scholarly journals A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

2014 ◽  
Vol 38 (3) ◽  
pp. 246-252 ◽  
Author(s):  
Cynthia J. Miller ◽  
Michael J. Metz
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Educational Games ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Comfort Level ◽  
Audience Response ◽  
Class Time

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom ( n = 116) and professional-level physiology faculty members ( n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time.

Active learning interventions and student perceptions

2017 ◽  
Vol 9 (3) ◽  
pp. 465-473 ◽  
Author(s):  
Gregory Joseph Lobo
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Student Evaluation ◽  
Authentic Learning ◽  
Learning By Doing ◽  
Traditional Lecture ◽  
Content Type ◽  
Favorable Evaluation ◽  
Active Learning Strategies

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.

scholarly journals Integrated Neuroscience Program: An Alternative Approach to Teaching Neurosciences to Chiropractic Students

2009 ◽  
Vol 23 (2) ◽  
pp. 134-146
Author(s):  
Xiaohua He ◽  
James La Rose ◽  
Niu Zhang
Keyword(s):  
Student Perceptions ◽  
Learning Strategies ◽  
Content Knowledge ◽  
Descriptive Analysis ◽  
Faculty Members ◽  
Course Content ◽  
Self Confidence ◽  
Study Results ◽  
Students Attitudes ◽  
Chiropractic Students

Purpose: Most chiropractic colleges do not offer independent neuroscience courses because of an already crowded curriculum. The Palmer College of Chiropractic Florida has developed and implemented an integrated neuroscience program that incorporates neurosciences into different courses. The goals of the program have been to bring neurosciences to students, excite students about the interrelationship of neuroscience and chiropractic, improve students' understanding of neuroscience, and help the students understand the mechanisms underpinning the chiropractic practice. This study provides a descriptive analysis on how the integrated neuroscience program is taught via students' attitudes toward neuroscience and the comparison of students' perceptions of neuroscience content knowledge at different points in the program. Methods: A questionnaire consisting of 58 questions regarding the neuroscience courses was conducted among 339 students. The questionnaire was developed by faculty members who were involved in teaching neuroscience and administered in the classroom by faculty members who were not involved in the study. Results: Student perceptions of their neuroscience knowledge, self-confidence, learning strategies, and knowledge application increased considerably through the quarters, especially among the 2nd-year students. Conclusions: The integrated neuroscience program achieved several of its goals, including an increase in students' confidence, positive attitude, ability to learn, and perception of neuroscience content knowledge. The authors believe that such gains can expand student ability to interpret clinical cases and inspire students to become excited about chiropractic research. The survey provides valuable information for teaching faculty to make the course content more relevant to chiropractic students.

scholarly journals Roles matter: Graduate student perceptions of active learning in the STEM courses they take and those they teach

2021 ◽  
Vol 104 (4) ◽  
pp. 003685042110335
Author(s):  
Lorelei Patrick ◽  
Leigh Anne Howell ◽  
Everett William Wischusen
Keyword(s):  
Graduate Students ◽  
Active Learning ◽  
Student Perceptions ◽  
Stem Education ◽  
Teaching Methods ◽  
Graduate Level ◽  
Class Time ◽  
Science Technology ◽  
Undergraduate Science ◽  
The Right

Despite many calls to reform undergraduate science, technology, engineering, and math (STEM) education to incorporate active learning into classes, there has been little attention paid to graduate level classrooms or courses taught by graduate students. Here, we set out to understand if and how STEM graduate students’ perceptions of active learning change in the classes they take versus those they teach. We found that graduate students had taken relatively few graduate level classes using active learning and they felt that more time should be devoted to active learning in the courses they were taking. Teaching assistants felt that they were devoting the right amount of class time to active learning in the classes they taught. Graduate students also felt that they were using teaching methods in the classes they taught that were different from those they thought should be used when teaching undergraduates and were different from how they preferred to learn when taking classes.

Team-Based Learning in a Coaching Education Course: Impact on Student Learning

2020 ◽  
Vol 39 (1) ◽  
pp. 28-35
Author(s):  
Karen E. Collins ◽  
Catherine E. Overson ◽  
Victor A. Benassi
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Teaching Strategy ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Applied Learning ◽  
Coaching Education ◽  
Team Based Learning

Purpose: The authors implemented an active learning teaching strategy in a coaching education course utilizing a modified team-based learning (TBL) approach, assessing the learning benefits and satisfaction of students’ experience. Method: After reviewing preparatory background materials, 35 students responded in-class to prompts in developing coaching action plans. Students completed two in-class learning activities: one on their own (Solo) and one as a group (TBL). The authors examined student performance on exam transfer questions for the two activities. Later, students reported on their satisfaction with the learning activities. Results: Students performed better on exam transfer questions related to their TBL and Solo conditions (p < .003, d = 0.75). Students reported a preference for working in teams compared with working on their own in developing case studies (p < .06, d = 0.63). Discussion/Conclusion: Results highlight the benefits of TBL in a coaching education classroom emphasizing how preparation, collaboration, and applied learning activities impact student learning outcomes.

scholarly journals Do International Students Appreciate Active Learning in Lectures?

2018 ◽  
Vol 22 ◽  
Author(s):  
Mauricio Marrone ◽  
Murray Taylor ◽  
Mara Hammerle
Keyword(s):  
International Students ◽  
Active Learning ◽  
Learning Styles ◽  
Student Perceptions ◽  
Learning Strategies ◽  
International Student ◽  
Structured Interviews ◽  
Accounting Information Systems ◽  
Active Learning Strategies ◽  
Social Constructivist Theory

Active learning has been linked with increased student motivation, engagement and understanding of course material. It promotes deep learning, helping to develop critical thinking and writing skills in students. Less well understood, however, are the responses of international students to active learning. Using social constructivist theory, the purpose of this study is to examine domestic and international student perceptions of active learning introduced into large undergraduate Accounting Information Systems lectures. Several active learning strategies were implemented over one semester and examined through the use of semi-structured interviews as well as pre- and post- implementation surveys. Our results suggest broad improvements for international students in student engagement and understanding of unit material when implementing active learning strategies. Other key implications include international student preference for active learning compared with passive learning styles, and that international students may receive greater benefits from active learning strategies than domestic students due to social factors. Based on these findings this paper proposes that educators should seek to implement active learning to better assist and integrate students of diverse backgrounds.

Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry

2018 ◽  
Vol 19 (2) ◽  
pp. 520-532 ◽  
Author(s):  
Julie Donnelly ◽  
Florencio E. Hernández
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Cooperative Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Phenomenological Study ◽  
Student Experiences ◽  
Learning Space ◽  
Active Learning Strategies

Physical chemistry students often have negative perceptions and low expectations for success in physical chemistry, attitudes that likely affect their performance in the course. Despite the results of several studies indicating increased positive perception of physical chemistry when active learning strategies are used, a recent survey of faculty in the U.S. revealed the continued prevalence of instructor-centered approaches in physical chemistry. In order to reveal a deeper understanding of student experiences in an active learning physical chemistry course, we present a phenomenological study of students’ perceptions of physical chemistry when the course is completely redesigned using active learning strategies. Using the flipped classroom, an active learning space, cooperative learning, and alternative assessments, we emphasized fundamental concepts and encouraged students to take responsibility for their learning. Based on open-ended surveys and interviews with students, we found that students struggled with the transition, but had some significant positive perceptions of the approach. This is in agreement with previous studies of physical chemistry courses in which cooperative learning was the focus. As part of a larger study of the effectiveness of this course redesign, we show how students perceive the effectiveness of these strategies and how they react to them. In addition, we discuss the implications of these findings for the active learning physical chemistry classroom.

scholarly journals Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

2016 ◽  
Vol 15 (4) ◽  
pp. ar68 ◽  
Author(s):  
Jon R. Stoltzfus ◽  
Julie Libarkin
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Scale Up ◽  
Lecture Hall ◽  
Student Centered ◽  
Traditional Lecture ◽  
Quasi Experimental ◽  
And Performance ◽  
Based Instruction

SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology.

Flipping a Class: Active Learning and More of It

2015 ◽  
Vol 9 (2) ◽  
pp. 79-90 ◽  
Author(s):  
Angela Lumpkin ◽  
Rebecca M. Achen
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Convincing Evidence ◽  
Learning Activities ◽  
Course Evaluations ◽  
Research Approach ◽  
Class Time ◽  
Learner Centered ◽  
Action Research Approach ◽  
Sport Finance

Despite what many claim, just because there is teaching does not mean there is learning. Clear and convincing evidence supports changing the instructional paradigm to a learner-centered classroom. Flipping a class shifts the delivery, often through technologically presented lectures, to free class time for student participation in a plethora of learning activities, such as think-pair-share and discussions, leading to student perceptions of greater learning and more enjoyment. In an action research approach with one class, 72% of juniors and seniors in an undergraduate sport finance and economics class reported out-of-class lectures often positively impacted their learning, and the remaining 28% responded these lectures did sometimes. End-of-course evaluations and surveys were overwhelmingly positive about class engagement, interaction, and enjoyment.

Online Delivery as a Course Adjunct Promotes Active Learning and Student Success

2011 ◽  
Vol 39 (1) ◽  
pp. 72-76 ◽  
Author(s):  
J. Scott Lewis ◽  
Marissa A. Harrison
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Student Performance ◽  
Undergraduate Teaching ◽  
Control Group ◽  
Experimental Conditions ◽  
Online Delivery ◽  
Multiple Choice Tests ◽  
Class Time ◽  
Strong Control

Chickering and Gamson’s notable summary of the best practices of undergraduate teaching include promoting active learning, cooperation, and student–faculty contact. The present study hypothesized that online delivery of lecture prior to course meetings allows more in-class time to achieve these goals. Students in a control group received a traditional, oral, lecture-style class with supplementing PowerPoint presentation, whereas students in a treatment group received online presentation of the same lecture script and PowerPoint presentation prior to coming to class; the treatment group’s in-class time was devoted to group activities and discussion of material. Learning and retention were assessed by student performance on a series of multiple-choice tests and quizzes given throughout the semester. Results indicate that students in the treatment condition scored significantly higher on most measures than did students in the control condition. Through strong control of experimental conditions, this study departs from many previous investigations of the benefits of online delivery as an adjunct to seated class time in an introductory social science course, highlighting its advantages such as freeing class time for those activities and strategies deemed to be best practices. The implications of these results and limitations to the study are discussed.

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