THE EFFECT OF ACTIVE LEARNING ON STUDENT CHARACTERISTICS IN A HUMAN PHYSIOLOGY COURSE FOR NONMAJORS

R. Russell Wilke

doi:10.1152/advan.00003.2002

THE EFFECT OF ACTIVE LEARNING ON STUDENT CHARACTERISTICS IN A HUMAN PHYSIOLOGY COURSE FOR NONMAJORS

AJP Advances in Physiology Education ◽

10.1152/advan.00003.2002 ◽

2003 ◽

Vol 27 (4) ◽

pp. 207-223 ◽

Cited By ~ 64

Author(s):

R. Russell Wilke

Keyword(s):

Human Physiology ◽

Active Learning ◽

Learning Strategies ◽

Achievement Motivation ◽

Control Groups ◽

Treatment Groups ◽

Quasi Experimental ◽

Active Learning Strategies ◽

Didactic Lecture ◽

Attitude Surveys

This study investigated the effect of active-learning strategies on college students’ achievement, motivation, and self-efficacy in a human physiology course for nonmajors. Variables were studied via a quasi-experimental, Solomon four-group design on 141 students at a small west-Texas university. Treatment groups were taught using a continuum-based, active-learning model implemented over the course of a semester. Control groups were taught using traditional didactic lecture methods. To assess the effects of the continuum-based active learning strategies, students were administered a comprehensive physiology content exam, the Motivated Strategies for Learning Questionnaire, and attitude surveys. Factorial analyses indicated that the treatment groups acquired significantly more content knowledge and were significantly more self-efficacious than students in the control groups. There were no significant differences in motivation. Attitude surveys indicated that students in both the treatment and control groups demonstrated a positive attitude toward active learning, believed it helped (or would help) them to learn the material, and would choose an active learning course in the future.

Download Full-text

Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study

Mathematics ◽

10.3390/math8122163 ◽

2020 ◽

Vol 8 (12) ◽

pp. 2163

Author(s):

Edgar Lopez-Caudana ◽

Maria Soledad Ramirez-Montoya ◽

Sandra Martínez-Pérez ◽

Guillermo Rodríguez-Abitia

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Math Learning ◽

Treatment Groups ◽

Effective Learning ◽

Direct Observations ◽

Use Of Technology ◽

Active Learning Strategies ◽

Technological Tool ◽

Quantitative Analyses

The use of technology, which is linked to active learning strategies, can contribute to better outcomes in Mathematics education. We analyse the conditions that are necessary for achieving an effective learning of Mathematics, aided by a robotic platform. Within this framework, the question raised was “What are the conditions that promote effective active math learning with robotic support?” Interventions at different educational scenarios were carried in order to explore three educational levels: elementary, secondary, and high school. Qualitative and quantitative analyses were performed, comparing the control and treatment groups for all scenarios through examinations, direct observations, and testimonials. The findings point to three key conditions: level, motivation, and teacher training. The obtained results show a very favourable impact on the attention and motivation of the students, and they allow for establishing the conditions that need to be met for an effective relationship between the teacher and the technological tool, so that better learning outcomes in Mathematics are more likely to be obtained.

Download Full-text

Pengaruh Strategi Pembelajaran Critical Incident terhadap Keterampilan Analisis Siswa

Assimilation: Indonesian Journal of Biology Education ◽

10.17509/aijbe.v1i2.13051 ◽

2018 ◽

Vol 1 (2) ◽

pp. 77

Author(s):

Sulastri Sulastri ◽

Luthpi Safahi ◽

Susilo Susilo

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Critical Incident ◽

Learning Strategy ◽

Choice Test ◽

Significance Level ◽

Analytical Skills ◽

Quasi Experimental ◽

Active Learning Strategies ◽

Incident Learning

The development of science and technology causes education to become a necessity for the younger generation. Based on the results of the survey, students analytical skills are still low, so an active learning strategy is needed that can improve students' analytical skills. Active learning strategies that can be used are Critical Incident strategies. This study aims to determine the effect of using Critical Incident learning strategies on students' analytical skills on the subject of environmental change. The research was carried out in class X MAN 9 Jakarta from March to June 2017. The research method used was quasi-experimental research design using posttest only control design. The population of this study were all students of class X MIA totaling 104 students. The data collection uses a multiple-choice test consisting of 24 items that are integrated with three types of indicators of analytical skills that are differentiating, organizing and attributing. The results showed that the average posttest value of the analytical skills of the experimental class was 64.88 while the control class was 62.49. Hypothesis testing through t-test at the significance level α = 5% obtained t count = 1.74 while t table = 1.67, because t count is greater than t table then H0 is rejected and H1 is accepted. Thus, it can be concluded that the use of Critical Incident learning strategies influences the analytical skills of class X MAN 9 Jakarta students.

Download Full-text

Development and Implementation of Interprofessional Relations Between a College of Pharmacy and Osteopathic Residency Programs in a Community Teaching Hospital

Journal of Pharmacy Technology ◽

10.1177/8755122519865540 ◽

2019 ◽

Vol 36 (1) ◽

pp. 3-9

Author(s):

Paul M. Boylan ◽

Jordan Sedlacek ◽

Melissa Santibañez ◽

Andria F. Church ◽

Nicole Lounsbury ◽

...

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Teaching Hospital ◽

Interprofessional Education ◽

Interprofessional Relations ◽

Primary Objective ◽

Clinical Practices ◽

Active Learning Strategies ◽

Didactic Lecture ◽

Community Teaching

Background: Team-based health care optimizes patient outcomes, and therefore, both interprofessional education (IPE) and interprofessional relations (IPR) are required in health professions education, postgraduate training, and real-world clinical practice. Existing literature describes progressive developments and assessments of IPE in colleges of pharmacy and medicine; however, there are fewer reports describing processes or projects that foster physician-pharmacist IPR in clinical practices without established interprofessional collaborations. Objectives: The primary objective was to establish IPR between pharmacists and osteopathic residents in a community teaching hospital. The secondary objective was to innovate the delivery of pharmacotherapeutic content delivered to the residents during their didactic lecture series by providing active learning strategies. Methods: This report describes a project wherein college of pharmacy faculty developed IPR with osteopathic residents in a community teaching hospital that previously did not have any established physician-pharmacist IPR. Osteopathic medical residents completed a post-implementation survey after they attended a 12-month series of didactic lectures that incorporated active learning delivered by pharmacist faculty. Results: Sixty-six residents were eligible to complete the survey; 20 residents completed the survey. Eighteen residents believed that both physicians and pharmacists should be educated to establish IPR and that it should be included in professional, graduate, and continuing education settings for both professions. Sixteen residents believed that the active learning techniques employed by college of pharmacy faculty were useful for IPR. Conclusions: Physician-pharmacist IPR may be achievable in settings where IPR was previously sparse. Shared interests, adherence, and innovations in IPR frameworks are essential for developing physician-pharmacist IPR.

Download Full-text

Active learning strategies, such as analogical models, aid in student learning of spinal anatomy and biomechanics

Journal of Chiropractic Education ◽

10.7899/jce-18-25 ◽

2020 ◽

Author(s):

Jacqueline Rix

Keyword(s):

Active Learning ◽

Student Learning ◽

Learning Strategies ◽

Group Differences ◽

Learning Approaches ◽

Active Learning Strategies ◽

The Mean ◽

Written Assessment ◽

Didactic Lecture ◽

Better Than

Objective This study aimed to examine the effect of active learning strategies using analogical models versus didactic lectures on student learning of spinal anatomy and biomechanics. Methods Students enrolled into year 1 of a chiropractic program in 2014 and 2015 were eligible to participate. The 2014 cohort received didactic lectures. Active learning approaches using analogical models were incorporated into the 2015 cohort. Both groups received an identical written assessment at the end of the 3rd lecture. Between-group differences in age and written assessment percentages were analyzed using independent t tests. Results Fifty-nine students from the 2014 cohort and 62 students from the 2015 cohort took part. There were no significant differences in age or gender between the cohorts. The differences in the mean of the written assessment percentages between the didactic group and the analogical models group were significant (p = .00), with a mean difference of 22.6% (95% CI, 17.4–27.9). The didactic group mean percentage was 37.9% (SD 15.8) and was within a fail percentage bracket. The analogical models group mean percentage was 60.6% (SD 13.1) and within a pass percentage bracket. Conclusion The analogical models group performed significantly better than the didactic lecture group, particularly with regard to content delivered using literal or surface analogies.

Download Full-text

Alternative conceptions of students in Arabic language applications and the proper method of correcting them by using some active learning strategies: Adjective lesson as a model

Journal of King Abdulaziz University-Arts and Humanities ◽

10.4197/art.25-1.3 ◽

2017 ◽

Vol 25 (1) ◽

pp. 65-93

Author(s):

al-Hasan Yahya al-Manakhrih al-Hasan Yahya al-Manakhrih

Keyword(s):

Experimental Design ◽

Active Learning ◽

Learning Strategies ◽

Arabic Language ◽

Alternative Conceptions ◽

Traditional Methods ◽

Linguistic Performance ◽

Service Training ◽

Quasi Experimental ◽

Active Learning Strategies

This study aimed to examine the effectiveness of some active learning strategies in adjusting students’ alternative perceptions about the concepts of the adjective lesson in the textbook of “My Language” taught in Saudi Middle Schools.To achieve this, a descriptive and quasi-experimental design approaches were employed. Beginning by identifying students’ alternative perceptions of the concepts of the adjective lesson, an evaluating test was applied for 120 students grade 9 in Jeddah.The result of the evaluating test has indicated that there were alternative perceptions of the concepts of the adjective lesson among students.Therefor, the researcher has designed a guide for using an active learning strategies for teachers to teach adjective lesson. To examine the effectiveness of active learning strategies in adjusting students’ alternative perceptions, a group of 30 students grade 9 in Jeddah were involved in the experimental. This group were taught the adjective lesson by traditional methods and also taught the lesson by using active learning strategies. The findings indicated that the students who were taught by active learning strategies are more likely to alter the alternative perceptions than those who were taught by traditional method.In light of the findings of the study, the researcher recommends that it is important to uncover the students’ alternative perceptions in the various Arabic language lessons, in order to help the students in adjusting the alternative perceptions by using active learning strategies , and improving teachers’ capabilities through pre-service and in-service training in applying several teaching strategies including the active learning strategies to improve the linguistic performance in the Arabic language.

Download Full-text

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 ◽

10.1187/cbe.16-06-0181 ◽

2017 ◽

Vol 16 (2) ◽

pp. ar19 ◽

Cited By ~ 18

Author(s):

Lacy M. Cleveland ◽

Jeffrey T. Olimpo ◽

Sue Ellen DeChenne-Peters

Keyword(s):

Biological Sciences ◽

Active Learning ◽

Learning Environments ◽

Learning Strategies ◽

Conceptual Understanding ◽

Biology Education ◽

Graphic Organizer ◽

Quasi Experimental ◽

Active Learning Strategies ◽

Students Attitudes

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.

Download Full-text