Active Learning in Higher Education最新文献_第3页

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":"139775019","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

Engaging classroom observation: A brief measure of active learning in the college classroom 参与式课堂观察：大学课堂主动学习的简要衡量标准

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-02-15 DOI: 10.1177/14697874241229421

Chase Young, Benjamin Mitchell-Yellin, George Kevin Randall

引用次数: 0

Engaging classroom observation: A brief measure of active learning in the college classroom 参与式课堂观察：大学课堂主动学习的简要衡量标准

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-02-15 DOI: 10.1177/14697874241229421

Chase Young, Benjamin Mitchell-Yellin, George Kevin Randall

引用次数: 0

A multi-year longitudinal study exploring the impact of the COVID-19 pandemic on students’ familiarity and perceptions of active learning 一项多年纵向研究，探讨 COVID-19 大流行病对学生主动学习的熟悉程度和看法的影响

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-02-08 DOI: 10.1177/14697874241230992

Briana Craig, Jeremy L. Hsu

{"title":"A multi-year longitudinal study exploring the impact of the COVID-19 pandemic on students’ familiarity and perceptions of active learning","authors":"Briana Craig, Jeremy L. Hsu","doi":"10.1177/14697874241230992","DOIUrl":"https://doi.org/10.1177/14697874241230992","url":null,"abstract":"The COVID-19 pandemic caused nearly ubiquitous emergency remote teaching in both secondary and post-secondary education. While there has been a plethora of work examining how instructors adjusted classes to incorporate active learning during emergency remote teaching, there has only been minimal work examining how such emergency remote teaching may have influenced students’ perceptions of active learning. Here, we conduct a longitudinal multi-cohort study at one institution across nine semesters before, during, and after emergency remote teaching due to the pandemic to explore how college students’ familiarity and perceptions of active learning have shifted over time because of the pandemic. Our results reveal decreases in familiarity with active learning during emergency remote teaching, with familiarity remaining lower than pre-COVID even after the end of emergency remote teaching. In addition, our results indicate shifts in students’ perceptions of active learning, leading to potentially higher student resistance to active learning following emergency remote teaching. We conclude by discussing implications for instructors to better support active learning and promote engagement in active learning classes following the end of emergency remote teaching.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139851413","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 multi-year longitudinal study exploring the impact of the COVID-19 pandemic on students’ familiarity and perceptions of active learning 一项多年纵向研究，探讨 COVID-19 大流行病对学生主动学习的熟悉程度和看法的影响

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-02-08 DOI: 10.1177/14697874241230992

Briana Craig, Jeremy L. Hsu

{"title":"A multi-year longitudinal study exploring the impact of the COVID-19 pandemic on students’ familiarity and perceptions of active learning","authors":"Briana Craig, Jeremy L. Hsu","doi":"10.1177/14697874241230992","DOIUrl":"https://doi.org/10.1177/14697874241230992","url":null,"abstract":"The COVID-19 pandemic caused nearly ubiquitous emergency remote teaching in both secondary and post-secondary education. While there has been a plethora of work examining how instructors adjusted classes to incorporate active learning during emergency remote teaching, there has only been minimal work examining how such emergency remote teaching may have influenced students’ perceptions of active learning. Here, we conduct a longitudinal multi-cohort study at one institution across nine semesters before, during, and after emergency remote teaching due to the pandemic to explore how college students’ familiarity and perceptions of active learning have shifted over time because of the pandemic. Our results reveal decreases in familiarity with active learning during emergency remote teaching, with familiarity remaining lower than pre-COVID even after the end of emergency remote teaching. In addition, our results indicate shifts in students’ perceptions of active learning, leading to potentially higher student resistance to active learning following emergency remote teaching. We conclude by discussing implications for instructors to better support active learning and promote engagement in active learning classes following the end of emergency remote teaching.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139791811","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

Understanding cognitive engagement in virtual discussion boards 了解虚拟讨论板中的认知参与

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-02-07 DOI: 10.1177/14697874241230991

Ryan A Burke, Jamie J Jirout, Bethany A Bell

{"title":"Understanding cognitive engagement in virtual discussion boards","authors":"Ryan A Burke, Jamie J Jirout, Bethany A Bell","doi":"10.1177/14697874241230991","DOIUrl":"https://doi.org/10.1177/14697874241230991","url":null,"abstract":"Cognitive engagement is an essential component in student learning. With the increase of more asynchronous virtual educational tools in classrooms, there is a need to understand how students are engaging with classroom content in these formats. Several studies have examined student and teacher perceptions of cognitive engagement in virtual discussion boards, but prior research has not analyzed the responses themselves. This study explores higher education students’ cognitive engagement when posting to asynchronous online discussions, investigating the levels and types of engagement for both written and video responses. Student responses were qualitatively coded based on themes that aligned with the ICAP framework of cognitive engagement. Descriptive and quantitative analyses were used to understand the types of cognitive engagement observed in online discussions, differences in video and written posts or when they had a choice in how to respond, and if patterns existed throughout the course. Results suggest that students do show deep levels of cognitive engagement in asynchronous discussions, in both written and video posts. Students exhibited deeper levels of cognitive engagement when they were given the choice in how to respond. There were no patterns over time in the course in cognitive engagement within students across the written and video posts. The structure and instructions of the prompts themselves may be important for eliciting deeper levels of responses. More explicit prompting for students to engage in deeper reflections or abstract thinking may help students engage with course content at a deeper level.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139795587","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

Understanding cognitive engagement in virtual discussion boards 了解虚拟讨论板中的认知参与

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2024-02-07 DOI: 10.1177/14697874241230991

Ryan A Burke, Jamie J Jirout, Bethany A Bell

{"title":"Understanding cognitive engagement in virtual discussion boards","authors":"Ryan A Burke, Jamie J Jirout, Bethany A Bell","doi":"10.1177/14697874241230991","DOIUrl":"https://doi.org/10.1177/14697874241230991","url":null,"abstract":"Cognitive engagement is an essential component in student learning. With the increase of more asynchronous virtual educational tools in classrooms, there is a need to understand how students are engaging with classroom content in these formats. Several studies have examined student and teacher perceptions of cognitive engagement in virtual discussion boards, but prior research has not analyzed the responses themselves. This study explores higher education students’ cognitive engagement when posting to asynchronous online discussions, investigating the levels and types of engagement for both written and video responses. Student responses were qualitatively coded based on themes that aligned with the ICAP framework of cognitive engagement. Descriptive and quantitative analyses were used to understand the types of cognitive engagement observed in online discussions, differences in video and written posts or when they had a choice in how to respond, and if patterns existed throughout the course. Results suggest that students do show deep levels of cognitive engagement in asynchronous discussions, in both written and video posts. Students exhibited deeper levels of cognitive engagement when they were given the choice in how to respond. There were no patterns over time in the course in cognitive engagement within students across the written and video posts. The structure and instructions of the prompts themselves may be important for eliciting deeper levels of responses. More explicit prompting for students to engage in deeper reflections or abstract thinking may help students engage with course content at a deeper level.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139855166","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":null,"pages":null},"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":null,"pages":null},"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