Active Learning in Higher Education最新文献_第4页

Students with low prior knowledge learn more when explaining to a peer than to a teacher after viewing educational videos 先验知识少的学生在观看教育视频后，向同伴讲解比向老师讲解学到的更多

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2023-11-20 DOI: 10.1177/14697874231212260

Zhongling Pi, Xin Guo, Caixia Liu, Jiumin Yang

{"title":"Students with low prior knowledge learn more when explaining to a peer than to a teacher after viewing educational videos","authors":"Zhongling Pi, Xin Guo, Caixia Liu, Jiumin Yang","doi":"10.1177/14697874231212260","DOIUrl":"https://doi.org/10.1177/14697874231212260","url":null,"abstract":"Students are often encouraged to explain recently-taught information to others to enhance their learning in various settings including face-to-face in the classroom, through text, or in educational videos. However, nearly all studies on the impact of explaining things to others have focused on the effects of explaining to a less-knowledgeable peer, and have not considered the students’ own prior knowledge. The current study tested the interaction effects of students’ prior knowledge and the social identity of their audience on the students’ learning via explaining their new knowledge to others after viewing educational videos. We observed interaction effects on immediate learning performance, monitoring accuracy, and theta power while the students both watching videos and prepared to explain, but not on delayed learning performance or motivation. The current study highlights the fact that students with low prior knowledge learn more from an educational video when explaining the lesson to a peer than they do when explaining to a teacher after viewing. Our findings have implications on learning strategies which can be adopted when using educational videos in educational settings, specifically that students, especially those with low prior knowledge, should be encouraged to generate explanations of the lesson to share with their peers rather than with their teachers, as this will better enhance their working memory activity as they prepare to explain the educational videos.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139257491","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

Learning from each other’s lives: First-generation college students of color engaging with diversity course content 从彼此的生活中学习：第一代有色人种大学生参与多样性课程内容

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2023-09-04 DOI: 10.1177/14697874231196529

Dianne G Delima

引用次数: 0

Collaborative learning as constructivist practice: An exploratory qualitative descriptive study of faculty approaches to student group work 作为建构主义实践的合作学习：教师学生小组工作方法的探索性定性描述性研究

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2023-08-31 DOI: 10.1177/14697874231193938

Jessica Taggart, L. Wheeler

{"title":"Collaborative learning as constructivist practice: An exploratory qualitative descriptive study of faculty approaches to student group work","authors":"Jessica Taggart, L. Wheeler","doi":"10.1177/14697874231193938","DOIUrl":"https://doi.org/10.1177/14697874231193938","url":null,"abstract":"Collaborative learning is a common teaching technique, posited to align with a constructivist approach to teaching and learning. This qualitative descriptive study explores how, if at all, faculty implementation and discussion of collaborative learning shows evidence of it as a constructivist practice. Nineteen faculty at a large public mid-Atlantic university in the United States, representing a variety of academic disciplines, were interviewed about the ways in which they use collaborative learning in their courses. Driscoll’s five constructivist conditions for learning guided qualitative analysis: complex and relevant learning environments, social negotiation, multiple perspectives and modes of learning, ownership in learning, and self-awareness of knowledge construction. Faculty descriptions of collaborative learning provided a rich picture of its use and revealed ample alignment with these conditions. Faculty most often highlighted the ways in which collaborative learning supported the creation of complex and relevant learning environments and allowed for students’ ownership in learning. They least often discussed the ways in which collaborative learning supported self-awareness of knowledge construction and occasionally expressed challenges with social negotiation.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41858979","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

Constructivist learning environments: Validating the community of inquiry survey for face-to-face contexts 建构主义学习环境:面对面情境下探究性调查社群的验证

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2023-07-27 DOI: 10.1177/14697874231183642

Jati Ariati, Thomas Pham, Jane S. Vogler

{"title":"Constructivist learning environments: Validating the community of inquiry survey for face-to-face contexts","authors":"Jati Ariati, Thomas Pham, Jane S. Vogler","doi":"10.1177/14697874231183642","DOIUrl":"https://doi.org/10.1177/14697874231183642","url":null,"abstract":"Serving as a prominent framework for online learning, the Community of Inquiry (CoI), identifies three factors critical to learning in online environments: teaching presence, cognitive presence, and social presence. However, application of the CoI framework to face-to-face classes has not been broadly or systematically explored, despite constructivist paradigms (e.g. flipped classrooms, team-based learning) being increasingly incorporated at the post-secondary level. Further, there remains some debate on whether such constructivist environments adequately support learning, with studies on their effectiveness revealing mixed results, as have studies comparing face-to-face and online learning contexts. A tool that measures students’ perceptions of constructivist learning environments could help address such inconsistencies. The purpose of this study was to validate the CoI scale, a measure developed for online contexts, for use in face-to-face contexts. Undergraduates ( n = 282) enrolled in face-to-face classes incorporating team-based learning completed the 34-item CoI scale. Confirmatory Factor Analysis validated the original three-factor structure for face-to-face classes has acceptable fit, suggesting this tool measures teaching, cognitive, and social presences in face-to-face courses. Further suggestions for how this measure might be used for the purposes of research and instructional feedback are included.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41825215","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 effects of segmentation design and drawing on video learning: A mediation analysis 分割设计和绘图对视频学习的影响:中介分析

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2023-06-14 DOI: 10.1177/14697874231180601

Yi Zhang, Ke Xu, Yun Pan, Zhongling Pi, Jiumin Yang

引用次数: 0

Student perceptions: How virtual student-led talking circles promote engagement, social connectedness, and academic benefit 学生的看法:虚拟的学生主导的谈话圈如何促进参与，社会联系和学术利益

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2023-06-09 DOI: 10.1177/14697874231179238

Marco Chacon, R. S. Levine, A. Bintliff

{"title":"Student perceptions: How virtual student-led talking circles promote engagement, social connectedness, and academic benefit","authors":"Marco Chacon, R. S. Levine, A. Bintliff","doi":"10.1177/14697874231179238","DOIUrl":"https://doi.org/10.1177/14697874231179238","url":null,"abstract":"Many expect upward trends in online college course enrollment to continue. Despite perceived improvements in online pedagogical practice and advantages afforded by virtual platforms, most students and professors still perceive social interaction, engagement, and overall learning to be more challenging online than in person. More than 3 in 10 college students are less willing to participate in discussions online compared to in person. More than 7 in 10 professors report needing help with strategies for keeping students engaged online. As such, we must identify strategies that cater to students’ academic, and social-emotional needs in an online environment. Breakout rooms have often been implemented to promote discussion and collaboration, however, when not well-structured, they often increase social discomfort instead. In this mixed methods study, using surveys, interviews and class observations, we examine student-led talking circles in an undergraduate adolescent development course ( N = 61), in which student discussion leaders prepared questions and facilitated small group conversations using structured turn-taking protocols. Nearly 95% of students felt talking circles increased peer connectedness, 92% felt they improved content learning, and 90% felt they increased engagement. Students largely attributed these benefits to specific elements of the talking circle format. Regression results revealed significant associations between peer connectedness and perceived academic benefit, after accounting for demographics, basic psychological needs, dispositional factors, and norms of communication.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46378047","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: 1

Displaying the teacher’s slideshow on students’ devices prevents multitasking and promotes engagement during lectures 在学生的设备上显示教师的幻灯片可以防止多任务处理，并提高学生在课堂上的参与度

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2023-05-25 DOI: 10.1177/14697874231176987

Nicolas Michinov, Jérôme Hutain

{"title":"Displaying the teacher’s slideshow on students’ devices prevents multitasking and promotes engagement during lectures","authors":"Nicolas Michinov, Jérôme Hutain","doi":"10.1177/14697874231176987","DOIUrl":"https://doi.org/10.1177/14697874231176987","url":null,"abstract":"Multitasking activities among students using various technological devices is common during lectures, and many studies have demonstrated their deleterious effects on various learning outcomes. In contrast, fewer studies have examined ways to reduce multitasking and stimulate engagement in learning. The present study provides an educational strategy to reduce student multitasking during lectures by displaying the teacher’s slideshow on the students’ devices. In the control condition, students visualized the teacher’s slideshow only on the lecture hall screen by means of a video projector. In the experimental condition they also had the possibility to visualize the teacher’s slideshow on their own device in real time. Independently of the students’ level of knowledge and their location in the lecture hall, results revealed that fewer multitasking activities were performed and affective engagement was higher in the experimental than in the control condition. Furthermore, the relationship between slideshow display and affective engagement was mediated by the number of multitasking activities. These findings demonstrate a useful strategy to prevent multitasking during lectures and to promote engagement in learning among students using a digital environment in which the teacher’s slideshow is synchronized on the students’ devices.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46907726","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: 1

The student voice for social justice pedagogical method: Learning outcomes and challenges 学生为社会正义发声的教学方法:学习成果与挑战

1区教育学

Active Learning in Higher Education Pub Date : 2023-05-21 DOI: 10.1177/14697874231176488

Koon Lin Wong, Carla Briffett-Aktaş, Wing Fun Oliver Kong, Choi Pat Ho

引用次数: 0

Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties 在寻求帮助以克服知识相关困难的过程中（元）认知学习策略的能力

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2023-05-09 DOI: 10.1177/14697874231168343

Christian Schlusche, Lenka Schnaubert, Daniel Bodemer

{"title":"Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties","authors":"Christian Schlusche, Lenka Schnaubert, Daniel Bodemer","doi":"10.1177/14697874231168343","DOIUrl":"https://doi.org/10.1177/14697874231168343","url":null,"abstract":"Individual learning strategies evoke (meta-)cognitive processes that enable effective goal-directed learning. Peer-directed academic help-seeking may provide new information, but related interaction processes are challenging. Applying learning strategies during help-seeking may enhance academic success. Competence in using social resources requires conditional knowledge about which strategy fits best for achieving a pursued goal. In this paper, a Situational Judgment Instrument to assess this competence and empirical data regarding the instrument’s subscales are presented. A first study with 38 undergraduates showed that organization and rehearsal were the easiest to identify correctly. Elaboration, evaluation, and argumentation on the other hand were more difficult to distinguish. In a second study with 120 first-semester students a hypothesized moderating effect of the competence on the link between help-seeking and academic success was not found. However, competence degree showed to be positively associated with students’ satisfaction but not with academic achievement. Implications for research and practice are discussed.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48427563","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

Changes in the socially shared regulation, academic emotions, and product performance in venue-based collaborative learning 基于场所的协作学习中社会共享规则、学术情绪和产品性能的变化

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2023-05-09 DOI: 10.1177/14697874231167331

Wei Xu, Yeying Lou

{"title":"Changes in the socially shared regulation, academic emotions, and product performance in venue-based collaborative learning","authors":"Wei Xu, Yeying Lou","doi":"10.1177/14697874231167331","DOIUrl":"https://doi.org/10.1177/14697874231167331","url":null,"abstract":"Teachers’ knowledge of the socially shared regulation of learning (SSRL) process of learners, which consists of the task analysis, planning, elaboration, and monitoring, can help teachers intervene when students face difficulties during the collaborative learning. Students’ academic emotions have major effects on their learning motivation, cognition, and performance. This study investigated the changes in SSRL, academic emotions, and product performance of high-, medium-, and low-level groups students after they visited an educational technology center and collaboratively designed a learning environment. We recruited 36 juniors majoring in educational technology. Online group discussions were recorded using online chat tools, and a heuristic mining algorithm was employed on this chat data to determine SSRL processes. The participants were asked to express opinions on their major, and this feedback was used to obtain academic emotion information. Additionally, a scoring was employed to measure the participants’ product performance. The high-level group was discovered to exhibit all four SSRL phases and exhibit positive emotions, with activating emotions more common than deactivating emotions. SSRL was discovered to be related to academic performance; higher academic performance correlated with a more standardized SSRL process. Additionally, the higher a participants’ academic performance, the more frequently the participant had positive academic emotions. Overall, the learners in the high-level group paid more attention to the collaborative learning task.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44293692","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