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

When and how do peers stimulate engaging in desirable difficulties: Student perspectives on the effectiveness of supplemental instruction 同伴何时以及如何激发参与理想的困难：学生对辅助教学有效性的看法

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-04-29 DOI: 10.1177/14697874241249130

Izaak Dekker, Marie-José Koerhuis-Pasanisi, Martijn Koek

{"title":"When and how do peers stimulate engaging in desirable difficulties: Student perspectives on the effectiveness of supplemental instruction","authors":"Izaak Dekker, Marie-José Koerhuis-Pasanisi, Martijn Koek","doi":"10.1177/14697874241249130","DOIUrl":"https://doi.org/10.1177/14697874241249130","url":null,"abstract":"Supplemental instruction, also known as Peer Assisted Study Sessions (SI-PASS), is a well-established form of peer learning that has been implemented in higher education institutions across the globe and that coincides with learning gains for participants. While the effects on learning gains have been extensively studied with quasi-experiments, the underlying mechanisms that make SI-PASS effective are less well understood. This study explored what benefits students thought SI-PASS offered and through which mechanisms. We studied this by interviewing 14 students who participated in SI-PASS during a field experiment that reliably found a significant impact of SI-PASS on performance. The students were asked to expand on if and why they thought SI-PASS was effective. Thematic analysis and independent coding indicated an interplay of three main drivers. SI-PASS was experienced as effective because it stimulated the use of effective study techniques and social learning. These drivers were facilitated and enhanced by a pedagogical climate that lowered the threshold to engage in collaborative learning and effective study techniques. These findings could help pinpoint what elements should be highlighted during the preparation of SI-leaders and what aspects should be monitored and tested when implementing or studying SI-PASS.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140834536","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

Using organizational theory components to improve the structure of blended/flipped classes: Understanding the impact of design choices 利用组织理论改进混合式/翻转式课堂的结构：了解设计选择的影响

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-04-27 DOI: 10.1177/14697874241242087

Brett P Matherne, Wendy Swenson Roth

{"title":"Using organizational theory components to improve the structure of blended/flipped classes: Understanding the impact of design choices","authors":"Brett P Matherne, Wendy Swenson Roth","doi":"10.1177/14697874241242087","DOIUrl":"https://doi.org/10.1177/14697874241242087","url":null,"abstract":"Technological advancements and market pressures are driving the development of pedagogical course design approaches. By using organizational design research into structuring organizations and work processes to improve effectiveness and efficiency, we focus on two structural constructs from organizational design research: standardization (of coordination including active learning components) and centralization (of decisions making for course implementation). This paper examines the impact of changes to these constructs during the conversion of a course from a traditional (face-to-face) to a blended/flipped modality. Findings show that structuring a course based on standardization and centralization can affect the student outcomes in the course. Specifically, revealing no statistical difference in short-term student performance from the traditional lecture approach to the blended/flipped approach; however, lower variability in performance occurred across sections. In addition, a lagged learning effect derived from an exit exam in students’ last semester, revealed a statistical difference with students from the blended/flipped approach achieving higher long-term learning scores. We offer this as an argument for the effectiveness of the standardized active learning components embedded within the new course structure.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140810368","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

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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

A framework for capturing student learning in challenge-based learning 在挑战式学习中掌握学生学习情况的框架

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-02-15 DOI: 10.1177/14697874241230459

Kerstin Helker, Miguel Bruns, I. Reymen, J. Vermunt

{"title":"A framework for capturing student learning in challenge-based learning","authors":"Kerstin Helker, Miguel Bruns, I. Reymen, J. Vermunt","doi":"10.1177/14697874241230459","DOIUrl":"https://doi.org/10.1177/14697874241230459","url":null,"abstract":"Responding to calls for more future-oriented teaching and learning, an increasing number of institutions of higher education have recently implemented challenge-based learning (CBL). Through work on open-ended and real-life challenges, CBL aims to stimulate students to take the lead in their own learning, acquire and apply knowledge relevant for responding to the challenge and developing disciplinary and transdisciplinary skills. Prior research on student learning has suggested multiple advantages of such active involvement of students in their learning, which calls for integrating these insights into emerging CBL research. This paper therefore presents a framework for capturing the conditions, process and outcomes of student learning in challenge-based learning, paying specific attention to the distinct levels (microlevel or course context, mesolevel or institutional context and macrolevel or university, societal, local, national or international context) and content (social, physical, and formal) of the context in which CBL takes place. Use of the proposed framework is investigated with data from interviews with eight teachers experimenting with CBL in their courses. The analyses show that the framework is useful for capturing all aspects teachers consider and mention as relevant in implementing CBL courses. The data furthermore suggest interactions between some parts of the framework that need to be examined in future research.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139834694","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