Active Learning in Higher Education最新文献_第2页

Picturing innovation in higher education: A photovoice study of innovative pedagogies 描绘高等教育中的创新：对创新教学法的摄影记录研究

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-04-20 DOI: 10.1177/14697874241245350

Lucian Ciolan, Loredana Manasia

{"title":"Picturing innovation in higher education: A photovoice study of innovative pedagogies","authors":"Lucian Ciolan, Loredana Manasia","doi":"10.1177/14697874241245350","DOIUrl":"https://doi.org/10.1177/14697874241245350","url":null,"abstract":"In recent years, higher education institutions have been under increasing pressure to innovate in teaching, research, and learning methodologies. This longitudinal study adopts a participatory research approach, utilizing photovoice techniques, narrative methodologies, and focus groups to explore student perceptions of innovative pedagogies within a specialized Higher Education Institution (HEI). Spanning three academic semesters and involving 43 students from a variety of disciplines, the research integrates photographs and self-authored narratives as data sources. Interpretative Phenomenological Analysis (IPA), in conjunction with photovoice, facilitated a detailed data analysis, revealing four main clusters of pedagogies viewed as innovative by students: “Hero Pedagogies,” highlighting emotional engagement and storytelling; “Community and Solidarity Pedagogies,” emphasizing community involvement; “Sustainable Green Pedagogies,” focusing on sustainability; and “Technology Enhanced Pedagogies,” which utilize technology to improve learning experiences. Students expressed a strong preference for pedagogical strategies that promote emotional connections and incorporate storytelling, stressing the importance of human interaction in the learning process. They also valued approaches that foster community-centered learning, interdisciplinary methods, and experiential education for tackling broader societal and economic challenges. The role of technology in bridging theory with practical application was also underscored. These findings offer insights into effective pedagogical practices by highlighting student-supported approaches. Integrating these innovative pedagogical clusters can enhance the educational experience for institutions, communities, and learners alike, fostering active engagement in the learning journey.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"45 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140631052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessment of student debates in support of active learning? Students’ perceptions of a debate-based oral final exam 评估学生辩论以支持主动学习？学生对基于辩论的期末口试的看法

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-04-20 DOI: 10.1177/14697874241245665

Lotte Dyhrberg O’Neill

引用次数: 0

Factors associated with instructor and peer pre-help-seeking interactions among community college students 社区学院学生中与教师和同伴求助前互动相关的因素

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-03-21 DOI: 10.1177/14697874241239522

Kate Ryan, Carlton J Fong

引用次数: 0

‘How can I do it?’ Inclusive faculty members make recommendations for carrying out inclusive teaching practices 我该如何做？全纳教师为开展全纳教学实践提出建议

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-03-21 DOI: 10.1177/14697874241230456

María-Nieves Sánchez-Díaz, Beatriz Morgado, Ruth Cabeza-Ruiz

{"title":"‘How can I do it?’ Inclusive faculty members make recommendations for carrying out inclusive teaching practices","authors":"María-Nieves Sánchez-Díaz, Beatriz Morgado, Ruth Cabeza-Ruiz","doi":"10.1177/14697874241230456","DOIUrl":"https://doi.org/10.1177/14697874241230456","url":null,"abstract":"Inclusive education at the university requires a commitment from staff and faculty to guide higher education towards equality and equity. The scientific literature suggests that the success of students with disability depends, to a large extent, on the attitude of faculty members and their willingness to make adjustments. Faculty who carry out inclusive practices are characterised by being accessible, making adjustments and adaptations and providing adapted materials and flexible assessment. Therefore, the learning context is basic to the educational inclusion of these students and depends largely on the role played by the faculty. The aim of this study was to provide recommendations made by 42 inclusive Education Science faculty members to other faculty members who have students with disability in their classrooms for the first time. A qualitative methodology was followed. Specifically, the biographical-narrative methodology was used, and the analysis of the data was defined by its narrative nature. The faculty recommended their colleagues to interact constantly with their students, adjust their teaching to respond to their needs, be interested in training, gather information about disability issues and learn about certain characteristics related to the teaching role that favour the educational and social inclusion of students with disability. This study allowed identifying several keys related to inclusive teaching practices in higher education.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"65 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140202058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Contribution of peer-feedback to the development of teamwork skills 同伴反馈对培养团队合作技能的贡献

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-03-20 DOI: 10.1177/14697874241238758

Anna Díaz-Vicario, Maria del Mar Duran-Bellonch, Georgeta Ion

{"title":"Contribution of peer-feedback to the development of teamwork skills","authors":"Anna Díaz-Vicario, Maria del Mar Duran-Bellonch, Georgeta Ion","doi":"10.1177/14697874241238758","DOIUrl":"https://doi.org/10.1177/14697874241238758","url":null,"abstract":"Peer-feedback is a widely-used strategy at the university level for its positive impact on student learning and its multifaceted advantages encompassing social, cognitive, and metacognitive development. However, few studies have assessed its contribution to the development of teamwork skills. This study analyzes students’ perception of how peer-feedback contributes to the development of teamwork skills by comparing the results of two class groups that have taken the same subject, though with different feedback experience designs (face-to-face and mixed feedback vs. non-face-to-face and written feedback, with or without consensus among group members). At the end of the study, 82 participants completed a questionnaire to assess their perception of the peer-feedback experience and its impact on learning and the development of teamwork skills. The findings reveal that students perceive that giving and receiving feedback in face-to-face mixed modality contributes more to developing teamwork skills; however, the presence or absence of consensus among group members to give or receive feedback does not appear to exert a clear impact on the development of these skills. Additionally, the findings suggest that students perceive a greater development of teamwork skills by giving feedback rather than receiving it. These results highlight the importance for teachers to consider such aspects when designing peer-feedback experiences, aiming to maximize the impact on the development of teamwork skills.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"335 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140201960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of team-building on group cohesion, group efficacy, and individual academic performance in virtual learning environment 团队建设对虚拟学习环境中小组凝聚力、小组效能和个人学习成绩的影响

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-03-05 DOI: 10.1177/14697874241229422

Pilhyoun Yoon, Sangsun Han, Kibum Kim

{"title":"Effects of team-building on group cohesion, group efficacy, and individual academic performance in virtual learning environment","authors":"Pilhyoun Yoon, Sangsun Han, Kibum Kim","doi":"10.1177/14697874241229422","DOIUrl":"https://doi.org/10.1177/14697874241229422","url":null,"abstract":"This study is based on the hypothesis that group cohesion and efficacy have significant effects on the academic performance of individuals in online (virtual) education environments no less than in-person education environments. To that end, this study explores the effectiveness of group activities in a virtual classroom environment using VC (Virtual Conferencing). It is based on a hypothesis that strong group cohesion and efficacy of a learning group influence the individual academic performance. The findings are as follows. First, team-building activities conducted in an online environment can further improve the level of group efficacy. Second, group cohesion formed in the online educational environment has a positive effect on the individual academic performance. Third, group efficacy amplified through online team-building activities mediate the relationship between group cohesion and individual academic performance. The results of the study support the hypothesis that psychological group variables can also affect the individual academic performance even in online educational environments. These findings will be helpful for researchers who are interested in designing educational collaborative activities and system development for computer-supported cooperative learning (CSCL).","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"23 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140056145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The social media use of college students: Exploring identity development, learning support, and parallel use 大学生使用社交媒体的情况：探索身份发展、学习支持和平行使用

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-02-29 DOI: 10.1177/14697874241233605

Hermann Astleitner, Sarah Schlick

{"title":"The social media use of college students: Exploring identity development, learning support, and parallel use","authors":"Hermann Astleitner, Sarah Schlick","doi":"10.1177/14697874241233605","DOIUrl":"https://doi.org/10.1177/14697874241233605","url":null,"abstract":"Social media has a strong influence on the everyday lives of college students. A particular question of advanced research interest is whether social media also play a role when attending class. This exploratory study was aimed at designing a theoretical model that embraces such concepts. First, we identified that identity development, learning support, and parallel use are general concepts that are relevant when attending class. Next, using a survey with 230 students, we examined whether these general concepts could be empirically validated with factor and correlation analyses. We then applied a literature review to identify and subordinate more specific concepts to these general concepts. The resulting model of social media use when attending class includes active and passive elements related to designing and registering personal information, giving and getting support for learning, as well as posting and browsing during parallel use. We offer three conclusions: (1) identity development is based on impression management, social comparison, and self-concept clarifying, (2) learning support consists of collaborative learning, supporting intrinsic motivation, and promoting self-efficacy, and (3) parallel use during learning is based on entertainment, escapism, and relaxation. Finally, we discuss limitations, especially missing model tests, future research activities, and practical implications of our conceptual model.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"21 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Time for universities to think outside the box: University students’ experiences of social skills development workshops 大学是时候跳出框框思考问题了：大学生对社交技能发展讲习班的体验

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2023-12-09 DOI: 10.1177/14697874231217054

Hatice Kara Erol

{"title":"Time for universities to think outside the box: University students’ experiences of social skills development workshops","authors":"Hatice Kara Erol","doi":"10.1177/14697874231217054","DOIUrl":"https://doi.org/10.1177/14697874231217054","url":null,"abstract":"In a globalizing world, social skills are becoming increasingly necessary on an individual and professional level. University students having these skills before graduation will provide them with significant advantages in both their professional and personal lives. Active learning is an approach that allows students to learn knowledge and skills by experiencing them. In this approach, students take an active role in the learning process. This research investigates the impact of social skills development workshops using an active learning approach on a group of 19 participants. Using a qualitative research approach, inductive thematic analysis was employed to examine the participants’ workshop experiences. Based on the research findings, it is evident that the social skills development workshops prepared with an active learning approach have provided many benefits to participants in their personal and professional lives. These workshops have positively influenced participants’ social skills, such as communication, collaboration, teamwork, and empathy, and have helped them gain positive perspectives on developing social skills.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"5 10","pages":""},"PeriodicalIF":5.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Designing feedback activities to help low-performing students 设计反馈活动，帮助成绩差的学生

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2023-12-07 DOI: 10.1177/14697874231212820

Ole Eggers Bjælde, David Boud, Annika Büchert Lindberg

引用次数: 0

Case-based learning and photovoice in relation to academic performance, satisfaction and self-efficacy in higher education: A cross-sectional study of related samples 基于案例的学习和摄影作品与高等教育中的学习成绩、满意度和自我效能感的关系：相关样本的横断面研究

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2023-11-23 DOI: 10.1177/14697874231210981

Bárbara Oliván Blázquez, F. Méndez-López, S. León-Herrera, Ángela Asensio-Martínez, R. Magallón-Botaya, Esperanza García-Uceda, Diego Oliván-Bláquez, R. Sánchez-Recio

{"title":"Case-based learning and photovoice in relation to academic performance, satisfaction and self-efficacy in higher education: A cross-sectional study of related samples","authors":"Bárbara Oliván Blázquez, F. Méndez-López, S. León-Herrera, Ángela Asensio-Martínez, R. Magallón-Botaya, Esperanza García-Uceda, Diego Oliván-Bláquez, R. Sánchez-Recio","doi":"10.1177/14697874231210981","DOIUrl":"https://doi.org/10.1177/14697874231210981","url":null,"abstract":"Photovoice (PV) is an innovative learning methodology that is gaining relevance in higher education, but research about it is still scarce. Case-based Learning (CBL), for its part, has proven to generate a higher level of student engagement and significant learning. Therefore, due to the lack of evidence related to PV learning, the main aim of this study is to analyse and compare a CBL activity and a PV activity regarding academic performance and undergraduate students’ satisfaction in relation to self-efficacy perception. A cross-sectional study was developed. A total of 107 students did a CBL and a PV activity. The order of the activities was randomised. The collected variables were activity score, satisfaction with each activity and self-efficacy perception. A descriptive, correlational and comparative analysis using T-Student of related samples was performed. The results showed a significant difference in the activities’ scores, with higher marks in the PV activity. There was a good level of satisfaction with both activities and no significant differences across all items asked, except for ‘It encouraged new knowledge acquisition’. This item was evaluated more favourably in the CBL activity. The relation between the marks of both activities and self-efficacy perception were not significant but in the case of PV, the mark is almost significant. In conclusion, CBL and PV activities are effective in order to achieve a good academic performance and the students ‘satisfaction with the activities assessed is high.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"40 ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139243127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0