Pub Date : 2023-04-17DOI: 10.1177/14697874231168341
Kathryn Jane Aston
University students of all disciplines are expected to display critical thinking. Critical thinking may, however, be impeded by psychological and sociological factors such as: belief and confirmation biases, framing, social pressure to conform and poor assessment of probability and risk. These factors are rarely, if ever, thoroughly examined in isolation, outside the context of the students’ discipline. The aim of this study therefore was to ascertain whether students found that their critical thinking benefited from a better understanding of these factors. To this end, a series of workshops was designed along active learning principles which explored the human factors affecting critical thinking. These workshops were delivered to international students studying various disciplines at the University of Sheffield in the UK, and the participants were then interviewed. The resulting data was analysed using thematic analysis and code development. Participants reported as a result of these workshops an improved understanding of the critical thinking skills of questioning and analysing, using multiple perspectives and argument building; and new awareness of confirmation bias, the use of evidence and sources, framing, independent thinking and culture in relation to critical thinking. In particular, students from educational traditions that favour certainty and authority showed greater tolerance of ambiguity and willingness to judge for themselves. There was also evidence of development in critical dispositions relating to the self (such as self-awareness) and to other people (such as respect for others’ views) as well as criticality, that is, awareness of one’s role in society. This suggests that a better understanding of the factors that influence human thought processes develops students as critical thinkers and equips them to make a positive contribution to the world.
{"title":"‘Why is this hard, to have critical thinking?’ Exploring the factors affecting critical thinking with international higher education students","authors":"Kathryn Jane Aston","doi":"10.1177/14697874231168341","DOIUrl":"https://doi.org/10.1177/14697874231168341","url":null,"abstract":"University students of all disciplines are expected to display critical thinking. Critical thinking may, however, be impeded by psychological and sociological factors such as: belief and confirmation biases, framing, social pressure to conform and poor assessment of probability and risk. These factors are rarely, if ever, thoroughly examined in isolation, outside the context of the students’ discipline. The aim of this study therefore was to ascertain whether students found that their critical thinking benefited from a better understanding of these factors. To this end, a series of workshops was designed along active learning principles which explored the human factors affecting critical thinking. These workshops were delivered to international students studying various disciplines at the University of Sheffield in the UK, and the participants were then interviewed. The resulting data was analysed using thematic analysis and code development. Participants reported as a result of these workshops an improved understanding of the critical thinking skills of questioning and analysing, using multiple perspectives and argument building; and new awareness of confirmation bias, the use of evidence and sources, framing, independent thinking and culture in relation to critical thinking. In particular, students from educational traditions that favour certainty and authority showed greater tolerance of ambiguity and willingness to judge for themselves. There was also evidence of development in critical dispositions relating to the self (such as self-awareness) and to other people (such as respect for others’ views) as well as criticality, that is, awareness of one’s role in society. This suggests that a better understanding of the factors that influence human thought processes develops students as critical thinkers and equips them to make a positive contribution to the world.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"78 12","pages":""},"PeriodicalIF":5.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41295228","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}
Pub Date : 2023-04-16DOI: 10.1177/14697874231167098
Ruiqi Deng, Yifan Gao
This study investigates the impact of embedded questions in pre-class instructional videos on learner perceptions (cognitive load, emotional engagement, satisfaction, judgement of learning), video engagement (total views, total viewing time), and learning performance (retention, transfer). The research occurred in a real flipped classroom environment. We designed a quasi-experiment in which 86 university students from two natural classes watched pre-class instructional videos featuring procedural knowledge with or without interpolated true or false questions. Students were asked to practice the operation steps introduced in the videos. While they practiced operations, they could either pause the videos or let the videos continue playing. Face-to-face contact time was utilised to consolidate and extend previewed content with student-centred, instructor-facilitated problem-solving activities. Results revealed no discernible effects from embedded questions in pre-class videos on cognitive load, emotional engagement, satisfaction, judgement of learning, total views, knowledge retention or knowledge transfer. We speculate that the various in-class practice activities and frequent access to procedural knowledge videos offset the cognitive benefits derived from question-embedded videos. Learners who viewed question-embedded videos presented significantly reduced total viewing time, likely because the embedded questions scaffolded them in sustaining attention and efficiently pinpointing the exact information needed. Future research should identify boundary conditions for embedding questions in instructional videos (e.g. learning mode, type of knowledge) rather than indiscriminately applying this design strategy.
{"title":"Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classrooms","authors":"Ruiqi Deng, Yifan Gao","doi":"10.1177/14697874231167098","DOIUrl":"https://doi.org/10.1177/14697874231167098","url":null,"abstract":"This study investigates the impact of embedded questions in pre-class instructional videos on learner perceptions (cognitive load, emotional engagement, satisfaction, judgement of learning), video engagement (total views, total viewing time), and learning performance (retention, transfer). The research occurred in a real flipped classroom environment. We designed a quasi-experiment in which 86 university students from two natural classes watched pre-class instructional videos featuring procedural knowledge with or without interpolated true or false questions. Students were asked to practice the operation steps introduced in the videos. While they practiced operations, they could either pause the videos or let the videos continue playing. Face-to-face contact time was utilised to consolidate and extend previewed content with student-centred, instructor-facilitated problem-solving activities. Results revealed no discernible effects from embedded questions in pre-class videos on cognitive load, emotional engagement, satisfaction, judgement of learning, total views, knowledge retention or knowledge transfer. We speculate that the various in-class practice activities and frequent access to procedural knowledge videos offset the cognitive benefits derived from question-embedded videos. Learners who viewed question-embedded videos presented significantly reduced total viewing time, likely because the embedded questions scaffolded them in sustaining attention and efficiently pinpointing the exact information needed. Future research should identify boundary conditions for embedding questions in instructional videos (e.g. learning mode, type of knowledge) rather than indiscriminately applying this design strategy.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2023-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48950809","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}
Pub Date : 2023-04-07DOI: 10.1177/14697874231161364
Kristi M Bockorny, Theresa M Giannavola, Shalini Mathew, H. Walters
In order to navigate enrollment challenges, universities are scheduling more online and blended courses including HyFlex courses which offer students flexibility in their method of attendance. The goal of this study is to explore student engagement in HyFlex courses. However, there is limited research supporting the effectiveness of HyFlex courses in terms of student engagement. This two-pronged study, conducted at a regional state university in the U.S., utilized quantitative and qualitative data to explore the engagement levels between students attending the three different modalities offered in HyFlex courses. The findings of the quantitative study showed no difference in engagement levels between students attending face-to-face, virtually synchronously on Zoom, or virtually asynchronously. The results from the qualitative study generated five themes: (1) decreased stress; (2) positive learning experience; (3) flexibility to choose based on learning styles; (4) increased control on learning; and (5) increased accountability. These findings are discussed and strategies for effective engagement in HyFlex courses are shared.
{"title":"Effective engagement strategies in HyFlex modality based on intrinsic motivation in students","authors":"Kristi M Bockorny, Theresa M Giannavola, Shalini Mathew, H. Walters","doi":"10.1177/14697874231161364","DOIUrl":"https://doi.org/10.1177/14697874231161364","url":null,"abstract":"In order to navigate enrollment challenges, universities are scheduling more online and blended courses including HyFlex courses which offer students flexibility in their method of attendance. The goal of this study is to explore student engagement in HyFlex courses. However, there is limited research supporting the effectiveness of HyFlex courses in terms of student engagement. This two-pronged study, conducted at a regional state university in the U.S., utilized quantitative and qualitative data to explore the engagement levels between students attending the three different modalities offered in HyFlex courses. The findings of the quantitative study showed no difference in engagement levels between students attending face-to-face, virtually synchronously on Zoom, or virtually asynchronously. The results from the qualitative study generated five themes: (1) decreased stress; (2) positive learning experience; (3) flexibility to choose based on learning styles; (4) increased control on learning; and (5) increased accountability. These findings are discussed and strategies for effective engagement in HyFlex courses are shared.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48598111","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}
Pub Date : 2023-03-23DOI: 10.1177/14697874231163340
Rayne Bozeman, Robyn K. Mallett, Linas Mitchell, R. Tindale
Two-phase testing assesses individual performance (phase 1) and then allows collaborative learning within small groups (phase 2). While groups typically outperform individuals, less is known about the social decision schemes that influence member collaboration. In a classroom setting, we compared individual and group performance on a standard test versus a two-phase test (Study 1 n = 180, Study 2 n = 60) to determine the impact of collaborative testing on recalling factual and application based test items. We also assessed various aspects of group dynamics (e.g. liking). Both studies showed several benefits to collaborative testing with few costs: students enjoyed collaborative testing and the performance benefits were stronger for lower scoring students and integrative versus factual test items.
两阶段测试评估个人表现(第一阶段)，然后允许小组内的协作学习(第二阶段)。虽然群体通常优于个人，但对影响成员协作的社会决策方案知之甚少。在课堂环境中，我们比较了个人和小组在标准测试和两阶段测试中的表现(研究1 n = 180，研究2 n = 60)，以确定协作测试对回忆事实和应用测试项目的影响。我们还评估了群体动力学的各个方面(例如喜好)。两项研究都显示了协作测试的几个好处:学生喜欢协作测试，得分较低的学生和综合与事实测试项目的表现优势更强。
{"title":"May we take the test as a group? Examining group processes and member learning in a collaborative testing environment","authors":"Rayne Bozeman, Robyn K. Mallett, Linas Mitchell, R. Tindale","doi":"10.1177/14697874231163340","DOIUrl":"https://doi.org/10.1177/14697874231163340","url":null,"abstract":"Two-phase testing assesses individual performance (phase 1) and then allows collaborative learning within small groups (phase 2). While groups typically outperform individuals, less is known about the social decision schemes that influence member collaboration. In a classroom setting, we compared individual and group performance on a standard test versus a two-phase test (Study 1 n = 180, Study 2 n = 60) to determine the impact of collaborative testing on recalling factual and application based test items. We also assessed various aspects of group dynamics (e.g. liking). Both studies showed several benefits to collaborative testing with few costs: students enjoyed collaborative testing and the performance benefits were stronger for lower scoring students and integrative versus factual test items.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45080480","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}
Pub Date : 2023-02-17DOI: 10.1177/14697874231154826
Georgeta Ion, A. Díaz-Vicario, C. Mercader
Group work benefits student learning in many ways, but group work assessment may be challenging for academics and sometimes is perceived as less fair than individually set assessment tasks. Peer assessment (PA) and self assessment (SA) represents a possible approach supporting lecturers and students to better differentiate individual contributions to group-based assignments. In this study, we explore the students’ perception of SA and PA as strategies to facilitate the assessment of the process of group work and to contribute to increasing the sense of fairness in assessment. With these aims, we designed a study of an assessment practice in which students were involved as partners in the assessment and grading process of a group project assignment. At the end of the course, and when the SA and PA experience concluded, we administered a survey. The findings show that (1) including SA and PA strategies in student tasks enhances the students’ perceived sense of fairness in the assessment process, (2) the specifics of the instructional design do not have a significant effect on student perceptions of this form of assessment, and (3) sociodemographic factors such as the academic year, the degree major and the age of the students have a moderate effect. We conclude that SA and PA improve the sense of democracy of the assessment process, as this is not only in the teachers’ hands but also shared and agreed upon within the group.
{"title":"Making steps towards improved fairness in group work assessment: The role of students’ self- and peer-assessment","authors":"Georgeta Ion, A. Díaz-Vicario, C. Mercader","doi":"10.1177/14697874231154826","DOIUrl":"https://doi.org/10.1177/14697874231154826","url":null,"abstract":"Group work benefits student learning in many ways, but group work assessment may be challenging for academics and sometimes is perceived as less fair than individually set assessment tasks. Peer assessment (PA) and self assessment (SA) represents a possible approach supporting lecturers and students to better differentiate individual contributions to group-based assignments. In this study, we explore the students’ perception of SA and PA as strategies to facilitate the assessment of the process of group work and to contribute to increasing the sense of fairness in assessment. With these aims, we designed a study of an assessment practice in which students were involved as partners in the assessment and grading process of a group project assignment. At the end of the course, and when the SA and PA experience concluded, we administered a survey. The findings show that (1) including SA and PA strategies in student tasks enhances the students’ perceived sense of fairness in the assessment process, (2) the specifics of the instructional design do not have a significant effect on student perceptions of this form of assessment, and (3) sociodemographic factors such as the academic year, the degree major and the age of the students have a moderate effect. We conclude that SA and PA improve the sense of democracy of the assessment process, as this is not only in the teachers’ hands but also shared and agreed upon within the group.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41608744","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}
Pub Date : 2023-01-11DOI: 10.1177/14697874221144998
D. Maguire, Yavuz Keceli
Instructors of college level business courses utilize group assignments to stress the importance of collaborative work in professional organizations for students. How instructors determine team formation, whether assigning students to groups or allowing students to form their own groups, could impact the effectiveness of the group regarding their cohesiveness, conflict, or social loafing. Best practices suggest that instructors strategically assign students to teams to maximize the diversity of the members. However, could the diversity of group members contribute to conflict amongst members? Could the formation method contribute to the members’ functioning as a team or group? The research questions in the study are: To what degree does team formation method impact (1) members’ conflict; (2) members’ cohesiveness; (3) members’ social loafing; and (4) members’ functioning as a team or group? Over 2 years, simultaneous sections of the same management course utilized different team formation procedures. Each year in one section, the instructor designed teams to maximize diversity of members. In the other course section, students freely formed their own teams. The findings suggest that instructor-designed diverse teams did not increase member conflict. Also, student-selected teams did not improve team cohesiveness. However, instructor-designed diverse teams did impact social loafing and the members’ functioning as a team.
{"title":"The impact of formation and diversity on student team conflict","authors":"D. Maguire, Yavuz Keceli","doi":"10.1177/14697874221144998","DOIUrl":"https://doi.org/10.1177/14697874221144998","url":null,"abstract":"Instructors of college level business courses utilize group assignments to stress the importance of collaborative work in professional organizations for students. How instructors determine team formation, whether assigning students to groups or allowing students to form their own groups, could impact the effectiveness of the group regarding their cohesiveness, conflict, or social loafing. Best practices suggest that instructors strategically assign students to teams to maximize the diversity of the members. However, could the diversity of group members contribute to conflict amongst members? Could the formation method contribute to the members’ functioning as a team or group? The research questions in the study are: To what degree does team formation method impact (1) members’ conflict; (2) members’ cohesiveness; (3) members’ social loafing; and (4) members’ functioning as a team or group? Over 2 years, simultaneous sections of the same management course utilized different team formation procedures. Each year in one section, the instructor designed teams to maximize diversity of members. In the other course section, students freely formed their own teams. The findings suggest that instructor-designed diverse teams did not increase member conflict. Also, student-selected teams did not improve team cohesiveness. However, instructor-designed diverse teams did impact social loafing and the members’ functioning as a team.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49300201","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}
Pub Date : 2022-11-15DOI: 10.1177/14697874221131970
Christine Johannes, Astrid Haase
Initiating effective feedback processes is a major goal in university teaching. However, systematic investigations of structural feedback elements making instructor feedback economic, concise, motivating and beneficial for learning are still scarce. In our study, we compare two feedback modes with respect to learning gains and changes in self-efficacy in a quasi-experimental pre-post design. Participants ( N = 75 first-year students) received either scoresheet or textual instructor feedback on four individual assignments during a seminar. Outcome variables were knowledge gain, change in self-efficacy and changes in metacognitive monitoring. After the semester, we observed substantial knowledge gains for both feedback groups with only small advantages for scoresheet feedback. In contrast, self-efficacy was relatively stable across the semester and was not influenced by feedback mode. Achievement motivation measures normative ability and challenge-mastery goal orientation did not moderate the observed relationships but influenced knowledge gain and change in self-efficacy directly. Changes in metacognitive monitoring did not depend on feedback mode. Taken together, our data suggest that scoresheet and textual feedback conveying identical feedback content have comparable effects on achievement and self-evaluation measures. For university settings, scoresheets can be recommended as parsimonious feedback tools.
{"title":"The impact of feedback mode on learning gain and self-efficacy: A quasi-experimental study","authors":"Christine Johannes, Astrid Haase","doi":"10.1177/14697874221131970","DOIUrl":"https://doi.org/10.1177/14697874221131970","url":null,"abstract":"Initiating effective feedback processes is a major goal in university teaching. However, systematic investigations of structural feedback elements making instructor feedback economic, concise, motivating and beneficial for learning are still scarce. In our study, we compare two feedback modes with respect to learning gains and changes in self-efficacy in a quasi-experimental pre-post design. Participants ( N = 75 first-year students) received either scoresheet or textual instructor feedback on four individual assignments during a seminar. Outcome variables were knowledge gain, change in self-efficacy and changes in metacognitive monitoring. After the semester, we observed substantial knowledge gains for both feedback groups with only small advantages for scoresheet feedback. In contrast, self-efficacy was relatively stable across the semester and was not influenced by feedback mode. Achievement motivation measures normative ability and challenge-mastery goal orientation did not moderate the observed relationships but influenced knowledge gain and change in self-efficacy directly. Changes in metacognitive monitoring did not depend on feedback mode. Taken together, our data suggest that scoresheet and textual feedback conveying identical feedback content have comparable effects on achievement and self-evaluation measures. For university settings, scoresheets can be recommended as parsimonious feedback tools.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49386034","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}
Pub Date : 2022-11-15DOI: 10.1177/14697874221133459
M. C. Ruiz-Jiménez, Ana Licerán-Gutiérrez, Rocío Martínez-Jiménez
The university system must be able to respond to the growing demand for graduates with certain skills that guarantee their employability. A key requirement of this goal is the use of different teaching-learning methods, such as the flipped classroom methodology. However, although some studies have shown the advantages of this model, more research is needed to identify the reasons for these positive effects and the contexts in which it works best. In this paper, we analyse the perceptions of students of six undergraduate subjects at the University of Jaén (Spain) concerning their acquired competences and the formative assessment received in a flipped classroom environment. In addition, we analyse whether these two variables influence these student perceptions of achieving better academic outcomes. The results show that both aspects explain student perceptions of better performance and are key elements in the provision of a better learning environment. In this way, these results contribute to the literature concerning the positive effects of a flipped classroom on the teaching-learning process in higher education.
{"title":"Why do student perceptions of academic performance improve? The influence of acquired competences and formative assessment in a flipped classroom environment","authors":"M. C. Ruiz-Jiménez, Ana Licerán-Gutiérrez, Rocío Martínez-Jiménez","doi":"10.1177/14697874221133459","DOIUrl":"https://doi.org/10.1177/14697874221133459","url":null,"abstract":"The university system must be able to respond to the growing demand for graduates with certain skills that guarantee their employability. A key requirement of this goal is the use of different teaching-learning methods, such as the flipped classroom methodology. However, although some studies have shown the advantages of this model, more research is needed to identify the reasons for these positive effects and the contexts in which it works best. In this paper, we analyse the perceptions of students of six undergraduate subjects at the University of Jaén (Spain) concerning their acquired competences and the formative assessment received in a flipped classroom environment. In addition, we analyse whether these two variables influence these student perceptions of achieving better academic outcomes. The results show that both aspects explain student perceptions of better performance and are key elements in the provision of a better learning environment. In this way, these results contribute to the literature concerning the positive effects of a flipped classroom on the teaching-learning process in higher education.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47675141","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}
Pub Date : 2022-11-09DOI: 10.1177/14697874221131300
Molly Williams, Karina Uhing, A. Bennett, Matthew Voigt, Rachel Funk, W. Smith, Allan P. Donsig
Several academic departments have increased their use of active learning to address low student success rates. However, it is unclear whether those implementing active learning have a consistent conceptualization of it. Like other educational terms, the phrase “active learning” is in danger of becoming overused and misunderstood, which puts the utility of active learning into question. This study examines 115 conceptualizations of active learning across six institutions of higher education that are infusing more active learning into their mathematics courses. We use the four pillars of inquiry-based mathematics education as a basis for analyzing these conceptualizations and compare them in two ways: by stakeholder role and by institution. Our findings show that many participants conceptualize active learning as student engagement and activities other than lecture, yet there was limited focus on the role of the teacher and content. Only eight participants mentioned issues of equity. Comparison within individual institutions shows that faculty within departments may hold common understandings of active learning. Implications of these findings include a need to develop an understanding of active learning that attends to all four pillars and is shared across departments, institutions, and disciplines.
{"title":"Conceptualizations of active learning in departments engaged in instructional change efforts","authors":"Molly Williams, Karina Uhing, A. Bennett, Matthew Voigt, Rachel Funk, W. Smith, Allan P. Donsig","doi":"10.1177/14697874221131300","DOIUrl":"https://doi.org/10.1177/14697874221131300","url":null,"abstract":"Several academic departments have increased their use of active learning to address low student success rates. However, it is unclear whether those implementing active learning have a consistent conceptualization of it. Like other educational terms, the phrase “active learning” is in danger of becoming overused and misunderstood, which puts the utility of active learning into question. This study examines 115 conceptualizations of active learning across six institutions of higher education that are infusing more active learning into their mathematics courses. We use the four pillars of inquiry-based mathematics education as a basis for analyzing these conceptualizations and compare them in two ways: by stakeholder role and by institution. Our findings show that many participants conceptualize active learning as student engagement and activities other than lecture, yet there was limited focus on the role of the teacher and content. Only eight participants mentioned issues of equity. Comparison within individual institutions shows that faculty within departments may hold common understandings of active learning. Implications of these findings include a need to develop an understanding of active learning that attends to all four pillars and is shared across departments, institutions, and disciplines.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65368631","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}
Pub Date : 2022-10-27DOI: 10.1177/14697874221127692
Carmel Foley, S. Darcy, Anja Hergesell, B. Almond, M. McDonald, Elizabeth Brett
An important measure of the success of a tertiary education programme is the attributes that graduates possess at the completion of their studies. Universities have sought to address this issue by developing formal curriculum and programmes such as internships and work-integrated learning. However, little is known about how university-based extracurricular activities contribute to graduate attributes. The purpose of this study is to explore participation in extracurricular activities from a student perspective. Semi-structured interviews were conducted with 22 student leaders of university-based sporting, social and academic clubs. Data collection and analysis were guided by a qualitative approach to thematic analysis. The findings indicate that students developed a range of graduate attributes in areas such as such as leadership, teamwork, communication and resilience. The theory, communities of practice, is used to interpret the participants’ experiences which was found to coalesce around their social interactions and relations. The study concludes with several recommendations for universities to create greater opportunities for their students to participate in extracurricular activities.
{"title":"University-based sport and social clubs and their contribution to the development of graduate attributes","authors":"Carmel Foley, S. Darcy, Anja Hergesell, B. Almond, M. McDonald, Elizabeth Brett","doi":"10.1177/14697874221127692","DOIUrl":"https://doi.org/10.1177/14697874221127692","url":null,"abstract":"An important measure of the success of a tertiary education programme is the attributes that graduates possess at the completion of their studies. Universities have sought to address this issue by developing formal curriculum and programmes such as internships and work-integrated learning. However, little is known about how university-based extracurricular activities contribute to graduate attributes. The purpose of this study is to explore participation in extracurricular activities from a student perspective. Semi-structured interviews were conducted with 22 student leaders of university-based sporting, social and academic clubs. Data collection and analysis were guided by a qualitative approach to thematic analysis. The findings indicate that students developed a range of graduate attributes in areas such as such as leadership, teamwork, communication and resilience. The theory, communities of practice, is used to interpret the participants’ experiences which was found to coalesce around their social interactions and relations. The study concludes with several recommendations for universities to create greater opportunities for their students to participate in extracurricular activities.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42939780","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}
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