Pub Date : 2021-01-28DOI: 10.1177/1469787421990986
Sarah Prestridge, Deniese Cox
Within higher education, students and institutions are increasingly moving towards blended components and fully online learning coursework. Best practice online pedagogy is understood to be student-centred with a strong emphasis on social learning through collaboration. The social aspect supports frequency of engagement while collaborative activity supports cognitive engagement. Research that guides online pedagogy draws substantially from studies identifying type and frequency of students’ cognitive engagement, usually along a continuum but without the nuance of social learning. To build on that and to identify profiles of cognitive-social engagement, this study examined the content of 3,855 student posts from one course within a chat-based platform. The findings suggested six student engagement types: lurk, superficial, task, respond, expand, create. These types were then further examined along two continuums of complexity and intensity of engagement. The results present a new typology of cognitive-social learning engagement defined by four profiles: bench sitter, hustler, striker, champion. The typology was purposely fashioned using team-play acronyms to build a useable language for educators to recognise student engagement profiles and to guide learning design in social spaces online.
{"title":"Play like a team in teams: A typology of online cognitive-social learning engagement","authors":"Sarah Prestridge, Deniese Cox","doi":"10.1177/1469787421990986","DOIUrl":"https://doi.org/10.1177/1469787421990986","url":null,"abstract":"Within higher education, students and institutions are increasingly moving towards blended components and fully online learning coursework. Best practice online pedagogy is understood to be student-centred with a strong emphasis on social learning through collaboration. The social aspect supports frequency of engagement while collaborative activity supports cognitive engagement. Research that guides online pedagogy draws substantially from studies identifying type and frequency of students’ cognitive engagement, usually along a continuum but without the nuance of social learning. To build on that and to identify profiles of cognitive-social engagement, this study examined the content of 3,855 student posts from one course within a chat-based platform. The findings suggested six student engagement types: lurk, superficial, task, respond, expand, create. These types were then further examined along two continuums of complexity and intensity of engagement. The results present a new typology of cognitive-social learning engagement defined by four profiles: bench sitter, hustler, striker, champion. The typology was purposely fashioned using team-play acronyms to build a useable language for educators to recognise student engagement profiles and to guide learning design in social spaces online.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"24 1","pages":"3 - 20"},"PeriodicalIF":5.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1469787421990986","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43364578","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 : 2021-01-28DOI: 10.1177/1469787421989160
T. Hailikari, V. Virtanen, Marjo Vesalainen, Liisa Postareff
Constructive alignment is often promoted as a principle to enhance the quality of learning but the student perspective has often been neglected when exploring its influence on student learning. There is therefore a need to further explore how students’ experiences of the different elements of constructive alignment influence the approach to learning they adopt. Student perceptions and their approaches to learning were analysed. The results show that different elements of constructive alignment had a clear role in guiding student learning. The teaching and assessment related factors appeared to play a crucial role in guiding student learning and studying. Teaching and assessment that required students’ active involvement clearly encouraged students to adopt a deep approach to learning whereas the opposite was true for more traditionally organised courses. The intended learning outcomes did not seem to influence student learning much. The results also imply that the key is to find an optimal level of challenge to support student learning and studying. The study deepens our understanding of the importance and influence of constructively aligned teaching to students’ learning processes.
{"title":"Student perspectives on how different elements of constructive alignment support active learning","authors":"T. Hailikari, V. Virtanen, Marjo Vesalainen, Liisa Postareff","doi":"10.1177/1469787421989160","DOIUrl":"https://doi.org/10.1177/1469787421989160","url":null,"abstract":"Constructive alignment is often promoted as a principle to enhance the quality of learning but the student perspective has often been neglected when exploring its influence on student learning. There is therefore a need to further explore how students’ experiences of the different elements of constructive alignment influence the approach to learning they adopt. Student perceptions and their approaches to learning were analysed. The results show that different elements of constructive alignment had a clear role in guiding student learning. The teaching and assessment related factors appeared to play a crucial role in guiding student learning and studying. Teaching and assessment that required students’ active involvement clearly encouraged students to adopt a deep approach to learning whereas the opposite was true for more traditionally organised courses. The intended learning outcomes did not seem to influence student learning much. The results also imply that the key is to find an optimal level of challenge to support student learning and studying. The study deepens our understanding of the importance and influence of constructively aligned teaching to students’ learning processes.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"23 1","pages":"217 - 231"},"PeriodicalIF":5.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1469787421989160","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47095979","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 : 2020-12-30DOI: 10.1177/1469787420981731
Serhat Erat, K. Demirkol, M. E. Sallabaş
Feedback is crucial in every step of education, and we provide feedback to students in order to help them to either understand or improve their performance if they wish to improve their skills and abilities. However, how or whether they can benefit depends on their response to that feedback. Thus, when they receive feedback, they ought to be receptive because either too much or too little confidence influences their perceptions of their own performance. The study described in this article looks at overconfidence, and whether or not this evolves over time, that is, with more experience and also whether providing feedback to students can improve their own assessment of their own skills and abilities. A two-stage experiment was conducted, measuring the actual performance of students taking a course, at two points within it. After the examination that students took, we collected how students had assessed themselves and the degree of confidence that they had. Later, we provided feedback to students about their actual performance. In the second stage, we again measured their actual and self-estimated performance. The aim was to find out whether the feedback provided to students improved their assessment of their own performance and whether or not there had been a change in the level of their confidence. The results shed light on whether or not confidence, in particular, overconfidence, changes over time, in response to the feedback provided, and whether the provision of feedback is an effective policy when it comes to reducing overconfidence.
{"title":"Overconfidence and its link with feedback","authors":"Serhat Erat, K. Demirkol, M. E. Sallabaş","doi":"10.1177/1469787420981731","DOIUrl":"https://doi.org/10.1177/1469787420981731","url":null,"abstract":"Feedback is crucial in every step of education, and we provide feedback to students in order to help them to either understand or improve their performance if they wish to improve their skills and abilities. However, how or whether they can benefit depends on their response to that feedback. Thus, when they receive feedback, they ought to be receptive because either too much or too little confidence influences their perceptions of their own performance. The study described in this article looks at overconfidence, and whether or not this evolves over time, that is, with more experience and also whether providing feedback to students can improve their own assessment of their own skills and abilities. A two-stage experiment was conducted, measuring the actual performance of students taking a course, at two points within it. After the examination that students took, we collected how students had assessed themselves and the degree of confidence that they had. Later, we provided feedback to students about their actual performance. In the second stage, we again measured their actual and self-estimated performance. The aim was to find out whether the feedback provided to students improved their assessment of their own performance and whether or not there had been a change in the level of their confidence. The results shed light on whether or not confidence, in particular, overconfidence, changes over time, in response to the feedback provided, and whether the provision of feedback is an effective policy when it comes to reducing overconfidence.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"23 1","pages":"173 - 187"},"PeriodicalIF":5.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1469787420981731","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46222201","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 : 2020-12-29DOI: 10.1177/1469787420982546
E. Kassens-Noor, Noah J. Durst, Travis Decaminada, Jake Parcell
Digital software has been proliferating in the classroom, frequently replacing students’ hands on experiences. This article reports on a study that tested how hands on experiences with physical emerging technology, namely personal robots, drones, cameras, and echo dots, may improve or impair student learning and enhance or diminish the classroom experience. This study examines the potential impact of hands on experiences on student knowledge, skills, and values regarding emerging technology in the context of a course that employed traditional learning, defined as theoretical applications of next generation technology, namely autonomous vehicles during the first half, and hands on experiences with physical emerging technologies related to domotics, during the second half. Using three diagnostics, tweets, reflections, and discussion posts, we suggest that hands on experiences allowed students to more easily identify potential challenges with, and reduced their fears regarding, emerging technology. Additionally, our findings suggest that traditional learning methods may decrease familiarity with most technologies, whereas hands on experiences increased familiarity. Hands on experiences also appear to reverse several other trends associated with traditional learning. Ultimately, given the proliferation of technologies in the modern world and the impacts of automation, hands on experiences may be even more valuable than expected to students as they enter the workforce.
{"title":"Experiencing autonomous futures: Engaged learning with next generation technology","authors":"E. Kassens-Noor, Noah J. Durst, Travis Decaminada, Jake Parcell","doi":"10.1177/1469787420982546","DOIUrl":"https://doi.org/10.1177/1469787420982546","url":null,"abstract":"Digital software has been proliferating in the classroom, frequently replacing students’ hands on experiences. This article reports on a study that tested how hands on experiences with physical emerging technology, namely personal robots, drones, cameras, and echo dots, may improve or impair student learning and enhance or diminish the classroom experience. This study examines the potential impact of hands on experiences on student knowledge, skills, and values regarding emerging technology in the context of a course that employed traditional learning, defined as theoretical applications of next generation technology, namely autonomous vehicles during the first half, and hands on experiences with physical emerging technologies related to domotics, during the second half. Using three diagnostics, tweets, reflections, and discussion posts, we suggest that hands on experiences allowed students to more easily identify potential challenges with, and reduced their fears regarding, emerging technology. Additionally, our findings suggest that traditional learning methods may decrease familiarity with most technologies, whereas hands on experiences increased familiarity. Hands on experiences also appear to reverse several other trends associated with traditional learning. Ultimately, given the proliferation of technologies in the modern world and the impacts of automation, hands on experiences may be even more valuable than expected to students as they enter the workforce.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"24 1","pages":"21 - 36"},"PeriodicalIF":5.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1469787420982546","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47633511","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 : 2020-12-23DOI: 10.1177/1469787420982378
J. M. Russell, Chi Baik, A. Ryan, E. Molloy
Research associates self-regulated learning with academic achievement and lifelong learning. Although there is consensus surrounding the need for students to develop self-regulated learning skills, there is a paucity of research exploring how educators can foster student self-regulated learning. This study examines the teaching practices, beliefs and experiences of educators that foster student self-regulated learning, across a range of disciplines. It explores the characteristics of teaching that foster self-regulated learning, and the influences on educator approaches. Questionnaire and semi-structured interview data were subjected to analysis. The findings identified four types of teaching strategies used to foster self-regulated learning. This study illuminates the conditions that support educators to foster student self-regulated learning, as well as the challenges they face. Educators’ own engagement in self-regulation, often made visible to students, played a key role in promoting students’ self-regulatory capacities.
{"title":"Fostering self-regulated learning in higher education: Making self-regulation visible","authors":"J. M. Russell, Chi Baik, A. Ryan, E. Molloy","doi":"10.1177/1469787420982378","DOIUrl":"https://doi.org/10.1177/1469787420982378","url":null,"abstract":"Research associates self-regulated learning with academic achievement and lifelong learning. Although there is consensus surrounding the need for students to develop self-regulated learning skills, there is a paucity of research exploring how educators can foster student self-regulated learning. This study examines the teaching practices, beliefs and experiences of educators that foster student self-regulated learning, across a range of disciplines. It explores the characteristics of teaching that foster self-regulated learning, and the influences on educator approaches. Questionnaire and semi-structured interview data were subjected to analysis. The findings identified four types of teaching strategies used to foster self-regulated learning. This study illuminates the conditions that support educators to foster student self-regulated learning, as well as the challenges they face. Educators’ own engagement in self-regulation, often made visible to students, played a key role in promoting students’ self-regulatory capacities.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"23 1","pages":"97 - 113"},"PeriodicalIF":5.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1469787420982378","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47699161","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 : 2020-12-14DOI: 10.1177/1469787420977745
Lynne Baldwin
Whether in the workplace or anywhere else, the use of technologies of one kind or other impacts what we do, within it. A university is a workplace for us, academics and administrators, and it is in some ways a workplace for our students, who also need to take note of its norms and practices, and to adhere to whatever rules and regulations apply within it. A workplace, whether a university or any other, requires us to communicate with each other in a more formal way than is the case in our personal lives, whether this is using the medium of writing or instead via speaking to each other. Whilst speaking to each other was once confined to only either on the telephone or face to face in an office or some other on campus space, such is the technology these days that face to face now includes speaking to each other via technologies such as Zoom, Microsoft Teams and similar. Indeed, at the time of writing this editorial, whilst we are all still being affected in one way or another by the global pandemic, many of the formal meetings that, prior to this, were conducted on campus are now being conducted in the online environment, only. For many academics, this is very unfamiliar territory indeed, and it is not without its considerable challenges, particularly for those of us who are not used to either attending or running meetings online but, more importantly, have had little or no experience of running our lectures and seminars online, too, whilst sitting at home. As with everything in any workplace, had the transition been carefully planned, and had we had a satisfactorily long period of time for the necessary training and development needed to make the considerable changes needed, this may perhaps have been less of a culture shock for many of us. And, certainly, it would have meant less work to do in such an incredibly short timescale; making fundamental changes of the type required is hugely time and effort intensive, naturally enough.
无论是在工作场所还是其他任何地方，这种或那种技术的使用都会影响我们在其中所做的事情。大学是我们、学者和管理人员的工作场所，在某种程度上，它也是我们学生的工作场所，学生也需要注意它的规范和做法，并遵守任何适用于它的规章制度。工作场所，无论是大学还是其他任何地方，都要求我们以比在个人生活中更正式的方式进行交流，无论是使用书面媒介还是通过相互交谈。虽然彼此交谈曾经仅限于在电话上或在办公室或校园空间的其他地方面对面，但这是这些天的技术，面对面现在包括通过Zoom, Microsoft Teams等技术相互交谈。事实上，在撰写这篇社论时，虽然我们所有人仍在以这样或那样的方式受到全球大流行的影响，但在此之前，许多在校园举行的正式会议现在只在网络环境中进行。对于许多学者来说，这确实是一个非常陌生的领域，而且它并非没有相当大的挑战，特别是对于我们这些不习惯在线参加或在线主持会议的人，更重要的是，我们很少或根本没有在线主持讲座和研讨会的经验，同时坐在家里。就像任何工作场所的任何事情一样，如果这种过渡是经过精心规划的，如果我们有一段令人满意的长时间来进行必要的培训和发展，以实现所需的重大变革，这对我们许多人来说可能就不会那么严重了。当然，这意味着在如此短的时间内要做的工作更少;进行根本性的改变需要大量的时间和精力，这是很自然的。
{"title":"Editorial for volume 22, number 1","authors":"Lynne Baldwin","doi":"10.1177/1469787420977745","DOIUrl":"https://doi.org/10.1177/1469787420977745","url":null,"abstract":"Whether in the workplace or anywhere else, the use of technologies of one kind or other impacts what we do, within it. A university is a workplace for us, academics and administrators, and it is in some ways a workplace for our students, who also need to take note of its norms and practices, and to adhere to whatever rules and regulations apply within it. A workplace, whether a university or any other, requires us to communicate with each other in a more formal way than is the case in our personal lives, whether this is using the medium of writing or instead via speaking to each other. Whilst speaking to each other was once confined to only either on the telephone or face to face in an office or some other on campus space, such is the technology these days that face to face now includes speaking to each other via technologies such as Zoom, Microsoft Teams and similar. Indeed, at the time of writing this editorial, whilst we are all still being affected in one way or another by the global pandemic, many of the formal meetings that, prior to this, were conducted on campus are now being conducted in the online environment, only. For many academics, this is very unfamiliar territory indeed, and it is not without its considerable challenges, particularly for those of us who are not used to either attending or running meetings online but, more importantly, have had little or no experience of running our lectures and seminars online, too, whilst sitting at home. As with everything in any workplace, had the transition been carefully planned, and had we had a satisfactorily long period of time for the necessary training and development needed to make the considerable changes needed, this may perhaps have been less of a culture shock for many of us. And, certainly, it would have meant less work to do in such an incredibly short timescale; making fundamental changes of the type required is hugely time and effort intensive, naturally enough.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"161 1","pages":""},"PeriodicalIF":5.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528949","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 : 2020-11-01DOI: 10.1177/1469787418762462
R. Wass, J. Timmermans, T. Harland, A. McLean
Despite many articles written about assessment in higher education, surprisingly few have examined students’ emotional responses to assessment and their perceptions of this impact on their learning experiences and well-being. This article reports on a study using in-depth interviews with 40 undergraduate students who were frequently graded. A range of emotions was reported. However, responses were overwhelmingly negative and included annoyance, frustration and disappointment. These emotions were often a response to the assessment practices, such as the timing and weighting of assessments rather than to the assessment itself. When assessment loads were too high, students reported making sacrifices with respect to learning and student life. Students also reported negative emotions when assessment was perceived as meaningless, or recognised as detrimental to learning. We argue that when considering assessment practices, educators should ask questions about the emotional impact of assessment to ensure learning while also taking into account the importance of student well-being.
{"title":"Annoyance and frustration: Emotional responses to being assessed in higher education","authors":"R. Wass, J. Timmermans, T. Harland, A. McLean","doi":"10.1177/1469787418762462","DOIUrl":"https://doi.org/10.1177/1469787418762462","url":null,"abstract":"Despite many articles written about assessment in higher education, surprisingly few have examined students’ emotional responses to assessment and their perceptions of this impact on their learning experiences and well-being. This article reports on a study using in-depth interviews with 40 undergraduate students who were frequently graded. A range of emotions was reported. However, responses were overwhelmingly negative and included annoyance, frustration and disappointment. These emotions were often a response to the assessment practices, such as the timing and weighting of assessments rather than to the assessment itself. When assessment loads were too high, students reported making sacrifices with respect to learning and student life. Students also reported negative emotions when assessment was perceived as meaningless, or recognised as detrimental to learning. We argue that when considering assessment practices, educators should ask questions about the emotional impact of assessment to ensure learning while also taking into account the importance of student well-being.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"21 1","pages":"189 - 201"},"PeriodicalIF":5.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1469787418762462","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42249649","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 : 2020-11-01DOI: 10.1177/1469787418762463
Seonghye Yoon, Seyoung Kim, Minjeng Kang
Flipped learning is known to be an approach where learners take part in the learning process in a different way than in the non-flipped classroom and that in both they may deepen their knowledge and develop various competencies such as problem-solving and collaboration. Paying attention to the characteristics of flipped learning, the purpose of this study is to propose practical guidelines for the use of the flipped classroom by exploring the teaching and learning processes involved. Through a literature review, the 3 P model of teaching and learning was applied, and grit, professor support for fostering autonomy, learning engagement and perceived achievement were selected as variables for the process involved in learning via the flipped mode. In order to investigate the relationship between these variables, 121 students in a flipped classroom were surveyed. Data were analyzed by path analysis. The results showed that the support provided by the professor in terms of helping students to develop autonomy significantly predicted perceived achievement. Learning engagement mediated the relationship between grit and perceived achievement, and between the support given by the professor in terms of helping students to develop autonomy and perceived achievement. Based on the results, the specific strategies to enhance learners’ grit, their autonomy and learning engagement are discussed for the successful flipped classroom.
{"title":"Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom","authors":"Seonghye Yoon, Seyoung Kim, Minjeng Kang","doi":"10.1177/1469787418762463","DOIUrl":"https://doi.org/10.1177/1469787418762463","url":null,"abstract":"Flipped learning is known to be an approach where learners take part in the learning process in a different way than in the non-flipped classroom and that in both they may deepen their knowledge and develop various competencies such as problem-solving and collaboration. Paying attention to the characteristics of flipped learning, the purpose of this study is to propose practical guidelines for the use of the flipped classroom by exploring the teaching and learning processes involved. Through a literature review, the 3 P model of teaching and learning was applied, and grit, professor support for fostering autonomy, learning engagement and perceived achievement were selected as variables for the process involved in learning via the flipped mode. In order to investigate the relationship between these variables, 121 students in a flipped classroom were surveyed. Data were analyzed by path analysis. The results showed that the support provided by the professor in terms of helping students to develop autonomy significantly predicted perceived achievement. Learning engagement mediated the relationship between grit and perceived achievement, and between the support given by the professor in terms of helping students to develop autonomy and perceived achievement. Based on the results, the specific strategies to enhance learners’ grit, their autonomy and learning engagement are discussed for the successful flipped classroom.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"21 1","pages":"233 - 247"},"PeriodicalIF":5.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1469787418762463","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42710613","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 : 2020-11-01DOI: 10.1177/1469787418760325
H. McQueen, Craig McMillan
Active learning exercises engage students during lectures, but often fail to take account of the individual learning position of each student. The ‘quecture’ is a partially flipped lecture that incorporates students posing their own questions (quecture questions), discussing them during lectures and revisiting them later. These interactive learning events are designed to personalise students’ construction of learning during lectures. Quectures were trialled in direct comparison with both fully flipped and traditional lectures, providing information on student attitudes, experiences and engagement with the learning strategy. Quectures were favoured by participants over the two other lecture formats and were found to be helpful both in increasing learning and in improving study habits, although some students had difficulty adjusting to, or disliked, the new mode of learning. The student-posed questions were also perceived by students to improve enquiry skills and to personalise learning. Although many chose not to engage with the strategy, those who did felt more engaged with, and more responsible for their own learning during quectures than in traditional lectures. Future work will be required to generalise the effectiveness of this strategy as well as to fine tune for optimum benefit. It will also be important to investigate which subpopulations of students preferentially engage or disengage with the strategy, and to unpick any relationship between this engagement and academic performance.
{"title":"Quectures: Personalised constructive learning in lectures","authors":"H. McQueen, Craig McMillan","doi":"10.1177/1469787418760325","DOIUrl":"https://doi.org/10.1177/1469787418760325","url":null,"abstract":"Active learning exercises engage students during lectures, but often fail to take account of the individual learning position of each student. The ‘quecture’ is a partially flipped lecture that incorporates students posing their own questions (quecture questions), discussing them during lectures and revisiting them later. These interactive learning events are designed to personalise students’ construction of learning during lectures. Quectures were trialled in direct comparison with both fully flipped and traditional lectures, providing information on student attitudes, experiences and engagement with the learning strategy. Quectures were favoured by participants over the two other lecture formats and were found to be helpful both in increasing learning and in improving study habits, although some students had difficulty adjusting to, or disliked, the new mode of learning. The student-posed questions were also perceived by students to improve enquiry skills and to personalise learning. Although many chose not to engage with the strategy, those who did felt more engaged with, and more responsible for their own learning during quectures than in traditional lectures. Future work will be required to generalise the effectiveness of this strategy as well as to fine tune for optimum benefit. It will also be important to investigate which subpopulations of students preferentially engage or disengage with the strategy, and to unpick any relationship between this engagement and academic performance.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"21 1","pages":"217 - 231"},"PeriodicalIF":5.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1469787418760325","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48963687","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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