): 13–20. http://dx.doi.org/10.4018/jicte.2011040102.

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Stakeholders encourage accounting educators to provide active learning opportunities, to integrate the creative use of technology into the curriculum, and to emphasize learning by doing. The principles of good teaching practice can use technology to promote active learning, to provide prompt feedback to students, to increase student time on task, and to make learning more effective and efficient for the student. Technological tools can permit students to become active participants and can improve student learning by giving students convenient access to review material with immediate feedback. This article describes the use and development of a PowerPoint game in an introductory accounting course (managerial accounting) that provides the student with immediate feedback and is designed to be accessed by the student outside of the classroom. This technological tool can be used in other undergraduate academic disciplines.

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Modell, Harold I., Joel A. Michael, Tom Adamson, and Barbara Horwitz. "Enhancing active learning in the student laboratory." Advances in Physiology Education 28, no. 3 (September 2004): 107–11. http://dx.doi.org/10.1152/advan.00049.2003.

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Modell, Harold I., Joel A. Michael, Tom Adamson, and Barbara Horwitz. Enhancing active learning in the student laboratory. We previously examined how three approaches to directing students in a laboratory setting impacted their ability to repair a faulty mental model in respiratory physiology (Modell, HI, Michael JA, Adamson T, Goldberg J, Horwitz BA, Bruce DS, Hudson ML, Whitescarver SA, and Williams S. Adv Physiol Educ 23: 82–90, 2000). This study addresses issues raised by the results of that work. In one group, a written protocol directed students to predict what would happen to frequency and depth of breathing during exercise on a bicycle ergometer, run the experiment, and compare their results to their predictions (“predictor without verification”). In a “predictor with verification” group, students followed the same written protocol but were also required to show the instructor their predictions before running the experiment. Students in a third group reported their predictions verbally to an instructor immediately before exercise and reviewed their results with that instructor immediately after exercise (“instructor intervention group”). Results of this study were consistent with our earlier work. The predictor with verification and predictor without verification protocols yielded similar results. The instructor intervention protocol yielded higher success rates in repairing students’ mental models. We subsequently assessed the efficacy of a prediction period at the beginning of the lab session and a wrap-up period at the end to compare predictions and results. This predict and wrap-up protocol was more effective than the predictor without verification protocol, but it was not as effective as the instructor intervention protocol. Although these results may reflect multiple factors impacting learning in the student laboratory, we believe that a major factor is a mismatch between students’ approaches to learning and the intended learning outcomes of the experience.

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Yurnalis, Yurnalis. "The effect of application learning strategy type Share knowlight Activities and student learning result." Jurnal Ilmiah Pendidikan Scholastic 2, no. 1 (February 14, 2018): 218–26. http://dx.doi.org/10.36057/jips.v2i1.326.

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In mathematics learning, active participation of students and interaction between students and teachers is a very important thing to get good learning outcomes. Based on the results of initial interviews concluded that still encountered some obstacles in teaching and learning activities. Among them the level of students' understanding of the taught material is still lacking, the interest and motivation to learn the mathematics of students is still low, the students tend to be passive in learning, do not want to ask the teacher. Even to ask friends was reluctant because students who are smart do not want to share with friends. So on this occasion, put forward a learning that is active learning strategy of sharing type of knowledge actively. The purpose of this research is to know how student activity in learning mathematics by using active learning strategy active type of knowledge sharing and to know whether student learning result of mathematics with Using active learning strategies active type of knowledge sharing is better than the result of learning mathematics students without using active learning strategies active type of knowledge sharing. The type of research is experimental research. The design used is Randomized Control Group Only Design. The result of this study is the result of student learning in the cognitive domain obtained through the test of learning achieves the percentage of completeness 86.36%, student activity as a whole is implemented and tends to increase in every meeting. Analysis of final test result data is done using t-test. After t test for hypothesis testing, thount = 2.69, ttable = 1.68, it turns out thount > ttable so that H0 is rejected, thus the result of mathematics learning in students using Active Knowledge Sharing Active Knowledge strategy is better than result Learning of students without using Active Learning Strategy Active Knowledge Sharing type.

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Heriot, Kirk C., Ronald G. Cook, Charles H. Matthews, and Leo Simpson. "Creating Active and High-Impact Learning." Industry and Higher Education 21, no. 6 (December 2007): 427–34. http://dx.doi.org/10.5367/000000007783099827.

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Active learning has attracted considerable attention in higher education in response to concerns about how and what students are learning. Many pedagogies may be categorized as active learning, although most are classroom-based. The authors propose an alternative to ‘active learning in the classroom’, which they characterize as ‘active learning outside of the classroom’, and present in the form of field-based student consulting projects. Field-based consulting forces students to engage in active learning. By participating in consulting teams, they are moved into a new realm of learning. In undertaking consultancy, rather than receiving information in a somewhat passive manner, students evaluate a real-world business problem and must themselves decide on a solution. For the student, the benefits of consulting include gaining experience in dealing with business owners and offering a professional opinion on a real business problem. The authors propose a framework for this design, describe how other instructors could arrange for their students to conduct consulting projects, and then identify possible directions for future research.

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B, Ligi, and B. William Dharma Raja. "FLIP TEACHING IN PROMOTING ACTIVE STUDENT LEARNING." International Journal of Research -GRANTHAALAYAH 4, no. 8(SE) (August 31, 2016): 40–44. http://dx.doi.org/10.29121/granthaalayah.v4.i8(se).2016.2585.

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During the past decade, the teachers in the schools have increased their use of Internet based content and resources in their classrooms. This paper briefly explains about a new teaching method known as flip teaching (FT) where students can adjust some features according to their preferences and learning style, which also supports to educate the children in a active learning(AL) environment. The system is capable of assisting children which can make them engage in learning activities successfully. This environment enables monitoring students’ progress, total time students have spent in the system, their activity on the class, the overall achievements in lessons learned, tests performed and solutions to given projects which helps in active student learning. Personalized assistance that teacher provides in a traditional classroom is not easy to implement. FT is booming as the education becomes more demand-focused. Also, this method suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning and face-to-face learning.

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Dealey, Jill. "Active learning in criminal justice." Learning and Teaching 13, no. 2 (June 1, 2020): 85–101. http://dx.doi.org/10.3167/latiss.2020.130206.

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Active learning, with students engaging in research or activities within the community, is a favoured approach in contemporary higher education. To support this approach, the Criminology and Forensic Studies programmes at the University of Winchester have included student research into miscarriages of justice. The students interrogate evidence from a criminal trial to attempt to establish if there has been a wrongful conviction. This article discusses the importance of this work for students of Criminology. It considers the contribution to the learning experience of the range of opportunities available to undergraduate and postgraduate students and evaluates the potential impact on curriculum and learning development during the degree programme, in addition to the benefits for future employment.

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Handayani, Putu Wuri, Satrio Raffani Raharjo, and Panca Hadi Putra. "Active Student Learning through Gamification in a Learning Management System." Electronic Journal of e-Learning 19, no. 6 (December 17, 2021): pp601–613. http://dx.doi.org/10.34190/ejel.19.6.2089.

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E-learning through a learning management system (LMS) is expected to be a solution to the needs of distance learning, especially during a pandemic situation. However, learning through an LMS can lead to a lack of focus, reduced classroom efficiency, and a feeling of boredom for the user. One solution to this problem is to use gamification (e.g., rankings or points, badges, and leaderboards) to enhance active learning. This study uses a mixed-methods approach and data from weekly reviews and forum discussions, questionnaires, and data students’ interviews to assess the implementation of gamification elements in an LMS. The data from the questionnaires were analyzed using descriptive statistics, and the data from student interviews were analyzed using general inductive analysis. The results show that gamification in an LMS had a positive influence on active learning. The students have also provided positive feedback on the rated weekly review activity. The badges and leaderboard were also positively accepted by most students. Awarding points for activities was also found to improve students’ performance in class. Badges were found to increase students’ active participation, and the leaderboard motivated students to participate actively in online classes. This study could provide guidance to universities or LMS providers wishing to implement gamification in an LMS.

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Huang, A. H., and R. G. Carroll. "Incorporating active learning into a traditional curriculum." Advances in Physiology Education 273, no. 6 (December 1997): S14. http://dx.doi.org/10.1152/advances.1997.273.6.s14.

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During the past three academic years, "self-learning exercises" (SLEs) have been incorporated into the Medical Physiology course for first-year students at the Morehouse School of Medicine. Roughly 20-30% of the material covered in the course is presented to the students in the form of these exercises, instead of in lectures. The exercises are intended to help the students develop skills in active learning and problem solving. Formal analysis of student performances on multiple-choice exam questions showed that the SLEs did not significantly impair learning evaluated by this traditional means. Student feedback was strongly negative the first year and prompted a number of revisions in the format of the SLEs, which seem to have made them more palatable, without negating their emphasis on active learning and application of material.

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Cavanagh, Andrew J., Xinnian Chen, Meghan Bathgate, Jennifer Frederick, David I. Hanauer, and Mark J. Graham. "Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course." CBE—Life Sciences Education 17, no. 1 (March 2018): ar10. http://dx.doi.org/10.1187/cbe.17-06-0107.

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There is growing consensus regarding the effectiveness of active-learning pedagogies in college science courses. Less is known about ways that student-level factors contribute to positive outcomes in these contexts. The present study examines students’ (N = 245) trust in the instructor—defined as perceptions of their instructor’s understanding, acceptance, and care—and students’ attitudes toward learning within an anatomy and physiology course featuring active learning. Analyses indicate that student trust of instructor and students’ views of their own intelligence are both associated with student commitment to, and engagement in, active learning. Student-reported trust of the instructor corresponded to final grade, while students’ views of their own intelligence did not. In an active-learning context in which students are more fully engaged in the learning process, student trust of the instructor was an important contributor to desired student outcomes.

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Sugawara, Ryo, and Shun Okuhara. "Group Work Using Active Learning." International Journal of Virtual and Personal Learning Environments 12, no. 1 (January 1, 2022): 1–15. http://dx.doi.org/10.4018/ijvple.313412.

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An active learning group work course at “A” university in Japan is characterized by two-way interactions between students as well as between teachers and students. The spread of COVID-19 prompted a shift from in-person lessons to online synchronous lessons in 2020 and 2021. This mixed methods study analyzes data from a combined structured and open-ended questionnaire completed by 5,268 students. The results showed that online lessons were significantly more highly evaluated than face-to-face lessons in terms of enhancing students' understanding of student life, sense of belonging, expressing one's opinions and listening to those of others, and self-regulation of attendance and gaining an in-depth understanding of the course material. However, face-to-face lessons were preferred for small class sizes, interactions with students who have different ideas, and group learning activities. Open-ended responses indicated that conducting online classes via Zoom improved students' perceptions of group learning and interaction in this setting.

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Putra, Aan, M. Hafis, Laswadi Laswadi, and Mesi Oktafia. "Gallery of Learning with Geogebra: Does it Affect Students’ Learning Motivation?" Indonesian Journal of Science and Mathematics Education 3, no. 2 (July 31, 2020): 210–18. http://dx.doi.org/10.24042/ijsme.v3i2.6506.

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This study aimed to determine the effect of Gallery of Learning with Geogebra as active learning strategies on students’ learning motivation. This research was a quantitative study with the one grup pretest-posttest design. The population of this study was all eight-grade students of SMP Negeri 27 Kerinci. The sample consisted of 27 students which selected by saturated sampling techniques. Student motivation data were obtained from motivation questionnaires that given before and after the application of the Gallery of Learning with Geogebra as active learning strategy. Data processing of student motivation was done by comparing students' motivation scores before and after treatmen by, using the t-test. The t-test results indicated that there was influence on the implementation of the active learning strategy of Gallery of Learning with Geogebra on students' learning motivation.

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Cavanagh, Andrew J., Oriana R. Aragón, Xinnian Chen, Brian A. Couch, Mary F. Durham, Aiyana Bobrownicki, David I. Hanauer, and Mark J. Graham. "Student Buy-In to Active Learning in a College Science Course." CBE—Life Sciences Education 15, no. 4 (December 2016): ar76. http://dx.doi.org/10.1187/cbe.16-07-0212.

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The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion–identification–commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process.

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HOFFMAN, ELIZABETH A. "Successful Application of Active Learning Techniques to Introductory Microbiology." Microbiology Education 2, no. 1 (May 2001): 5–11. http://dx.doi.org/10.1128/me.2.1.5-11.2001.

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While the traditional lecture format may be a successful way to teach microbiology to both medical and nursing students, it was not an effective means of learning for many prenursing and preprofessional students enrolled in either of the introductory microbiology courses at Ashland Community College, an open enrollment institution. The structure of both Medical Microbiology and Principles of Microbiology was redesigned to allow students to address the material in an active manner. Daily quizzes, student group discussions, scrapbooks, lab project presentations and papers, and extra credit projects were all added in order to allow students maximum exposure to the course material in a manner compatible with various methods of learning. Student knowledge, course evaluations, and student success rates have all improved with the active learning format.

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Lawson, Timothy J. "Active-Learning Exercises for Consumer Behavior Courses." Teaching of Psychology 22, no. 3 (October 1995): 200–202. http://dx.doi.org/10.1207/s15328023top2203_12.

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This article presents 13 active-learning exercises that can be used to improve lectures and enhance student learning in consumer behavior courses. These exercises involve students in brief activities (e.g., analysis of persuasion techniques in advertising) and discussions. Students in a recent course indicated that these exercises were enjoyable and educational.

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Cogswell, Cindy, Scott Pauls, Adrienne Gauthier, and Erin DeSilva. "Agile and Active." Journal of Effective Teaching in Higher Education 2, no. 2 (November 25, 2019): 1–22. http://dx.doi.org/10.36021/jethe.v2i2.32.

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It is well documented that the use of active learning strategies increases student learning (Freeman et al., 2014; Prince, 2004; Springer, Stanne, & Donovan, 1999). A key difficulty in innovating college mathematics is identifying and sustaining what works for both students and the faculty. This study discusses efforts to innovate and sustain curricular change in introductory calculus at a private, elite institution. To examine if incorporating active learning strategies made a difference in student performance, student grades in the redesigned course and performance in subsequent courses were analyzed. Using Austin’s 2011 framework to understand the context in which the course redesign took place, individual faculty and contextual barriers and “levers” to sustain change are discussed. Findings are applicable to other STEM disciplines and to colleges and universities in general. Next steps in this research include identifying how to scale change, including, perhaps, networks of faculty to implement and spread the reform on campus.

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Parmada, Ketut. "Peningkatan Aktivitas dan Hasil Belajar Pendidikan Seni Rupa Melalui Penerapan Model Pembelajaran Kontekstual Pada Siswa SMP." Journal of Education Action Research 2, no. 3 (December 10, 2018): 196. http://dx.doi.org/10.23887/jear.v2i3.16256.

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This study aims to (1) improve student learning activities, (2) improve the learning outcomes of students 'visual practices, and (3) describe students' responses to the contextual learning model in Fine Arts education lessons. The research subjects were students of class VIIA2 SMP Negeri 3 Sawan totaling 27 people. The CAR research was conducted in two cycles. The results showed that there was an increase in students' learning activities in learning art education. In the first cycle and second cycle, the average student learning activities were 2.98 (active enough category) and 3.28 (active type). The learning activities of students experienced quality improvement from the first cycle, the average student learning activity was 2.99 (quite active), and cycle II was the average student learning activity of 3.27 (active). Student learning activities from cycle I to cycle II increased by 0.28%. From the results of learning the practice of fine arts in the first cycle obtained the average class, classical absorption and mastery teaching classically in a row: 70.56, 70.56% and 77.78%. Student responses to the contextual learning model are obtained from the average response class of 45.75. Based on the results of this study, the application of contextual learning models can be used as an alternative to increasing student learning activities and outcomes.

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Downing, Virginia R., Katelyn M. Cooper, Jacqueline M. Cala, Logan E. Gin, and Sara E. Brownell. "Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses." CBE—Life Sciences Education 19, no. 2 (June 2020): ar20. http://dx.doi.org/10.1187/cbe.19-09-0186.

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Twenty-nine students enrolled in community colleges were interviewed to probe factors that affect their anxiety in active-learning science courses. Student anxiety decreased when students perceived that active learning enhanced their learning, and fear of negative evaluation was the primary construct underlying student anxiety in active learning.

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Harton, Helen C., Deborah S. Richardson, Ricardo E. Barreras, Matthew J. Rockloff, and Bibb Latané. "Focused Interactive Learning: A Tool for Active Class Discussion." Teaching of Psychology 29, no. 1 (January 2002): 10–15. http://dx.doi.org/10.1207/s15328023top2901_03.

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Focused Interactive Learning (FIL) is a tool for teaching psychological concepts through student participation in a focused discussion with other class members. Students from 5 upper and lower level psychology courses participated in FIL exercises in which they answered several multiple-choice or opinion questions on their own and then systematically discussed each item for about 2 min with other students before giving a final answer. FIL increased student test performance, helped them get to know other students in the class, and had a small effect on students' self-reported participation and interest in psychology.

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Utami, Seftiani, and Sri Sundari. "Inquiry-Based Learning for Improving Student Learning Outcomes: Literature Review." Jurnal Penelitian & Pengembangan Pendidikan Fisika 5, no. 1 (July 30, 2019): 49–62. http://dx.doi.org/10.21009/1.05106.

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The learning process has entered the 21st century and shifted from Teacher Center Learning (TCL) to Student Center Learning (SCL). Therefore, to improve student learning achievement and activity, innovative learning models are needed to provide more active learning opportunities for students in the learning process. There are a number of innovative learning models, one of which can improve student achievement and activity is inquiry-based learning. It would be better for students to discuss lessons or try to learn the material first, then present the results in front of the class and discuss with other students. Thus, the learning process becomes more active and dynamic with the guidance and direction of the lecturer. This literature review aims to determine the influence of the application of inquiry learning in improving student learning outcomes. The design used is a literature review, articles are collected using the database proquest, google scholar and Science Direct with the keywords “inquiry based learning model” AND “learning outcomes”. The criteria for the articles used are those published in 2014-2018. Based on thirteen articles collected, the results showed that ten articles showed that inquiry learning improved student learning outcomes while the other three did not influence student learning outcomes, but could increase learning motivation. The inquiry-based learning involves students directly and actively in the learning process so that learning has a significant effect on improving learning outcomes.

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Park, Yeon-Hee, Tae-Young Paik, and Jeong-Ho Koo. "Effect of Student Activity Participation on Accounting Education." Journal of Open Innovation: Technology, Market, and Complexity 5, no. 3 (June 27, 2019): 40. http://dx.doi.org/10.3390/joitmc5030040.

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Accounting education focuses on delivering knowledge to students. Most student are passive, behaving as bystanders or listeners in lecturer-oriented learning. However, student-centered learning requires active and positive engagement from students to generate effective learning. Board games represent a key driving tool in inducing student participation and interest in active learning. This study investigates whether the active participation of students in class activities has positive effects on accounting education. Specifically, it tests whether active student involvement in board game activities in introductory accounting courses contributes to effective learning. There were a few key findings. Firstly, the more actively that students participate in the game, the higher their favorable changes are in terms of perception of accounting. Secondly, the higher their positive perceptions are, the higher the effects of accounting education are. These results imply that the active involvement of learners is a precondition for the effect of accounting education activities, and that positive perception is a mediator for learning effects.

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Lowrey, Alex A. "Student Attitudes Regarding Active Learning In Health Professions Microbiology Course." American Journal of Health Sciences (AJHS) 7, no. 2 (February 3, 2017): 39–44. http://dx.doi.org/10.19030/ajhs.v7i2.9842.

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While many active learning strategies are evidence-based, it is unclear as to which methods are preferred by most students. In the present study students in an undergraduate health professions microbiology course were assigned four projects (“types” 1 – 4) that included elements of active learning and that required students to apply microbiological concepts to health care or public health. A type 1 project involved the student consulting professional journals, textbooks and/or websites and preparing an informative brochure on an infectious disease suitable for reading by the lay public. A type 2 project involved the student shadowing a health care professional. A type 3 project involved the student performing a community service. A type 4 project involved the student designing and conducting an original lab research study. A survey was used to assess student attitudes about doing these projects. I report that while some students preferred particular project types, no project type was preferred by a majority of students. In addition, students ranked all four project types highly and considered them all to have equal educational value and relevance to course content. These results suggest that instructors should avoid using a “one size fits all” active learning approach. Students value the use of diverse pedagogical approches that engage their learning in different ways and that connect course concepts to real-world applications.

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Ginting, Daniel. "Student Engagement and Factors Affecting Active Learning in English Language Teaching." VELES Voices of English Language Education Society 5, no. 2 (October 28, 2021): 215–28. http://dx.doi.org/10.29408/veles.v5i2.3968.

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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.

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Kravchenko, Anna, and Rhodri Cusack. "Is Active Learning Always Beneficial? (Student Abstract)." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 18 (May 18, 2021): 15819–20. http://dx.doi.org/10.1609/aaai.v35i18.17906.

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This study highlights the limitations of automated curriculum learning, which may not be a viable strategy for tasks in which the benefits of the chosen curriculum are not apparent until much later. Using a simple convolutional network and a two-task training regime, we show that in some cases a network is not able to derive an optimal learning strategy using only the data available during a single training run.

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Nurse-Clarke, Natasha, Brenda Hernandez Acevedo, Mary Tesoro, Theresa Lundy, Margaret Clifton, and Mary Mathew. "Active Learning Strategies to Enhance Student Success." Journal of Nursing Education 61, no. 3 (March 2022): 167. http://dx.doi.org/10.3928/01484834-20220109-05.

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O'Neal, Gwenelle S. "Enhancing Undergraduate Student Participation Through Active Learning." Journal of Teaching in Social Work 13, no. 1-2 (June 6, 1996): 141–55. http://dx.doi.org/10.1300/j067v13n01_10.

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Stewart, Alice C., Susan M. Houghton, and Patrick R. Rogers. "Instructional Design, Active Learning, and Student Performance." Journal of Management Education 36, no. 6 (August 30, 2012): 753–76. http://dx.doi.org/10.1177/1052562912456295.

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Kovac, Jeffrey. "Student Active Learning Methods in General Chemistry." Journal of Chemical Education 76, no. 1 (January 1999): 120. http://dx.doi.org/10.1021/ed076p120.

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Hinde, Robert J., and Jeffrey Kovac. "Student Active Learning Methods in Physical Chemistry." Journal of Chemical Education 78, no. 1 (January 2001): 93. http://dx.doi.org/10.1021/ed078p93.

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Carver, Curtis A., Richard A. Howard, and William D. Lane. "A methodology for active, student-controlled learning." ACM SIGCSE Bulletin 28, no. 1 (March 1996): 195–99. http://dx.doi.org/10.1145/236462.236538.

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Frederick, Peter J. "Student involvement: Active learning in large classes." New Directions for Teaching and Learning 1987, no. 32 (1987): 45–56. http://dx.doi.org/10.1002/tl.37219873207.

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Kumar, Anuj. "Teaching Systems Biology: An Active-learning Approach." Cell Biology Education 4, no. 4 (December 2005): 323–29. http://dx.doi.org/10.1187/cbe.04-12-0057.

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With genomics well established in modern molecular biology, recent studies have sought to further the discipline by integrating complementary methodologies into a holistic depiction of the molecular mechanisms underpinning cell function. This genomic subdiscipline, loosely termed“ systems biology,” presents the biology educator with both opportunities and obstacles: The benefit of exposing students to this cutting-edge scientific methodology is manifest, yet how does one convey the breadth and advantage of systems biology while still engaging the student? Here, I describe an active-learning approach to the presentation of systems biology. In graduate classes at the University of Michigan, Ann Arbor, I divided students into small groups and asked each group to interpret a sample data set (e.g., microarray data, two-hybrid data, homology-search results) describing a hypothetical signaling pathway. Mimicking realistic experimental results, each data set revealed a portion of this pathway; however, students were only able to reconstruct the full pathway by integrating all data sets, thereby exemplifying the utility in a systems biology approach. Student response to this cooperative exercise was extremely positive. In total, this approach provides an effective introduction to systems biology appropriate for students at both the undergraduate and graduate levels.

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Walker, J. D., Sehoya H. Cotner, Paul M. Baepler, and Mark D. Decker. "A Delicate Balance: Integrating Active Learning into a Large Lecture Course." CBE—Life Sciences Education 7, no. 4 (December 2008): 361–67. http://dx.doi.org/10.1187/cbe.08-02-0004.

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A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the “traditional” section; lecture time in the “active” section was drastically reduced in favor of a variety of in-class student-centered activities. Students in both sections took unannounced quizzes and multiple-choice exams. Evaluation consisted of comparisons of student survey responses, scores on standardized teaching evaluation forms, section averages and attendance, and open-ended student comments on end-of-term surveys. Results demonstrate that students perform as well, if not better, in an active versus traditional environment. However, student concerns about instructor expectations indicate that a judicious balance of student-centered activities and presentation-style instruction may be the best approach.

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Wiggins, Benjamin L., Sarah L. Eddy, Leah Wener-Fligner, Karen Freisem, Daniel Z. Grunspan, Elli J. Theobald, Jerry Timbrook, and Alison J. Crowe. "ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom." CBE—Life Sciences Education 16, no. 2 (June 2017): ar32. http://dx.doi.org/10.1187/cbe.16-08-0244.

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

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Yusuf, Arief Rahman, Sandi Kurniawan, Eddy Sutadji, and Imam Sudjono. "IMPACT OF STUDENT TEAMS ACHIEVEMENT DIVISION BASED ON HYBRID LEARNING AND JIGSAW TOWARD HIGH ORDER THINKING SKILL VOCATIONAL HIGH SCHOOL." JURNAL PAJAR (Pendidikan dan Pengajaran) 4, no. 3 (May 27, 2020): 560. http://dx.doi.org/10.33578/pjr.v4i3.7971.

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The background of the research is the low assessment of high order thinking skills of students due to the conventional methods used by the school. The aims of this study are: (1) how student learning activities when using hybrid learning Student Teams Achievement Division (STAD) and jigsaw, (2) how student learning activities when taught using the direct learning model, and (3) the effect of hybrid learning Student Teams Achievement Division (STAD) and jigsaw towards high order thinking skills. This study used a quasi experimental nonequivalent control group design with the sample of 50 students from a population of vocational high school students in Ponorogo. Data collection techniques used instruments in the form of high order tests and non-test instruments in the form of observation sheets. Data analysis used was independent sample t-test. The results showed: (1) the use of Student Teams Achievement Division (STAD) based on hybrid learning and jigsaw made 28% of students were very active, 28% of students active, and 44% of students quite active in the learning process, this was evidenced by an average value of 70.56, (2) the use of direct learning models in learning made 24% of students quite active, 36% of students less active, and 40% of students passive in the learning process, which can be seen from the acquisition of an average value of 51.52, and (3) there was a significant effect of Student Learning Achievement Division (STAD) based on hybrid learning and jigsaw on students' high order thinking skills.

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Journal articles on the topic 'Active student learning'

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