scholarly journals Conceptualization, Development and Validation of an Instrument to Measure Learners’ Perceptions of their Active Learning Strategies within an Active Learning Context

2021 ◽  
Vol 7 (1) ◽  
pp. 201-223
Author(s):  
Ronnie H.
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Context ◽  
Active Learning Strategies ◽  
Development And Validation

Perceptions on the effectiveness of active learning strategies

2016 ◽  
Vol 8 (3) ◽  
pp. 360-375 ◽  
Author(s):  
Zeina Daouk ◽  
Rima Bahous ◽  
Nahla Nola Bacha
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Teaching Effectiveness ◽  
Learning Context ◽  
Education Students ◽  
Tertiary Institution ◽  
Content Type ◽  
Lecture Method ◽  
Active Learning Strategies ◽  
Teaching Learning

Purpose – The purpose of this paper is to determine students’ and instructors’ perceptions regarding the effectiveness of implementing active learning strategies in higher education courses conducted at a tertiary institution in Lebanon. Design/methodology/approach – Pre-service education students completed a questionnaire, professors were interviewed, and class sessions were observed. Findings – Main findings indicate that the majority of the learners as well as the instructors favoured active learning and are strong proponents of putting into effect this approach in all their courses. These findings indicate the positive perceptions towards active learning strategies and the possible impact that these perceptions have on students’ performance and learning. Research limitations/implications – Three major limitations have influenced the efficiency of this study. The number of participants is rather small. Only 37 education students were involved in this study. Furthermore, an additional limitation is that all the participants were females. Yet, it is worth noting that the majority of the students, who are majoring in education at that particular university, are females. Finally, it is worth mentioning that one of the researchers conducted the non-participant observations which might have influenced the data in one way or another. Practical implications – Implications from the results of the study are far reaching. A major implication is for the programmes to reconsider the organization of the classrooms to have rooms that allows for cooperative and group work. Also, classroom organization should be student centred with the teacher’s place not necessarily at the front of the room but possibly at different places in the room or even sitting with the student for some of the assignments. A second implication is that the classroom is to be viewed as a learning situation where the teacher is a guide, a facilitator in the teaching/learning context which would be blended with the lecture method when needed. A further implication is that teacher professional development is a priority for the agenda of educational institutions to help promote teaching effectiveness of this clearly important active learning. After all, the students are doing the learning and the teachers need to guide them in this process. Originality/value – The main value of this paper is to encourage university faculty members to change their teaching methods in order to engage and motivate learners.

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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