scholarly journals Inclusion of research labs in Engineering as learning playgrounds

2019 ◽  
Author(s):  
Fatima C. Garcia Gunning ◽  
Keyword(s):  
Student Engagement ◽  
Content Delivery ◽  
Student Interaction ◽  
High Tech ◽  
Traditional Teaching ◽  
Hard Science ◽  
Assessment Of Learning ◽  
Strong Focus ◽  
Assessment Techniques ◽  
Dumbing Down

Traditional teaching practices in Ireland for “hard”-science subjects, such as Physics or Engineering, are still prevalently based on whiteboard content delivery, PowerPoint-based methods, and sometimes, within under-funded purposed-built teaching labs, leaving very little manoeuvre or willingness to incorporate student interaction, in addition to a strong focus on end of semester exam based assessment of learning. Very often any deviation from traditional methods of teaching and assessment are perceived as “dumbing down” the course. The proposal of this Lightning Talk is to show how enabling flexibility in the teaching environment, by incorporating either topical research discussions or bringing a high-tech research lab to a teaching module, can stimulate student engagement, curiosity, discovery and learning. Moreover, the talk will also contain a discussion on using different assessment techniques, such as consultation surveys and reports, where a richer picture of true understanding can be drafted, and compare outcomes between report-based and exam-based types of assessment, showing no signs of “dumbing down”.

scholarly journals Structural Relationship of Key Factors for Student Satisfaction and Achievement in Asynchronous Online Learning

2021 ◽  
Vol 13 (12) ◽  
pp. 6734
Author(s):  
Sohee Kim ◽  
Dae-Jin Kim
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Survey Data ◽  
Structural Model ◽  
Student Interaction ◽  
Structural Relationship ◽  
Key Factors ◽  
Course Structure ◽  
Instructor Presence

This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.

scholarly journals REAL: The Technology-Enabled, Engaged, and Active Learning Classroom

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Young Lee ◽  
Eric Boatman ◽  
Steven Jowett ◽  
Brendan Guenther
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Interaction ◽  
Michigan State University ◽  
Digital Information ◽  
State University ◽  
User Experiences ◽  
Planning And Design ◽  
Design Case ◽  
Design Integration

This design case highlights a new initiative, the technology-rich active learning classrooms at Michigan State University. The classrooms are intended to promote student engagement, collaborative active learning, and faculty-student interaction in a technology-rich environment that allows for digital information sharing and co-creation of content. The article describes the process of planning and design, integration of room features, and creation of user experiences. 

Motivation to Engage: Piloting Assessment Techniques to Encourage Student Engagement

2004 ◽  
Vol 4 (2) ◽  
pp. 27-37
Author(s):  
Anthony Williams ◽  
Jamie Mackie ◽  
Thayaparan Gajendran ◽  
Graham Brewer
Keyword(s):  
Student Engagement ◽  
Assessment Techniques

Asynchronicity, Access, and Attainment

2015 ◽  
pp. 356-375 ◽  
Author(s):  
Mathew J. Bergman ◽  
Kevin J. Rose ◽  
Meera Alagaraja
Keyword(s):  
Adult Learners ◽  
Student Satisfaction ◽  
Learning Community ◽  
Adult Population ◽  
Content Delivery ◽  
Student Interaction ◽  
Learning Program ◽  
Course Content ◽  
Access Cost ◽  
Ease Of Access

In this chapter, the authors share specific ways in which the Organizational Leadership and Learning Program provides excellence in access, cost effectiveness, learning effectiveness, and faculty and student satisfaction. The program is designed to meet the needs of adult learners with some college but no degree and incorporates the use of asynchronous content delivery and faculty-student interaction. The exposure to course content via an online platform, interaction with students and faculty online, and the development of a learning community at a distance equips students not only with content knowledge, but also with technical prowess that is necessary in a technology-based workplace. Despite the relative ease of access and clear benefits of higher education, challenges still exist with educating an adult population. Therefore, it is essential that more adult friendly practices become integrated into the fabric of traditional four-year colleges and universities.

Trifecta of Student Engagement

2021 ◽  
pp. 96-118
Author(s):  
Heather J. Leslie
Keyword(s):  
Student Engagement ◽  
Online Courses ◽  
Student Interaction ◽  
Digital Tools ◽  
Online Course ◽  
Curriculum Content ◽  
Instructor Interaction ◽  
Content Interaction ◽  
Student Instructor

This chapter describes a framework adapted from Michael Moore's three essential areas: student-content interaction, student-student interaction, and student-instructor interaction for engaging students in online courses. To be fully engaged in an online course, students need to be engaged with the course curriculum content, with their peers, and with their instructor. When students are engaged in all three areas, it is referred to as the Trifecta of Student Engagement. This chapter incorporates literature on each area of the Trifecta of Student Engagement: student-to-content engagement, student-to-student engagement, and student-to-instructor engagement as well as some suggested synchronous and asynchronous digital tools.

Assessment of Active Learning

2011 ◽  
Author(s):  
Kay Gibson ◽  
Carolyn M. Shaw
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Traditional Teaching ◽  
Video Content ◽  
Self Assessment ◽  
Learning Techniques ◽  
Traditional Teaching Methods ◽  
Measurement Tools ◽  
Active Learning Strategies ◽  
Assessment Techniques

With the shift in learning objectives that were more focused on the development of skills and processes, new assessment techniques were required to be developed to determine the effectiveness of new active-learning techniques for teaching these skills. In order for assessment to be done well, instructors must consider what learning objective they are assessing, clarify why they are assessing and what benefits will derive from the process, consider whether they will conduct assessments during or after the learning process, and specifically address how they will design solid assessments of active learning best suited to their needs. The various types of assessment for active-learning strategies include written and oral debriefing, observations, peer- and self-assessment, and presentations and demonstrations. In addition, there are several different measurement tools for recording the assessment data, including checklists and student surveys. A final aspect to consider when examining assessment techniques and measurement tools is the construction of an effective rubric. Ultimately, further research is warranted in the learning that occurs through the use of active-learning techniques in contrast with traditional teaching methods, the “portability” of active-learning exercises across cultures, and the use of newer media—such as internet and video content—as it is increasingly incorporated into the classroom.

scholarly journals Enhancing innovative delivery in schools using design thinking

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 927
Author(s):  
Sharmini Gopinathan ◽  
Anisha Haveena Kaur ◽  
Kanesaraj Ramasamy ◽  
Murali Raman
Keyword(s):  
Online Survey ◽  
Design Thinking ◽  
Content Delivery ◽  
First Century ◽  
Traditional Teaching ◽  
Ministry Of Education ◽  
Alternative Approach ◽  
Economy And Education ◽  
The Given

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) mindset in innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers from primary and secondary schools in Malaysia. Data was collected through an online survey and was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. It provides an in-depth reason as to why students are not interested in the teacher's lessons which, in turn, affects their performance. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

scholarly journals Enhancing innovative delivery in schools using design thinking

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 927
Author(s):  
Sharmini Gopinathan ◽  
Anisha Haveena Kaur ◽  
Kanesaraj Ramasamy ◽  
Murali Raman
Keyword(s):  
Design Thinking ◽  
Secondary School Teachers ◽  
Content Delivery ◽  
Traditional Teaching ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Alternative Approach ◽  
Thinking Process ◽  
Economy And Education

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. The study showed that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

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