scholarly journals Using active learning strategies to investigate student learning and attitudes in a large enrollment, introductory geology course

2013 ◽  
Author(s):  
Stacy Jane Berry
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Large Enrollment ◽  
Introductory Geology

scholarly journals Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

2016 ◽  
Vol 15 (2) ◽  
pp. ar22 ◽  
Author(s):  
Emily R. Elliott ◽  
Robert D. Reason ◽  
Clark R. Coffman ◽  
Eric J. Gangloff ◽  
Jeffrey R. Raker ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Community ◽  
Learning Strategies ◽  
Learning Gains ◽  
Introductory Biology ◽  
Student Centered ◽  
Faculty Learning Community ◽  
Active Learning Strategies ◽  
Large Enrollment

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning.

Assessment and Active Learning Strategies for Introductory Geology Courses

2003 ◽  
Vol 51 (2) ◽  
pp. 205-216 ◽  
Author(s):  
David A. McConnell ◽  
David N. Steer ◽  
Kathie D. Owens
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Introductory Geology

scholarly journals Are the Sequential Interactive Effects of Two Active Learning Strategies Synergistic? The Use of the Socratic Method of Questioning and Ability Based Learning Techniques to Enhance Student Learning

2019 ◽  
Author(s):  
La Shun L. Carroll
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Course Design ◽  
Well Being ◽  
Interactive Effects ◽  
Gainful Employment ◽  
Learning Techniques ◽  
Active Learning Strategies ◽  
Enhance Student Learning

If students do not fully apply themselves, then they may be considered responsible for the result of being inadequately prepared. +- Nevertheless, student outcomes are more likely to reflect a combination of both effort and systematic problems with overall course architecture. Deficiencies in course design result in inadequate preparation that adversely and directly impacts students’ productivity upon entering the workforce.  Such an impact negatively influences students' ability to maintain gainful employment and provide for their families, which inevitably contributes to the development of issues concerning their psychological well-being.  It is well-documented that incorporating active learning strategies in course design and delivery can enhance student learning outcomes.  Despite the benefit of implementing active learning techniques, rarely in the real world will it be possible for techniques to be used in isolation of one another.  Therefore, the purpose of this proposed study is to determine the interactive effects of two active learning strategies because, at a minimum, technique-pairs more accurately represent the application of active learning in the natural educational setting.  There is a paucity of evidence in the literature directed toward investigating the interactive effects of multiple active learning techniques that this study is aimed at filling.  The significance of this research is that, by determining the interactive effects of paired active learning strategies, other research studies on the beneficial effects of using particular active learning technique-pairs will be documented contributing to the literature so that ultimately classroom instruction may be customized according to the determination of optimal sequencing of strategy-pairs for particular courses, subjects, and desired outcomes that maximize student learning.

scholarly journals Wicked Problems Through a New Lens: Combining Active Learning Strategies for Solutions-Oriented Teaching

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Katherine Elizabeth Bishop-Williams
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Teaching Strategy ◽  
Wicked Problems ◽  
Multiple Perspectives ◽  
Complex Problems ◽  
Large Complex ◽  
Future Challenges ◽  
Active Learning Strategies

Abstract: Wicked problems are large, complex problems involving multiple perspectives that present substantial future challenges. These challenges can be overwhelming for learners and pose difficulties in teaching for instructors. Herein a solutions-oriented teaching strategy that amalgamates proven active learning strategies is presented along with a step-by-step guide and materials list. Evidence of student learning is provided. This strategy provides students the opportunity to view complex, wicked problems from multiple perspectives and to visualize their role in future solutions.

scholarly journals THE ACTIVE LEARNING STRATEGY OF EVERY TYPE IS A TEACHER HERE TO IMPROVE STUDENT LEARNING OUTCOMES

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Oriza Candra ◽  
Doni Tri Putra Yanto
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Validity And Reliability ◽  
Multiple Choice Questions ◽  
Average Value ◽  
Active Learning Strategies

This study aims to determine the improvement of student learning outcomes in Analyzing Circuits (MRL) subjects in class X TDTL SMK N 1 Padang, by using the active learning strategies type of Everyone is a Teacher Here. This type of research was quasi-experimental. The subjects of the research was class X TDTL with 32 students. The object of the research was active learning strategies type of Everyone Is a Teacher Here. The instrument used was the achievement test by using multiple-choice questions that had been tested for validity and reliability. From the results of the research, data showed the average value of student learning outcomes in the average pretest was 57. While at posttest by applying Active Learning Strategies Everyone is a Teacher Here, it showed an increase of 17.5 points, with an average of 74.5. The learning outcomes were tested by using Gainscore’s formula (g) which obtained 0.337 g with middle score criteria.

scholarly journals EFFECT OF ACTIVE LEARNING STRATEGY THE GREAT WIND blows TYPE OF STUDENT LEARNING ON THE MATERIAL RESULTS IN NO LIMIT TO CLASS XI MA SITI MARIAM

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Fatma Wati
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Field Research ◽  
Research Field ◽  
School Year ◽  
Active Learning Strategies ◽  
Improved Learning

This type of research is a field research (field research) with quantitative approach. This study used an experimental method that is pre-experimental design. The study population was students grade XI MA Siti Mariam, and sampling using sampling saturated. Data analysis techniques in this research is descriptive statistics, normality test, heteroscedasticity test and simple linear regression. The results show that there is active learning strategies influence the type of the great wind blows toward student learning outcomes in the material in the limit of infinite grade XI MA Siti Mariam 2015/2016 school year, as indicated by thitung> t table (6.532> 2.120) and the regression coefficients X amounted to 0.632 states that any type of active learning strategies influence the great wind blows (X) rose unit then learning results in an infinite limit students will increase by 0.632 units. In R2 test known type of active learning strategies the great wind blows has the effect of 73% for improved learning outcomes in infinite limit.                                                                                                  Keywords: influence, active learning, the great wind blows, the limit at infini

scholarly journals Active learning strategies, such as analogical models, aid in student learning of spinal anatomy and biomechanics

2020 ◽  
Author(s):  
Jacqueline Rix
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Group Differences ◽  
Learning Approaches ◽  
Active Learning Strategies ◽  
The Mean ◽  
Written Assessment ◽  
Didactic Lecture ◽  
Better Than

Objective This study aimed to examine the effect of active learning strategies using analogical models versus didactic lectures on student learning of spinal anatomy and biomechanics. Methods Students enrolled into year 1 of a chiropractic program in 2014 and 2015 were eligible to participate. The 2014 cohort received didactic lectures. Active learning approaches using analogical models were incorporated into the 2015 cohort. Both groups received an identical written assessment at the end of the 3rd lecture. Between-group differences in age and written assessment percentages were analyzed using independent t tests. Results Fifty-nine students from the 2014 cohort and 62 students from the 2015 cohort took part. There were no significant differences in age or gender between the cohorts. The differences in the mean of the written assessment percentages between the didactic group and the analogical models group were significant (p = .00), with a mean difference of 22.6% (95% CI, 17.4–27.9). The didactic group mean percentage was 37.9% (SD 15.8) and was within a fail percentage bracket. The analogical models group mean percentage was 60.6% (SD 13.1) and within a pass percentage bracket. Conclusion The analogical models group performed significantly better than the didactic lecture group, particularly with regard to content delivered using literal or surface analogies.

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