Pub Date : 2022-07-24DOI: 10.1177/14697874221112951
Sookpil Jang
I discuss White American students’ experiences of reading racism-themed young adult literature (YAL), addressing the issue of police brutality, and using the concept of intersectionality to promote social justice awareness. Based on analysis of their written reflections and classroom discussions, I argue reading racism-themed YAL with an intersectionality lens helped White American students complicate their understanding of the struggles and the resistance of youths of color at the present time. I share my instructional strategy for helping White students identify, analyze, and critique the work of power upon American youths.
{"title":"Reading racism-themed YAL through the lens of intersectionality: Complicating social justice thinking","authors":"Sookpil Jang","doi":"10.1177/14697874221112951","DOIUrl":"https://doi.org/10.1177/14697874221112951","url":null,"abstract":"I discuss White American students’ experiences of reading racism-themed young adult literature (YAL), addressing the issue of police brutality, and using the concept of intersectionality to promote social justice awareness. Based on analysis of their written reflections and classroom discussions, I argue reading racism-themed YAL with an intersectionality lens helped White American students complicate their understanding of the struggles and the resistance of youths of color at the present time. I share my instructional strategy for helping White students identify, analyze, and critique the work of power upon American youths.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45488003","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 : 2022-06-29DOI: 10.1177/14697874221107574
Forrest Hisey, T. Zhu, Yuhong He
Lack of student engagement in online learning is reported as the major challenge contributing to poor academic performance and completion rates. When transforming an in-person undergraduate remote sensing course to online, this study implemented interactive storytelling lecture trailers (ISLTs) as a tool to effect changes in the realms of behavioral, cognitive, emotional, and student-instructor engagement. We collected survey data to examine students’ own perception of how ISLTs impacted their online learning, and analyzed students’ course participation and performance on tests. Results indicated that ISLTs enhanced some aspects of students’ behavioral engagement such as page views, effectively engaged students’ emotions when viewing ISLTs, and improved student-instructor engagement. Regarding cognitive engagement, ISLTs were able to improve short-term learning skills like remembering and applying levels of thinking. A majority of students recognized that ISLTs enhanced their learning experience and made learning more accessible, while a few considered them burdensome and overwhelming. However, there was no clear evidence indicating that ISLTs enhanced participation or promoted students’ emotional engagement in the follow-up lectures. Further, the improvement of student-instructor engagement we observed through quantitative data analysis lacked representative qualitative support. In summary, this study demonstrates the utility of ISLTs as an online learning engagement tool for stimulating students’ interest and improving their performance in lower levels of cognitive thinking. Further work is required to explore ways to further enhance students’ participation and emotional engagement throughout the semester and confirm the usefulness of ISLTs for student-instructor engagement.
{"title":"Use of interactive storytelling trailers to engage students in an online learning environment","authors":"Forrest Hisey, T. Zhu, Yuhong He","doi":"10.1177/14697874221107574","DOIUrl":"https://doi.org/10.1177/14697874221107574","url":null,"abstract":"Lack of student engagement in online learning is reported as the major challenge contributing to poor academic performance and completion rates. When transforming an in-person undergraduate remote sensing course to online, this study implemented interactive storytelling lecture trailers (ISLTs) as a tool to effect changes in the realms of behavioral, cognitive, emotional, and student-instructor engagement. We collected survey data to examine students’ own perception of how ISLTs impacted their online learning, and analyzed students’ course participation and performance on tests. Results indicated that ISLTs enhanced some aspects of students’ behavioral engagement such as page views, effectively engaged students’ emotions when viewing ISLTs, and improved student-instructor engagement. Regarding cognitive engagement, ISLTs were able to improve short-term learning skills like remembering and applying levels of thinking. A majority of students recognized that ISLTs enhanced their learning experience and made learning more accessible, while a few considered them burdensome and overwhelming. However, there was no clear evidence indicating that ISLTs enhanced participation or promoted students’ emotional engagement in the follow-up lectures. Further, the improvement of student-instructor engagement we observed through quantitative data analysis lacked representative qualitative support. In summary, this study demonstrates the utility of ISLTs as an online learning engagement tool for stimulating students’ interest and improving their performance in lower levels of cognitive thinking. Further work is required to explore ways to further enhance students’ participation and emotional engagement throughout the semester and confirm the usefulness of ISLTs for student-instructor engagement.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41756633","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 : 2022-06-03DOI: 10.1177/14697874221100465
Dana Opre, C. Serban, A. Vescan, Romiță Iucu
In recent years, the use of information technology to promote active learning in higher education has raised great interest. Teachers are continuously challenged to identify new research-informed approaches and educational practices for supporting students to actively learn and apply their knowledge. The present study tests the effects on students’ learning outcomes of an ad hoc developed learning tool (QLearn) which integrates three active learning strategies, previously empirically validated in face-to-face educational contexts. By using the QLearn software, students can generate questions, explain and develop answers, receive feedback from teacher and test their knowledge. Using a quasi-experimental design, we analyzed whether, in various course settings and instructional contexts, the students who use QLearn, as a support in their learning process, demonstrate a different learning performance compared to students who learn the same content by using their preferred learning strategies. The interventions were offered on a voluntary basis and implied participants from different fields (computer science, psychology) and different study levels (undergraduate and master’s level). The results showed that some groups of our participants significantly benefits from the use of QLearn platform. The outcomes of the present research advanced our understanding of the efficiency of technology-sustained learning in educational contexts and offer a promising strategy for facilitating the active involvement of students in the learning process.
{"title":"Supporting students’ active learning with a computer based tool","authors":"Dana Opre, C. Serban, A. Vescan, Romiță Iucu","doi":"10.1177/14697874221100465","DOIUrl":"https://doi.org/10.1177/14697874221100465","url":null,"abstract":"In recent years, the use of information technology to promote active learning in higher education has raised great interest. Teachers are continuously challenged to identify new research-informed approaches and educational practices for supporting students to actively learn and apply their knowledge. The present study tests the effects on students’ learning outcomes of an ad hoc developed learning tool (QLearn) which integrates three active learning strategies, previously empirically validated in face-to-face educational contexts. By using the QLearn software, students can generate questions, explain and develop answers, receive feedback from teacher and test their knowledge. Using a quasi-experimental design, we analyzed whether, in various course settings and instructional contexts, the students who use QLearn, as a support in their learning process, demonstrate a different learning performance compared to students who learn the same content by using their preferred learning strategies. The interventions were offered on a voluntary basis and implied participants from different fields (computer science, psychology) and different study levels (undergraduate and master’s level). The results showed that some groups of our participants significantly benefits from the use of QLearn platform. The outcomes of the present research advanced our understanding of the efficiency of technology-sustained learning in educational contexts and offer a promising strategy for facilitating the active involvement of students in the learning process.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47292522","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 : 2022-06-03DOI: 10.1177/14697874221099011
A. Dahl, J. Bowling, Lisa M. Krinner, Candace S Brown, George Shaw, J. Lewis, T. Moore-Harrison, S. Clinton, Scott R Gartlan
The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a “marathon” of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants’ confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model.
{"title":"“If we can do it, anyone can!”: Evaluating a virtual “Paper Chase” collaborative writing model for rapid research dissemination","authors":"A. Dahl, J. Bowling, Lisa M. Krinner, Candace S Brown, George Shaw, J. Lewis, T. Moore-Harrison, S. Clinton, Scott R Gartlan","doi":"10.1177/14697874221099011","DOIUrl":"https://doi.org/10.1177/14697874221099011","url":null,"abstract":"The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a “marathon” of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants’ confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44648127","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 : 2022-05-13DOI: 10.1177/14697874221096751
Brian A Vander Schee, Tony Stovall, Demetra Andrews
Online instruction has helped colleges and universities to adjust to budget constraints, limited resources, and student preferences. One way for instructors to adapt to these new expectations is to gain efficiency in larger classes by using team-based assignments and peer grading. Although online peer grading has been used for some time, concerns with this approach include interpersonal pressures, competency, and fairness. These challenges may be overcome with cross-course peer grading. The purpose of the study was to assess the perceived effectiveness and perceived justice of having senior student teams in a capstone course anonymously grade written assignments submitted by novice student teams in an introductory course in the same discipline. The study took place using two sections of an online introductory course ( n = 159) and two sections of an online capstone course ( n = 75) at the same university using a case analysis assignment. No significant differences were found in instructor and peer-assigned grades. The results of this study show that senior students benefited by increasing their assessment confidence. Students who had their submissions graded experienced distributive and procedural justice. Therefore, instructors can more confidently utilize cross-course peer grading knowing there are educational benefits for both those doing the grading and those whose work is graded.
{"title":"Using cross-course peer grading with content expertise, anonymity, and perceived justice","authors":"Brian A Vander Schee, Tony Stovall, Demetra Andrews","doi":"10.1177/14697874221096751","DOIUrl":"https://doi.org/10.1177/14697874221096751","url":null,"abstract":"Online instruction has helped colleges and universities to adjust to budget constraints, limited resources, and student preferences. One way for instructors to adapt to these new expectations is to gain efficiency in larger classes by using team-based assignments and peer grading. Although online peer grading has been used for some time, concerns with this approach include interpersonal pressures, competency, and fairness. These challenges may be overcome with cross-course peer grading. The purpose of the study was to assess the perceived effectiveness and perceived justice of having senior student teams in a capstone course anonymously grade written assignments submitted by novice student teams in an introductory course in the same discipline. The study took place using two sections of an online introductory course ( n = 159) and two sections of an online capstone course ( n = 75) at the same university using a case analysis assignment. No significant differences were found in instructor and peer-assigned grades. The results of this study show that senior students benefited by increasing their assessment confidence. Students who had their submissions graded experienced distributive and procedural justice. Therefore, instructors can more confidently utilize cross-course peer grading knowing there are educational benefits for both those doing the grading and those whose work is graded.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45930457","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 : 2022-05-12DOI: 10.1177/14697874221096140
Christiane Reilly, T. Reeves
This design-based research (DBR) study had both local and general goals. Its local goal was to increase active learning in the online courses offered at a large research university in the midwestern United States. Its larger goal was to define active learning design principles for online courses in general, so that they might be used to improve the learning experience for wider audiences. While the principles of active learning can be applied to courses in any mode of delivery: flipped classroom, blended, or fully online, the importance of active learning in online courses is highlighted because active learning course design requires numerous upfront considerations. Moreover, because the pedagogical model is structured throughout the online learning environment and thus is made visible, online courses present a unique opportunity to review what is core to the principles of active learning. The design intervention (an innovative course review method) incorporated the principles of authentic e-learning. The study addressed two major research questions: (1) “To what extent does the intervention—a new course review method—indicate the extent to which active learning is present in the design of an online course?” and (2) “How do the principles of authentic e-learning incorporated in the new course review method need to be refined?” To address the first question, the online course review intervention was used to evaluate the learning activities and assessments of 75 undergraduate online courses against these authentic e-learning principles, resulting in an active learning (AL) score for each course. To address the second question, we surveyed the learners in these 75 courses about what made learning meaningful and coded the learners’ feedback in reference to the active learning design principles. The practical outcome of this DBR study is a pedagogical course review that quantifies active learning in online courses. The theoretical outcomes of this DBR study are refined active learning design principles that can serve instructors, designers, teacher educators, and administrators in enhancing the design of online courses. The findings of this study affirm that the authentic task principles as well as newly identified learner-centered design principles together can serve as evidence-based principles to define and refine active learning in online courses.
{"title":"Refining active learning design principles through design-based research","authors":"Christiane Reilly, T. Reeves","doi":"10.1177/14697874221096140","DOIUrl":"https://doi.org/10.1177/14697874221096140","url":null,"abstract":"This design-based research (DBR) study had both local and general goals. Its local goal was to increase active learning in the online courses offered at a large research university in the midwestern United States. Its larger goal was to define active learning design principles for online courses in general, so that they might be used to improve the learning experience for wider audiences. While the principles of active learning can be applied to courses in any mode of delivery: flipped classroom, blended, or fully online, the importance of active learning in online courses is highlighted because active learning course design requires numerous upfront considerations. Moreover, because the pedagogical model is structured throughout the online learning environment and thus is made visible, online courses present a unique opportunity to review what is core to the principles of active learning. The design intervention (an innovative course review method) incorporated the principles of authentic e-learning. The study addressed two major research questions: (1) “To what extent does the intervention—a new course review method—indicate the extent to which active learning is present in the design of an online course?” and (2) “How do the principles of authentic e-learning incorporated in the new course review method need to be refined?” To address the first question, the online course review intervention was used to evaluate the learning activities and assessments of 75 undergraduate online courses against these authentic e-learning principles, resulting in an active learning (AL) score for each course. To address the second question, we surveyed the learners in these 75 courses about what made learning meaningful and coded the learners’ feedback in reference to the active learning design principles. The practical outcome of this DBR study is a pedagogical course review that quantifies active learning in online courses. The theoretical outcomes of this DBR study are refined active learning design principles that can serve instructors, designers, teacher educators, and administrators in enhancing the design of online courses. The findings of this study affirm that the authentic task principles as well as newly identified learner-centered design principles together can serve as evidence-based principles to define and refine active learning in online courses.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49646680","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 : 2022-05-09DOI: 10.1177/14697874221093640
T. Gorichanaz
This paper presents an interpretative phenomenological analysis study of students’ experiences with ungrading in the form of reflection-based self-evaluation in a college course. In the landscape of student evaluation, ungrading strategies respond to the limitations of traditional grading systems, particularly with respect to cultivating in-demand skills and capacities, such as adaptability, creative thinking, and self-management. Through in-depth interviews with eight students, this study reports on four experiential themes that characterize the switch to ungrading: de-gamification, or unsettling the “gamified” nature of evaluation in the traditional grading system; time to think and reflect, creating space for review and the deepening of learning; rich communication, or continual feedback between teacher and student; and learning community, in which students felt like they were part of a team effort rather than siloed individuals. Considerations for further research, as well as implementation of ungrading in other courses, are discussed.
{"title":"“It made me feel like it was okay to be wrong”: Student experiences with ungrading","authors":"T. Gorichanaz","doi":"10.1177/14697874221093640","DOIUrl":"https://doi.org/10.1177/14697874221093640","url":null,"abstract":"This paper presents an interpretative phenomenological analysis study of students’ experiences with ungrading in the form of reflection-based self-evaluation in a college course. In the landscape of student evaluation, ungrading strategies respond to the limitations of traditional grading systems, particularly with respect to cultivating in-demand skills and capacities, such as adaptability, creative thinking, and self-management. Through in-depth interviews with eight students, this study reports on four experiential themes that characterize the switch to ungrading: de-gamification, or unsettling the “gamified” nature of evaluation in the traditional grading system; time to think and reflect, creating space for review and the deepening of learning; rich communication, or continual feedback between teacher and student; and learning community, in which students felt like they were part of a team effort rather than siloed individuals. Considerations for further research, as well as implementation of ungrading in other courses, are discussed.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43361323","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 : 2022-05-09DOI: 10.1177/14697874221092977
Glory Tobiason
Constructive Alignment (CA) is a pedagogical tool for designing student-centered instruction aligned to learning outcomes. Despite strong evidence that CA and student-centered instruction are superior to lecture-based pedagogy, the latter remains prevalent across higher education. This descriptive-explanatory case study ( n=20) investigates how programs of reciprocal, non-evaluative peer observation can help faculty understand and use CA at the lesson level. Analysis of exit interviews and faculty-faculty dialogue reveals that participants are able to apply principles of CA at the lesson level; most report this is new learning. Two program features that support this learning are described.
{"title":"Going small, going carefully, with a friend: Helping faculty adopt lesson-level constructive alignment through non-evaluative peer observation","authors":"Glory Tobiason","doi":"10.1177/14697874221092977","DOIUrl":"https://doi.org/10.1177/14697874221092977","url":null,"abstract":"Constructive Alignment (CA) is a pedagogical tool for designing student-centered instruction aligned to learning outcomes. Despite strong evidence that CA and student-centered instruction are superior to lecture-based pedagogy, the latter remains prevalent across higher education. This descriptive-explanatory case study ( n=20) investigates how programs of reciprocal, non-evaluative peer observation can help faculty understand and use CA at the lesson level. Analysis of exit interviews and faculty-faculty dialogue reveals that participants are able to apply principles of CA at the lesson level; most report this is new learning. Two program features that support this learning are described.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48157859","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 : 2022-04-29DOI: 10.1177/14697874221091898
Rebecca A. Bull Schaefer, Lily K Copeland
This paper responds to calls from teacher-student feedback research looking for options on how to improve student performance. In Study 1, we first observe the relationship between student conscientiousness, midterm-performance, feedback-seeking behaviors, and final semester grades. Second, in Study 2, we test whether using an active learning method helps students improve grades regardless of their individual differences. Specifically, we test how the implementation of a face-to-face instructor-student performance review at midterm can be beneficial for performance improvement by allowing students who would otherwise not seek additional feedback or clarity to discuss performance completely. Structural equation modeling and mean difference tests are used to test empirical relationships between personality, behavior, and performance. Comparisons between groups that did and did not include a midterm review supports the hypothesis that interactive mid-term performance reviews improve class grades. Regression analysis supports that performance reviews improve grades even after controlling for individual differences. This active learning technique has both immediate and long-term benefits. In addition to grade improvement, mid-term reviews allow students to experience how to conduct professional performance reviews and receive and use feedback more effectively. The discussion offers simple advice on how midterm reviews can occur even within remote classes.
{"title":"Performance reviews as an active method to improve feedback and performance","authors":"Rebecca A. Bull Schaefer, Lily K Copeland","doi":"10.1177/14697874221091898","DOIUrl":"https://doi.org/10.1177/14697874221091898","url":null,"abstract":"This paper responds to calls from teacher-student feedback research looking for options on how to improve student performance. In Study 1, we first observe the relationship between student conscientiousness, midterm-performance, feedback-seeking behaviors, and final semester grades. Second, in Study 2, we test whether using an active learning method helps students improve grades regardless of their individual differences. Specifically, we test how the implementation of a face-to-face instructor-student performance review at midterm can be beneficial for performance improvement by allowing students who would otherwise not seek additional feedback or clarity to discuss performance completely. Structural equation modeling and mean difference tests are used to test empirical relationships between personality, behavior, and performance. Comparisons between groups that did and did not include a midterm review supports the hypothesis that interactive mid-term performance reviews improve class grades. Regression analysis supports that performance reviews improve grades even after controlling for individual differences. This active learning technique has both immediate and long-term benefits. In addition to grade improvement, mid-term reviews allow students to experience how to conduct professional performance reviews and receive and use feedback more effectively. The discussion offers simple advice on how midterm reviews can occur even within remote classes.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44074651","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 : 2022-04-28DOI: 10.1177/14697874221091596
M. Verdonck, H. Wright, A. Hamilton, Jane Taylor
Although there is growing evidence that the flipped classroom approach (FCA) positively impacts the student learning experience and outcomes, much less is known about the educator’s experience. This study aimed to explore how educators across several disciplines in a regional Australian University describe their experience of using the FCA. Qualitative description methodology guided the research whereby individual face-to-face semi-structured interviews collected qualitative data from educators who had used the FCA in the previous 4 years which was then analysed using reflexive thematic analysis. Eleven educators across seven disciplines were recruited, eight of whom had fully and three partially flipped a course. Four broad themes described the educator’s experience of the FCA namely, the environmental influence, preparation and implementation, emotional response and metacognition. There were 20 sub-themes across the four themes. Educators in this study were both ambivalent and internally motivated by the FCA, valued scholarly and institutional support, highlighted the importance of reflexive teaching practice and appreciated the affordance of more active learning opportunities in class. The human aspect of competing emotions was clear when implementing the FCA. Educators need to prepare themselves for the emotional investment that accompanies the FCA, to be responsive and adaptive in what and how content is delivered. Institutions should provide adequate support to cater for both the well-being of educators as well as the practicalities of implementing the FCA.
{"title":"The educator’s experience of using flipped classrooms in a higher education setting","authors":"M. Verdonck, H. Wright, A. Hamilton, Jane Taylor","doi":"10.1177/14697874221091596","DOIUrl":"https://doi.org/10.1177/14697874221091596","url":null,"abstract":"Although there is growing evidence that the flipped classroom approach (FCA) positively impacts the student learning experience and outcomes, much less is known about the educator’s experience. This study aimed to explore how educators across several disciplines in a regional Australian University describe their experience of using the FCA. Qualitative description methodology guided the research whereby individual face-to-face semi-structured interviews collected qualitative data from educators who had used the FCA in the previous 4 years which was then analysed using reflexive thematic analysis. Eleven educators across seven disciplines were recruited, eight of whom had fully and three partially flipped a course. Four broad themes described the educator’s experience of the FCA namely, the environmental influence, preparation and implementation, emotional response and metacognition. There were 20 sub-themes across the four themes. Educators in this study were both ambivalent and internally motivated by the FCA, valued scholarly and institutional support, highlighted the importance of reflexive teaching practice and appreciated the affordance of more active learning opportunities in class. The human aspect of competing emotions was clear when implementing the FCA. Educators need to prepare themselves for the emotional investment that accompanies the FCA, to be responsive and adaptive in what and how content is delivered. Institutions should provide adequate support to cater for both the well-being of educators as well as the practicalities of implementing the FCA.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":" ","pages":""},"PeriodicalIF":5.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48786149","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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