Teaching Professional Ethics to Lawyers and Mediators Using Active Learning Techniques

2010 ◽  
Author(s):  
Paula Young
Keyword(s):  
Active Learning ◽  
Professional Ethics ◽  
Learning Techniques ◽  
Teaching Professional

scholarly journals Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

2018 ◽  
Vol 5 ◽  
pp. 238212051876513 ◽  
Author(s):  
Lise McCoy ◽  
Robin K Pettit ◽  
Charlyn Kellar ◽  
Christine Morgan
Keyword(s):  
Active Learning ◽  
Medical School ◽  
School Curriculum ◽  
First Year ◽  
Group Instruction ◽  
Large Group ◽  
Curriculum Review ◽  
Learning Techniques ◽  
Learning Centered ◽  
Semistructured Interviews

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

scholarly journals Application Of Active Learning Techniques To Computer Based

2020 ◽  
Author(s):  
M. P. Sharma ◽  
Edward Anderson ◽  
Roman Taraban
Keyword(s):  
Active Learning ◽  
Learning Techniques ◽  
Computer Based

scholarly journals Learning and Engagement in the Flipped Classroom of Analytical Mathematics

2020 ◽  
pp. 93-111
Author(s):  
Anastasia Sofroniou
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Flipped Classroom ◽  
Mathematical Thinking ◽  
Further Education ◽  
Teaching Methodology ◽  
Mathematical Education ◽  
Learning Approaches ◽  
Problem Solving Skills ◽  
Learning Techniques

Learning techniques have changed over time in order to try and improve student engagement across different subjects in higher education. Mathematics has dominantly adhered to certain learning methods that use a more conventional approach. Interactive and active learning in Mathematics tend to be more common in further education yet, university level Mathematics is more complex, heavy in content and poses more difficulty in applying active learning approaches as a passive approach of traditional lectures has always been applied. The issues of learning problems in mathematics is ignored and the lack of metacognitive awareness of mathematical thinking and problem-solving skills seem to persist despite differences amongst educators on an effective learning methodology. Following the reform movement in mathematics education in the mid 1980’s, resulting from the dissatisfaction of conventional approaches, recommending the restructuring of mathematical delivery marked the need for modifications in teaching methodology. Employing multiple models to deliver lessons may implement the changes needed to drive student engagement and satisfaction to improve the experience in learning mathematics. In order for these methods to become applicable and effective in students’ experiences in mathematical education, educators need to be encouraged to present active learning techniques so that students can begin to facilitate their own learning which can be done through introducing approaches specific to the individual such as student-centred approaches. This paper evaluates the techniques used by mathematicians to deliver lessons and how it reflects on learning and engagement of students in comparison to the flipped classroom approach which inverts the common traditional lecture style used in classrooms. The flipped classroom model in this study is adopted to a topic from the university foundation level module, Analytical Mathematics, whereby results from the quantitative analysis undertaken show a decrease in the success of students’ performance suggesting a lesser impact on improved learning. With regards to engagement, observations from the qualitative analysis of the study highlight positive aspects of the flipped classroom model, specifically an optimistic engagement amongst peers.

scholarly journals Curriculum Alignment with Vision and Change Improves Student Scientific Literacy

2017 ◽  
Vol 16 (2) ◽  
pp. ar29 ◽  
Author(s):  
Anna Jo Auerbach ◽  
Elisabeth E. Schussler
Keyword(s):  
Active Learning ◽  
Scientific Literacy ◽  
Biology Education ◽  
Curriculum Alignment ◽  
Final Report ◽  
Process Skills ◽  
Student Collaboration ◽  
Undergraduate Biology ◽  
Learning Techniques ◽  
Academic Year

The Vision and Change in Undergraduate Biology Education final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors’ introductory biology sequence in alignment with these recommendations. Discussion sections focused on developing student process skills were added to both lectures and a lab, and one semester of lab was removed. This curriculum was implemented using active-learning techniques paired with student collaboration. This study determined whether these changes resulted in a higher gain of student scientific literacy by conducting pre/posttesting of scientific literacy for two cohorts: students experiencing the unreformed curriculum and students experiencing the reformed curriculum. Retention of student scientific literacy for each cohort was also assessed 4 months later. At the end of the academic year, scientific literacy gains were significantly higher for students in the reformed curriculum (p = 0.005), with those students having double the scientific literacy gains of the cohort in the unreformed curriculum. Retention of scientific literacy did not differ between the cohorts.

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