Active Learning Interventions Research Articles

Data Mining for Adverse Drug Events: Impact on Six Learning Styles.

Emerging technologies and big data influence the role of nurses, calling for new ways of thinking and teaching. Innovative educational methods are needed to prepare students for providing evidence-based care in today's complex healthcare environment. Active learning methods appeal to tech-savvy, self-directed learners who desire instant results during the learning process. The aim of this pretest/posttest study was to evaluate the impact of active learning methods on student attitudes and feelings, using the Grasha-Riechmann Student Learning Style Scale. Results were used to tailor active learning interventions using Twitter and Federal Adverse Event Reporting System data, for a research and evidence-based practice nursing course. Participants (N = 126) evaluated tweets describing adverse drug events and their concordance with federal reporting system data. Paired-samples t test results revealed significant differences (P < .05) between pretest/posttest for five of the six learning style preferences. Active learning methods resulted in high levels of student engagement and satisfaction. Data mining as an active learning intervention is popular with learners and offers a quick, valuable way to reveal real-world adverse drug event experiences while introducing basic research principles.

The use of an active learning approach in a SCALE-UP learning space improves academic performance in undergraduate General Biology.

Active learning is a pedagogical approach that involves students engaging in collaborative learning, which enables them to take more responsibility for their learning and improve their critical thinking skills. While prior research examined student performance at majority universities, this study focuses on specifically Historically Black Colleges and Universities (HBCUs) for the first time. Here we present work that focuses on the impact of active learning interventions at Florida A&M University, where we measured the impact of active learning strategies coupled with a SCALE-UP (Student Centered Active Learning Environment with Upside-down Pedagogies) learning environment on student success in General Biology. In biology sections where active learning techniques were employed, students watched online videos and completed specific activities before class covering information previously presented in a traditional lecture format. In-class activities were then carefully planned to reinforce critical concepts and enhance critical thinking skills through active learning techniques such as the one-minute paper, think-pair-share, and the utilization of clickers. Students in the active learning and control groups covered the same topics, took the same summative examinations and completed identical homework sets. In addition, the same instructor taught all of the sections included in this study. Testing demonstrated that these interventions increased learning gains by as much as 16%, and students reported an increase in their positive perceptions of active learning and biology. Overall, our results suggest that active learning approaches coupled with the SCALE-UP environment may provide an added opportunity for student success when compared with the standard modes of instruction in General Biology.

Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features

ObjectiveTo examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour.DesignSystematic review.Data sourcesPubMed, EBSCO, Academic...

Action Learning to enable organisational change in rural businesses

Menter a Busnes (MaB), an economic development company based in Wales, UK, has been using group processes and specifically Action Learning with rural businesses since 2003. Action Learning is fundamentally a coaching process with the coachee being supported by a facilitated group of like-minded individuals who must be willing to learn and to change. The process is designed to develop management capabilities, instigate change and empower and encourage group members to create viable and sustainable businesses for the future. Action Learning is used by MaB’s management development programme for Welsh farmers and foresters, namely Agrisgop. This paper reports the results of a longitudinal mixed-measures study designed to evaluate the impact of the Agrisgop programme. Three different questionnaires were developed and completed by over 1,000 Agrisgop group members pre-, mid- and post-group participation. The results indicate that Agrisgop’s Action Learning intervention is successfully encouraging and supporting its group members to seek out, instigate and embrace change. The respondents reported increased confidence, improved communication skills, were better able to apply new information to their business, had a more positive attitude to change, and were more likely to have a long term business strategy as a consequence of the Agrisgop group intervention. The quantitative analysis was supported by qualitative data. Some conclusions are drawn with regard to lessons learnt and possible ways forward, both for Agrisgop and for this approach to programme evaluation.

Investigating Variations in Instructor‐generated Feedback as a Mediating Factor for Student Learning

Over 200 studies in undergraduate STEM have demonstrated the efficacy of active learning environments over lecture environments. Though generally efficacious, there have been documented examples of active learning environments that did NOT produce significant differences in student learning. In these cases, variability in instructor pedagogical expertise and enactment of active learning pedagogies were likely mediating factors.Though definitions of active learning vary, it is largely agreed that the two key features of active learning are (1) engagement of students in the learning process and (2) student construction of knowledge as opposed to transmission of information to students. Active learning pedagogies are also inherently rich in formative assessment and feedback; engaging students in the learning process involves creating opportunities for students to test their understanding and receive feedback about their progress in learning. Our overarching hypothesis is that variation in the efficacy of active learning interventions can be explained, in part, by variability in the implementation of formative assessment and feedback.A number of instruments allow for measuring variability in instructor (and student) behaviors in undergraduate science courses. One of these, the COPUS, can characterize instructors into one of ten different profiles on an active learning continuum. Movement along the continuum reveals a decrease in the amount of time lecturing and a concomitant increase in the amount of instructor following up on in‐class questions or activities (coded as FUp on the COPUS instrument). The COPUS (and associated profiles) is useful for characterizing the degree to which instructors are implementing components of active learning. But it does not measure more fine‐grained nuances in enactment. In particular, the COPUS does not identify when feedback (as opposed to other types of follow up) is being implemented nor does it allow for characterization of this feedback.We present a new classroom observation instrument to characterize variation in instructors' feedback practices. We identified video‐recorded teaching episodes with identical COPUS profiles to document variations in what instructors do after initiating a formative assessment cycle – what instructors do when they are coded as FUp. Our data reveal that the COPUS does detect important differences in instructor‐generated feedback. Notably, teaching episodes with similar amounts of FUp demonstrated statistically significant differences in the amount and quality of feedback provided. These results suggest that inferences about instruction based on COPUS profiles should be approached with caution – not all FUp is created equal. This is important in light of previous research showing that some feedback negatively impacts student learning (e.g. praise can decrease performance) and that differences in feedback preferentially impact different learners (e.g. delayed feedback is more effective for high achieving students).Support or Funding InformationNSF DUE 1431891

From Action Learning to Bonding Social Capital? The Potential of Action Learning Sets Among Isolated Rural Clergy

Clergy often struggle with the sense of isolation associated with the unique demands of parish ministry. This sense can be heightened when serving in rural communities, where the burden of isolation may include working with small numbers, experiencing social isolation, and lacking colleagues for daily prayers and sharing ideas. A mechanism that can address structural issues and promote peer support could go some way to managing isolation. This article examines recognised theory and practice of one potential solution: action learning (AL). Reflecting New Testament leadership dynamics, AL sets are utilised increasingly within Church leadership development programmes. It is argued that the potential benefits of a stand-alone AL intervention for isolated rural clergy are two-fold: this pedagogical approach enables set members to engage with and reflect on real-life problems in collaboration with colleagues, and can also generate enduring social capital through the valuable networks set members build in the process.

Peer + peer = increased learning

EDUCATION In math education, the definition of “cooperative learning” is greater than the sum of these two words. Reinholz describes peer-assisted reflection (PAR) in an introductory calculus class, where students work together to attempt to solve a problem, reflect on their work, conference with a peer, and revise and submit a final solution. PAR emphasizes problem-solving processes, including explanation and justification, similar to an inquiry-based science class. The PAR model stresses peer interaction, with students analyzing their peers' work in order to develop analytic skills that they can then apply to their own learning. Student success through PAR was significant and comparable to similar active learning interventions in STEM (science, technology, engineering, and mathematics) courses. Most importantly, PAR resulted in students being less likely to drop introductory calculus. Int. J. Res. Undergrad. Math. Ed. 10.1007/s40753-015-0005-y (2015).

Combination of interventions can change students’ epistemological beliefs

This study was based on the hypothesis that students’ epistemological beliefs could become more expertlike with a combination of appropriate instructional activities: (i) preclass reading with metacognitive reflection, and (ii) in-class active learning that produces cognitive dissonance. This hypothesis was tested through a five-year study involving close to 1000 students at two institutions, in four physics courses. Using an experimental design, data from student interviews, writing product assessments, and the Discipline-Focused Epistemological Beliefs Questionnaire (DFEBQ) we demonstrate that the beliefs of novice science learners became more expertlike on 2 of the 4 DFEBQ factors. We conclude that a combination of an activity that gets students to examine textual material metacognitively (Reflective Writing) with one or more types of in-class active learning interventions can promote positive change in students’ epistemological beliefs.

Implementing a Fetal Health Surveillance Guideline in Clinical Practice: A Pragmatic Randomized Controlled Trial of Action Learning

The aim of this study was to determine the effects of an Action Learning intervention on nurses' use of a fetal health surveillance (FHS) guideline during labor of women who were low risk on admission for delivery. Using a pragmatic randomized controlled trial, nurses were randomized to Action Learning (n = 44) or Usual Care (n = 45). Low-risk women were assigned to either an Action Learning nurse (n = 122) or a Usual Care nurse (n = 148). Data on practices during an episode of care (nurses' FHS practices from admission through to delivery in low-risk women) were collected at three trial time points: 1 month prior, during 6 months, and 1 month following. Guideline adherence, women's perception of birth experience, and enablers and inhibitors to intermittent auscultation (IA) were collected. Multivariate logistic regression determined the variables (chosen by the nurses) that predicted Action Learning nurses' adherence to FHS practices. Statistically significant change was not evident between nurses' rate of FHS practices in the Action Learning group compared with Usual Care (Δ6.8%, odds ratio [OR] 0.16, 95% confidence interval [CI] 0.84-2.83). Postpartum, women reported high satisfaction with no significant difference by study group. Two labor events, epidural and narcotic analgesia, most influenced guideline appropriate care (p = .000, OR -4.04; p = .000, OR = 2.89) within the experimental group. Despite lack of between-group significant changes in FHS practices, Action Learning nurses, who chose areas of practice that presented obstacles to their guideline adherence ability (epidurals and narcotics), significantly changed their FHS practices. Researchers need to consider whether practice is long-standing acceptance of the evidence by healthcare providers, and the provider's intentions for implementation effectiveness when choosing an implementation strategy. Supportive nurses, Doppler availability, and clear policies support adherence to an IA guideline. Deimplementation of ineffective practice is warranted.

Moving from opportunism to expediency when introducing action learning into an organisation

During my first year of practice as a new action learning facilitator undertaking an ‘ILM Level 5 Certificate in Action Learning Facilitation’, an innovative Individual Service Fund pilot was launched by ‘Certitude’, the organisation for which I work. The aim of this pilot was to enable people with learning disabilities and mental health needs in London to have more choice and control over their support. By recognising the opportunity that this pilot provided, I was able to design, introduce and facilitate an action learning intervention to develop the confidence of leaders and managers involved in implementing the pilot's project plan and in turn explore my own emerging practice. This paper focuses on my journey from an opportunistic to expedient action learning facilitator; responsible for introducing, planning and establishing a new model of learning and development in Certitude.

Fostering cultural inclusiveness and learning in culturally mixed business classes.

BackgroundBusiness educators have advocated that in order to build faculty’s intercultural capability, it is vital to provide them with professional development in using intercultural training resources and with “community of practice” support in adapting such resources for enhancing their students’ intercultural learning. This approach has been adopted in an Australian action research project titled “Internationalisation at Home” (IaH), which involved providing faculty with professional development adapted from an established intercultural training resource - the EXCELL (Excellence in Cultural Experiential Learning and Leadership) Program.Case descriptionIn this paper, we present two case studies of the implementation of the IaH Project in business schools at the University of Canberra and at Griffith University. Lessons learned from the first study were incorporated in the design and evaluation of the second one. Faculty leaders will describe how they engage and support colleagues in adapting components of EXCELL to foster cultural inclusiveness and facilitate students’ intercultural competence development. As part of project evaluation, we hypothesised that students who participated in IaH courses would report greater levels of (1) cultural inclusiveness in their educational environment, and (2) cultural learning development, compared with students who were not enrolled in IaH courses. Research participants in the Canberra case study comprised an intervention group of 140 business undergraduates enrolled in an IaH course, and a control group of 59 non-IaH undergraduates. At Griffith, participants were 211 first year management students in the intervention group and 84 students enrolled in a non-IaH first year course.Discussion and evaluationIn each case study, an end-of-semester survey showed that students who had completed courses with the IaH project intervention reported significantly greater levels of perceived cultural inclusiveness in multicultural classes, and of cultural learning development, than students in the control group. Faculty’s reflections on project processes and outcomes further suggest that implementing strategic, structured active learning interventions such as in the IaH Project, could bring about more productive social interactions in multicultural classes and benefit domestic and especially international students. We will discuss implications of the findings for students’ intercultural learning, faculty’s needs for continual professional development, and the role of institutional support in intercultural competence development.

G477(P) A systematic review: “Can participatory action learning methods improve health outcomes in high-income countries?”

AimsParticipatory learning and action approaches with women’s groups have been shown to have significant impact on maternal and neonatal mortality in low-income countries. It is not clear however whether this...

Action Learning Coaching

The Problem Action learning (AL) continues to be an important learning and development approach within organizations. Many successful AL programs use AL coaches to help facilitate the program and the learning that can occur within such programs. How might AL coaching be similar to, or different from, other types of coaching, and how might AL coaching be most effectively practiced? The Solution A review of the conceptual, theoretical, and empirical research on AL coaching will address these questions and will enable a comparison of AL coaching and other types of coaching. We draw upon the research to demonstrate effective practice and the learning that can result from AL interventions. The Stakeholders AL is used globally for learning, development, and change, and therefore, many organizational leaders are interested in the effective practice of AL and AL coaching. These leaders, human resource development (HRD) professionals, executives, internal and external coaches will benefit from this article.

Mentoring, coaching and action learning: interventions in a national clinical leadership development programme

To evaluate mentoring, coaching and action learning interventions used to develop nurses' and midwives' clinical leadership competencies and to describe the programme participants' experiences of the interventions. Mentoring, coaching and action learning are effective interventions in clinical leadership development and were used in a new national clinical leadership development programme, introduced in Ireland in 2011. An evaluation of the programme focused on how participants experienced the interventions. A qualitative design, using multiple data sources and multiple data collection methods. Methods used to generate data on participant experiences of individual interventions included focus groups, individual interviews and nonparticipant observation. Seventy participants, including 50 programme participants and those providing the interventions, contributed to the data collection. Mentoring, coaching and action learning were positively experienced by participants and contributed to the development of clinical leadership competencies, as attested to by the programme participants and intervention facilitators. The use of interventions that are action-oriented and focused on service development, such as mentoring, coaching and action learning, should be supported in clinical leadership development programmes. Being quite different to short attendance courses, these interventions require longer-term commitment on the part of both individuals and their organisations. In using mentoring, coaching and action learning interventions, the focus should be on each participant's current role and everyday practice and on helping the participant to develop and demonstrate clinical leadership skills in these contexts.

Fab! or Drab?: Increasing the Effectiveness of Teaching and Learning in Summer Classes

This article reviews the pitfalls and benefits of teaching and learning in summer school and identifies the lack of student interest as the key factor affecting the effectiveness of learning in the summer. The primary goal of this research is to investigate the impact of active learning strategies on generating student interest and improving their learning in summer school. This article presents results of the study embedded into the classroom curriculum of a summer course. The study consisted of a series of active learning interventions, surveys of students, and observations of their academic performance. The scores of students enrolled in the summer class were compared to academic results of those students who took a similar course during the regular terms. The evidence examined in the study demonstrates that active learning strategies can increase students' situational interest in the summer school setting and can improve the quality of their learning.

Renewing professional organizations and action learning

This account concerns the renewal of established professional organizations though action learning. In order to revitalize one national organization, an executive group of leaders committed to co-leading and co-learning through a friendly, computer-supported governance structure. Manifestations of our work together were an accelerated decision-making process and creation of interdependent committees (e.g., research committee, policy committee). Keys to the innovative learning described are peer learning supported by turn taking of the executive leaders and synchronous learning buoyed by asynchronous communications technology. We awakened to the reality that if our organization was to grow, as executive leaders we had to manage our own teaching and learning and tap one another's expertise. We also learned that while face-to-face meetings and annual conferences foster goal attainment, collaboration and camaraderie, they limit the momentum necessary for organizational revival in a rapidly changing world. Organizational capacity is developing quickly as the leaders experiment with action learning interventions that are raising the overall caliber of this professional association.

Re-setting the concentration levels of students in higher education: an exploratory study

Evidence suggests that college students’ concentration levels are limited and hard to maintain. Even though relevant in higher education, scant empirical research exists on interventions to ‘re-set’ their concentration during a college lecture. Using a within-subjects design, four active learning interventions are administered across two senior-level undergraduate classes at a university in the mid-south USA. The influence of these interventions on students’ ratings of their concentration level on course material is examined. Implications for practice and future research are offered.

Reflections on a failed action learning intervention

This paper reflects on the failure of a recent action learning intervention with a UK television company. The aim of the project was to gain insight into the reasons why the viewing figures of their factual programming channels were in decline and to develop a new strategy enabled by the action learning methodology. Unfortunately, this intervention was not successful and resulted in the project being cancelled after only one set meeting. The purpose of this paper is to reflect on the reasons for this failure and to share my thoughts with others in the action learning community. The paper concludes that the reasons for this failed intervention were due to: my presence being considered by some set members as a threat to their credibility; a resistance to engage in the process of assumption breaking and reflective practice; and due to the perceived time it takes to apply the action learning methodology.

Action learning as leverage for strategic transformation: a case study reflection

Abstract This paper assesses the impact of an innovative large‐scale action learning intervention on organizational development. It attempts to evaluate the degree of transformational change and resilience through capacity building which resulted following the intervention. It is important to note that the original specification for the intervention work did not delineate nor expect transformational change at an organizational level, but rather development and improved management capacity at an individual level. Our reflection on the research findings carried out as evaluative indicators, indicated that work undertaken as part of the intervention developed managers who thought and acted differently but also developed the organization's capacity to meet future external challenges. The paper addresses the question of how the results of the action learning intervention might generate significant organizational change. It concludes by considering the relationship of management development to organizational development and corporate transformation. Suggestions are offered about what is needed if organizational transformation is a stated aim for interventions specifically using action learning. Copyright © 2007 John Wiley &amp; Sons, Ltd.

Creating innovation and synergy through a parallel action learning structure

This paper explains the underlying dynamics of the University of Queensland action learning program (1991‐1999) through discussion of the parallel action learning structure (PALS) model. The author developed the PALS model as an outcome of his action research PhD study of the program, which was a development program for senior academic and administrative staff based on the principles of action learning and action research. This program achieved outstanding success and became a best practice model for other universities throughout Australia and elsewhere in the world. The PALS model described in this paper links the program design elements with personal and organisational outcomes and shows how these contribute to synergy and ongoing organisational energy and innovation. It also serves as a model for designing action learning interventions in other environments.