The Effect of Active Learning Strategies on Communication Apprehension in Information Systems Students in Taiwan

2018 ◽  
Vol 61 (1) ◽  
pp. 101-109
Author(s):  
Ting Lie
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Learning Strategies ◽  
Communication Apprehension ◽  
Active Learning Strategies

scholarly journals Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

10.28945/3643 ◽  
2017 ◽  
Vol 16 ◽  
pp. 021-046 ◽  
Author(s):  
Alanah Mitchell ◽  
Stacie Petter ◽  
Al Harris
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Learning Strategies ◽  
Learning By Doing ◽  
Future Research ◽  
Work Related ◽  
Passive Learning ◽  
Learning Techniques ◽  
Active Learning Strategies ◽  
Definition Of

Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS) courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners : This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful list of exercises that encourage active learning both inside and outside of the IS classroom. Future Research: In relation to future research, this study highlights a number of opportunities for IS faculty in regards to new active learning activities or trends to study further.

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

2019 ◽  
Vol 049 (01) ◽  
Author(s):  
Linda Strubbe ◽  
Jared Stang ◽  
Tara Holland ◽  
Sarah Bean Sherman ◽  
Warren Code
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Science Departments

EARTH SCIENCE IN ACTION! ACTIVE LEARNING STRATEGIES IN PHYSICAL GEOLOGY LABS

2019 ◽  
Author(s):  
Kalyca N. Spinler ◽  
◽  
René A. Shroat-Lewis ◽  
Michael T. DeAngelis
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Earth Science ◽  
Active Learning Strategies ◽  
Physical Geology

Who wants to be a physician? An educational tool for reviewing pulmonary physiology.

2000 ◽  
Vol 24 (1) ◽  
pp. 30-37 ◽  
Author(s):  
J R Moy ◽  
D W Rodenbaugh ◽  
H L Collins ◽  
S E DiCarlo
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Educational Game ◽  
Pulmonary Mechanics ◽  
Educational Tool ◽  
Evaluation Instrument ◽  
Pulmonary Physiology ◽  
Active Learning Strategies ◽  
Popular Television

Traditional review sessions are typically focused on instructor-based learning. However, experts in the field of higher education have long recommended teaching modalities that incorporate student-based active-learning strategies. Given this, we developed an educational game in pulmonary physiology for first-year medical students based loosely on the popular television game show Who Wants To Be A Millionaire. The purpose of our game, Who Wants To Be A Physician, was to provide students with an educational tool by which to review material previously presented in class. Our goal in designing this game was to encourage students to be active participants in their own learning process. The Who Wants To Be A Physician game was constructed in the form of a manual consisting of a bank of questions in various areas of pulmonary physiology: basic concepts, pulmonary mechanics, ventilation, pulmonary blood flow, pulmonary gas exchange, gas transport, and control of ventilation. Detailed answers are included in the manual to assist the instructor or player in comprehension of the material. In addition, an evaluation instrument was used to assess the effectiveness of this instructional tool in an academic setting. Specifically, the evaluation instrument addressed five major components, including goals and objectives, participation, content, components and organization, and summary and recommendations. Students responded positively to our game and the concept of active learning. Moreover, we are confident that this educational tool has enhanced the students' learning process and their ability to understand and retain information.

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