Active Learning in Higher Education最新文献_第7页

The casual within the formal: A model and measure of informal learning in higher education 正式中的非正式:高等教育中非正式学习的模式与衡量

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2022-04-27 DOI: 10.1177/14697874221087427

Julian Decius, Janika Dannowsky, Niclas Schaper

{"title":"The casual within the formal: A model and measure of informal learning in higher education","authors":"Julian Decius, Janika Dannowsky, Niclas Schaper","doi":"10.1177/14697874221087427","DOIUrl":"https://doi.org/10.1177/14697874221087427","url":null,"abstract":"Research and practice have recognized the importance of informal learning—a specific type of active learning—for higher education contexts. University students learn not only in formally organized courses, but also in a self-directed and intentional way from fellow students, through trial and error, and by reflection. However, there has been a lack of valid measures to operationalize students’ informal learning. In this study, we thus develop the Informal Student Learning (ISL) scale for higher education, building on the Octagon Model of Informal Workplace Learning and the model’s associated measure from the vocational learning context. Our scale contains eight components with three items each. Using three samples of university students (N = 545, N = 818, N = 310), we examined the model structure of ISL and the scale’s validity in an international context. The results show that the conceptual structure of informal workplace learning and informal student learning is similar for intent to learn and reflection, but different for experience/action and feedback. Examining validity, we found evidence for concurrent validity in terms of study-related self-efficacy and academic performance, and for convergent and discriminant validity indicators of the eight ISL components. The scale has configural and metric measurement invariance for age, gender, and academic achievement, and additionally scalar invariance for age. Potential applications of the new measure in the context of active learning for research, for lecturers, and for students are discussed.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"70 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528941","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

Paper versus online quizzes: Which is more effective? 纸上测验与网上测验：哪一种更有效？

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2022-03-18 DOI: 10.1177/14697874221079737

Neşe Sevim-Cirak, Omer Faruk Islim

引用次数: 1

Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction 比较翻转课堂与基于问题的学习或基于案例的学习相结合的使用，以提高学习成绩和满意度

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2022-03-16 DOI: 10.1177/14697874221081550

B. Oliván-Blázquez, A. Aguilar-Latorre, Santiago Gascón-Santos, Mª José Gómez-Poyato, D. Valero-Errazu, R. Magallón-Botaya, Rachel Heah, A. Porroche-Escudero

{"title":"Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction","authors":"B. Oliván-Blázquez, A. Aguilar-Latorre, Santiago Gascón-Santos, Mª José Gómez-Poyato, D. Valero-Errazu, R. Magallón-Botaya, Rachel Heah, A. Porroche-Escudero","doi":"10.1177/14697874221081550","DOIUrl":"https://doi.org/10.1177/14697874221081550","url":null,"abstract":"Active learning methodologies, such as flipped classroom (FC), generate a higher level of student engagement, greater dynamism in learning and more significant interactions with course content. Some other active methodologies used in the academic environment are problem-based learning (PBL) and case study (CS). There are few studies that analyse FC combined with PBL class activities or with course-based learning (CBL) activities, however, in fact, there are no studies that analyse which combination of activities would lead to better academic performance and student satisfaction. The main aim of this study is to comparate FC methodology, combined with PBL activities or with CBL activities, in improving the academic performance of undergraduate social work students. This work also intends to analyse the level of satisfaction with the course and the methodology used. A class level randomisation study was performed. Both groups in the study used an FC active methodology, but group 1 applied this methodology with PBL, whereas group 2 applied it in conjunction with a CBL methodology. The students also had to do activities at home that were related to the PBL or CS methodology. There were significant differences in both categorical and quantitative exam scores, with the group that had applied the FC + PBL methodology achieving a higher grade in the exam and containing a higher percentage of students who passed or received merit and outstanding grades. In general, there was a good level of satisfaction in both groups and there were no significant differences across all items asked, except for ‘It helps critical thinking’ and ‘It helps to apply theory to assessment’, which were evaluated more favourably by the FC + CBL students.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47425367","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: 4

College student engagement in OER design projects: Impacts on attitudes, motivation, and learning 大学生参与OER设计项目:对态度、动机和学习的影响

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2022-03-16 DOI: 10.1177/14697874221081454

Torrey Trust, Robert W. Maloy, Sharon Edwards

{"title":"College student engagement in OER design projects: Impacts on attitudes, motivation, and learning","authors":"Torrey Trust, Robert W. Maloy, Sharon Edwards","doi":"10.1177/14697874221081454","DOIUrl":"https://doi.org/10.1177/14697874221081454","url":null,"abstract":"Open educational resources (OER), which are teaching, learning, and research materials that are openly licensed, are growing in popularity in higher education. Previous studies have focused on faculty and student perceptions and use of OER. In this study, we examined how actively engaging students as curators and designers of OERs through project-based learning as part of an open educational practice shaped students’ attitudes, motivation, and learning. This paper presents post-course survey data collected from 69 undergraduate and graduate students from six different courses that featured OER design projects, including: (1) A digital media online course; (2) Online tools for teaching and learning website; (3) History/social studies wiki pages; (4) Campus resources film project; (5) Professional learning networks for educators online course; and (6) Teaching with technology eBook. Findings indicate that shifting students’ roles from consumers to curators and creators of OERs increased motivation, improved attitudes about learning, aided the achievement of course learning objectives, and supported the development of valuable skills for 21st century success.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43107447","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: 7

Comparing strategies for active participation of students in group discussions 比较学生积极参与小组讨论的策略

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2022-02-22 DOI: 10.1177/14697874221075719

A. Rezaei

引用次数: 3

The case for case studies: Dialogic engagement and case study creation in a higher education classroom 案例研究的案例:高等教育课堂中的对话参与和案例研究创作

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2022-02-07 DOI: 10.1177/14697874221075297

V. Sulé, Abigail Sachs, Courtney Mansor, Rachel Smydra

引用次数: 0

Fostering university students’ learning performance using the one-take video approach 利用一次录像法培养大学生的学习绩效

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2022-01-30 DOI: 10.1177/14697874211069524

Julian Börger, Markus Spilles, Johanna Krull, Tobias Hagen, Thomas Hennemann

{"title":"Fostering university students’ learning performance using the one-take video approach","authors":"Julian Börger, Markus Spilles, Johanna Krull, Tobias Hagen, Thomas Hennemann","doi":"10.1177/14697874211069524","DOIUrl":"https://doi.org/10.1177/14697874211069524","url":null,"abstract":"Various studies have shown that video-based learning by explaining to a fictitious audience can be an effective learning strategy for promoting multiple knowledge domains such as memory, comprehension and knowledge transfer. However, field studies testing the effectiveness of this learning strategy in an applied setting are rare. The present study examines the effectiveness of the one-take video (OTV) approach on undergraduate students’ learning performance. The OTV method involves users recording short oral presentations without any editing and with the support of handwritten visualisations (video-based learning by explaining). To test the learning outcomes, 218 undergraduate teaching students for special educational needs were randomly assigned to two test groups (OTV and explaining in writing). After that, they completed three study tasks throughout the semester, each followed by immediate and delayed knowledge tests. The results for the OTV group show that students achieved significantly better results in the immediate memory test the more handwritten visualisations they used, but not the more often they repeated the video recordings. Analyses of variance revealed that the OTV group outperformed the writing group in terms of memory performance in the immediate test but not in the delayed posttest. The OTV group also significantly outperformed the writing group in both posttests in the transfer domain. No significant differences were found in the comprehension test scores.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42723961","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

Reflection on peer reviewing as a pedagogical tool in higher education 同行评议作为高等教育教学工具的思考

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2022-01-13 DOI: 10.1177/14697874211073045

Karin Väyrynen, Sonja Lutovac, Raimo Kaasila

{"title":"Reflection on peer reviewing as a pedagogical tool in higher education","authors":"Karin Väyrynen, Sonja Lutovac, Raimo Kaasila","doi":"10.1177/14697874211073045","DOIUrl":"https://doi.org/10.1177/14697874211073045","url":null,"abstract":"Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students’ engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that may contribute to the utilization of peer-feedback and promote further learning. In this study, we suggest reflection on peer reviewing as one approach to providing a platform for students to engage in reflective practices and for stimulating active learning in higher education, and to make that learning visible to the educator. We examine 26 undergraduate students’ reflections on peer-review to identify categories of reflection and what students have learnt from the peer reviewing process. Our findings reveal six different categories of reflection suggesting students’ active engagement in learning and pointing to the ways educators can direct and instruct students how to reflect. We discuss how these findings can inform university lecturers in the use of reflection upon peer reviewing as a pedagogical tool in higher education.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49100320","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

Science to practice: Does gamification enhance intrinsic motivation? 从科学到实践:游戏化是否能增强内在动机?

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2022-01-11 DOI: 10.1177/14697874211066882

Matthew Jones, Jedediah E Blanton, Rachel E Williams

{"title":"Science to practice: Does gamification enhance intrinsic motivation?","authors":"Matthew Jones, Jedediah E Blanton, Rachel E Williams","doi":"10.1177/14697874211066882","DOIUrl":"https://doi.org/10.1177/14697874211066882","url":null,"abstract":"Self-determination theory (SDT) has empirical support in understanding and enhancing motivation in a variety of contexts, including education settings. Niemac and Ryan have highlighted that using SDT in course design can lead to stronger fulfilment of an internal locus of causality regarding course work. One course design method anchored in SDT is gameful learning—structuring tasks that support intrinsic motivation, primarily increasing autonomy over learning. A gamified classroom (GC) may offer more assignments and points than minimally necessary for students to earn a passing mark, allowing students choice in which projects to pursue. Further research is needed to examine the degree to which students’ motivations differ between a GC and a non-gamified classroom (NGC). The purpose of the current study was to determine if students in a GC were more intrinsically motivated than students in NGC. Students were enrolled in an undergraduate kinesiology course using a GC design (n = 24) or NGC design (n = 26) and completed an online survey – derived from the intrinsic motivation inventory and the test anxiety questionnaire—at the beginning and end of the semester. In the GC, students started with zero points, and were offered multiple assignments with scaffolded difficulty to reach their desired grade. The NGC used a traditional 100% grade range, with only required assignments and exams, and students lost points for inadequate or inaccurate responses. Following analyses, it was revealed that students in the GC had higher perceptions of autonomy and competence than students in the NGC. Where these differences exist over time, along with differences in other subscales, will be discussed further. Educators seeking to enhance student motivation and engagement may therefore look to gamification as an appropriate methodology.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"13 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528967","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: 8

The creation of a nudging protocol to support online student engagement in higher education 创建一个推动协议，以支持在线学生参与高等教育

IF 5 1区教育学

Active Learning in Higher Education Pub Date : 2022-01-04 DOI: 10.1177/14697874211039077

Alice V. Brown, Jill Lawrence, Marita Basson, M. Axelsen, P. Redmond, Joanna Turner, S. Maloney, Linda Galligan

引用次数: 8