scholarly journals Active Learning Strategies and Instructor Presence in An Online Research Methods Course: Can we Decrease Anxiety and Enhance Knowledge?

2016 ◽  
Vol 17 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Lisa Ann Rapp-McCall ◽  
Victoria Anyikwa
Keyword(s):  
Active Learning ◽  
Online Education ◽  
Research Methods ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Methods Course ◽  
Personal Contact ◽  
Future Research ◽  
Active Learning Strategies

Research methods courses elicit more anxiety than usual for graduate social work students, and the online environment may pose an even greater challenge as the personal interaction between instructor and student is reduced or absent. It is therefore incumbent on research instructors to creatively engage students, reduce anxiety, and foster learning. There is a dearth of evidence, particularly regarding online education, explicating specific teaching strategies. This exploratory study sought to provide some answers. First-semester MSW students were invited to participate in a voluntary, anonymous, online survey at the end of a research methods course to determine which online teaching strategies were most effective in decreasing anxiety and increasing perception of knowledge. Strategies used in the class include asynchronous activities such as discussion questions, PowerPoint lectures, and email and telephone contact with instructors in addition to synchronous class sessions. Three tactics were rated by the 43 respondents as being most helpful for both decreasing anxiety and enhancing the perception of knowledge: personal contact with the instructor either via email, phone, and/or online meetings; the instructor’s synchronous class sessions; and active learning strategies employed during the synchronous class sessions. Implications for teaching and future research are discussed. 

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.

scholarly journals A Mixed-Methods Investigation of Clicker Implementation Styles in STEM

2018 ◽  
Vol 17 (2) ◽  
pp. ar30 ◽  
Author(s):  
Erin D. Solomon ◽  
Michelle D. Repice ◽  
Jacinta M. Mutambuki ◽  
Denise A. Leonard ◽  
Cheryl A. Cohen ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Active Learning ◽  
Learning Strategies ◽  
Qualitative Interviews ◽  
Future Research ◽  
Observation Data ◽  
Science Technology ◽  
Active Learning Strategies ◽  
Faculty Goals ◽  
And Mathematics

Active learning with clickers is a common approach in high-enrollment, lecture-based courses in science, technology, engineering, and mathematics. In this study, we describe the procedures that faculty at one institution used when implementing clicker-based active learning, and how they situated these activities in their class sessions. Using a mixed-methods approach, we categorized faculty into four implementation styles based on quantitative observation data and conducted qualitative interviews to further understand why faculty used these styles. We found that faculty tended to use similar procedures when implementing a clicker activity, but differed on how they situated the clicker-based active learning into their courses. These variations were attributed to different faculty goals for using clicker-based active learning, with some using it to engage students at specific time points throughout their class sessions and others who selected it as the best way to teach a concept from several possible teaching techniques. Future research should continue to investigate and describe how active-learning strategies from literature may differ from what is being implemented.

scholarly journals Evaluation of a Faculty Development Program Aimed at Increasing Residents' Active Learning in Lectures

2012 ◽  
Vol 4 (4) ◽  
pp. 516-520 ◽  
Author(s):  
Bonnie C. Desselle ◽  
Robin English ◽  
George Hescock ◽  
Andrea Hauser ◽  
Melissa Roy ◽  
...  
Keyword(s):  
Active Learning ◽  
Faculty Development ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Statistical Significance ◽  
Development Program ◽  
Faculty Development Program ◽  
Intervention Phase ◽  
Active Learning Strategies ◽  
Item Scale

Abstract Background Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Methods Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Results Responses to the workshop questionnaire (n  =  32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P  =  .02) and solicited justifications for answers (P  =  .01). Conclusion A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.

scholarly journals The Relations between Teaching Strategies, Students’ Engagement in Learning, and Teachers’ Self-Concept

2021 ◽  
Vol 13 (9) ◽  
pp. 5020
Author(s):  
Feifei Han
Keyword(s):  
Factor Analysis ◽  
Active Learning ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Structural Equation ◽  
Primary Students ◽  
Self Concept ◽  
Primary School Teachers ◽  
Confirmatory Factor ◽  
Active Learning Strategies

Good teaching strategies may not only engage students in learning but may also promote teachers’ self-concept about teaching. The present study empirically investigated the contributions of four popular teaching strategies, namely, feedback, scaffolding, active learning, and collaborating, to students’ engagement in learning and teachers’ self-concept in teaching. The study adopted a quantitative design, which surveyed 208 Australian primary school teachers by using a five-point Likert-scale questionnaire. The structure of the questionnaire was first explored by an exploratory factor analysis (EFA) and then through a confirmatory factor analysis (CFA) in order to provide an account for validity. The results of correlations showed that all the four teaching strategies were positively associated with both students’ engagement and teachers’ self-concept. The results of the structural equation modelling found that the strength of these relations varied. While feedback, scaffolding, and active learning strategies all positively contributed to teachers’ self-concept, collaborating neither significantly predicted students’ engagement nor teachers’ self-concept. Only scaffolding had a positive path to students’ engagement, implying that scaffolding may be the best strategy among the four teaching strategies to engage primary students. The study suggested to teachers that they need to consider the age of learners when implementing teaching strategies.

scholarly journals The “State” of Active Learning in the Atmospheric Sciences: Strategies Instructors Use and Directions for Future Research

2021 ◽  
pp. 1-41
Author(s):  
Zachary J. Handlos ◽  
Casey Davenport ◽  
Dawn Kopacz
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Online Survey ◽  
Atmospheric Science ◽  
The State ◽  
Future Research ◽  
Stem Fields ◽  
Atmospheric Sciences ◽  
Active Learning Strategies ◽  
Science Instructors

AbstractExtensive research within STEM fields has demonstrated that active learning leads to greater educational success for students relative to traditional lecture methods. While studies have explored active learning use across various STEM fields, minimal research has focused specifically on the atmospheric sciences. A baseline knowledge of the use of active learning in this field is vital for determining instructional effectiveness and can identify areas for improvement.The goal of this study is to provide a baseline regarding the state of active learning within the atmospheric sciences, including understanding what active learning strategies are most widely used, their frequency of use, and who is using them. Atmospheric science instructors were invited to participate in an online survey to provide information about their active learning use in the classroom and resources used to learn more about active learning strategies. Survey results indicate that case studies are the most popular high-use active learning strategy across all levels of instruction, though how they are implemented within the classroom is not clear. New atmospheric science instructors, instructors beyond the typical 5 year tenure mark, and female instructors exhibit the highest number of unique active learning strategies. Future work stresses the need for a larger sample size and more direct classroom observation of instructors using active learning.

Developing Students’ Qualitative Muscles in an Introductory Methods Course

2014 ◽  
Vol 11 (1) ◽  
pp. 129-136
Author(s):  
Lee SmithBattle
Keyword(s):  
Active Learning ◽  
Qualitative Methods ◽  
Learning Strategies ◽  
Methods Course ◽  
Final Report ◽  
Methods Courses ◽  
Pedagogical Approach ◽  
Fully Integrated ◽  
Active Learning Strategies ◽  
Student Reflections

AbstractThe exponential growth of qualitative research (QR) has coincided with methodological innovations, the proliferation of qualitative textbooks and journals, and the greater availability of qualitative methods courses. In spite of these advances, the pedagogy for teaching qualitative methods has received little attention. This paper provides a philosophical foundation for teaching QR with active learning strategies and shows how active learning is fully integrated into a one-semester course. The course initiates students into qualitative dispositions and skills as students develop study aims and procedures; enter the field to gather data; analyze the full set of student-generated data; and write results in a final report. Conducting a study in one semester is challenging but has proven feasible and disabuses students of the view that QR is simple, unscientific, or non-rigorous. Student reflections on course assignments are integrated into the paper. The strengths and limitations of this pedagogical approach are also described.

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
Sign in / Sign up

Export Citation Format

Share Document