Active Learning Environment Research Articles

Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature.

Introducing students to primary scientific literature is essential for establishing scientific literacy; however, students can feel overwhelmed by the amount of information within a research article. In our virology discussion courses, we address this issue by creating a student-centered and active learning environment. Students present and guide discussions on the rationales, background, methods, results, and conclusions from research literature in class. This approach has been applied in both undergraduate and graduate settings for students studying microbiology, with different expectations and criteria between the two groups. Student evaluations collected from three semesters were positive toward the teaching methods. Students praised the inclusion of "landmark discovery" articles, which examined paradigm-shifting concepts in virology. Undergraduates expressed their increased confidence in comprehending scientific literature and highlighted the impact of group work. In a critique of the course, students suggested more variety in the topics covered and inclusion of recent publications. Overall, our enhanced approach and methods improved student experiences with primary scientific literature and promoted student learning.

A New Mathetic (The Science of Learning) and Didactic (The Science of Teaching) Concept

The concept of Learngaming integrates Darwin’s natural selection theory into a learning and teaching framework designed to prepare individuals for the demands of the 21st century. It focuses on entrepreneurial learning through play, fostering the development of key skills such as efficiency, flexibility, and creativity. In contrast to traditional educational approaches, which emphasise rote learning and exams, Learngaming promotes active, nonlinear, and collaborative learning environments that reflect the dynamic, digital context of modern life. The methodology uses digital "LEARNGames" to simulate real-world challenges, allowing learners to adapt and thrive in uncertain environments by encouraging risk-taking and instant feedback. This method proves particularly effective in teaching 21st-century skills, as demonstrated in projects with gifted children, where learners showed improved retention and engagement through play-based learning. By shifting from a teacher-centred model to a learner-driven, game-based approach, Learngaming enhances both personal and collective learning outcomes, preparing individuals to succeed in an ever-evolving society.

Meningkatkan Hasil Belajar Siswa Melalui Problem Based Learning pada Materi Perempuan dan Laki-Laki Diciptakan Sebagai Citra Allah Kelas V SD Negeri 3 Nainggolan

The purpose of this study was to improve student learning outcomes through Problem Based Learning on the material Women and men are created as the image of God in class V of SD Negeri 3 Nainggolan. This study involved 12 students as participants in two cycles of action using the Problem Based Learning (PBL) method. This classroom action research uses a spiral approach, which consists of four steps of repeated unity, namely planning, acting, observing, and reflecting. Data were analyzed using quantitative descriptions. The results of the study indicate that the application of the problem based learning method has a positive impact on improving learning outcomes and the activeness of students in learning Catholic religious education and character education. The Problem Based Learning Learning Model has been proven effective in creating an interesting, active learning environment and providing more optimal learning outcomes. This study provides an important contribution in developing more effective learning strategies and can be a reference for teachers and researchers in improving student learning outcomes.

Meningkatkan Motivasi Belajar Pakat Melalui Model PBL pada Peserta Didik SD Santa Ursula BSD

This study aims to determine the improvement of learning motivation and affective outcomes in the dimensions of teamwork and critical thinking through the Problem-Based Learning (PBL) model among students at Santa Ursula BSD Elementary School. The research is based on the issues of low learning motivation, lack of student engagement in learning, and the need to enhance social skills within the context of Catholic Religious Education and Character Education. This study employs classroom action research, with steps including planning, implementation, observation, and reflection in each cycle. The research consists of two cycles conducted with third-grade students in Phase B at Santa Ursula BSD Elementary School, focusing on the subject "The Origins of Moses and His Works for His People" in Catholic Religious Education and Character Education. The research was carried out in September 2024.Data collection techniques included observation and learning motivation rubrics, as well as affective rubrics for the dimensions of teamwork and critical thinking. The data analysis used qualitative descriptive techniques. The results of the first cycle showed an increase in learning motivation and student engagement, although the expected target was not yet achieved. In the second cycle, there was a significant improvement in both learning motivation and students' affective outcomes. The research demonstrated a 36% increase in motivation and student engagement in learning Catholic Religious Education. It is hoped that the PBL approach will create a more active and collaborative learning environment, in line with the objectives of the Merdeka Curriculum and the values in the Pancasila Student Profile.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik (PAK) Dengan Model Problem Based Learning (PBL) Berbantu Media Powerpoint Pada Materi Saya Tumbuh dan Berkembang Bagi Siswa Fase B Kelas III SD

Study aims to examine the enhancement of student motivation and affective aspects related to collaboration and critical thinking through the Problem-Based Learning (PBL) model at UPT SPF SDN 101864 GUNUNG RINTIH. The research is grounded in issues such as low motivation, limited student engagement due to large class sizes, and the need to improve social skills within the context of Catholic Religious Education (PAK) and Character Education. This research employs a classroom action research design, involving the steps of planning, implementation, observation, and reflection in each cycle. The study consists of two cycles conducted with third-grade students at UPT SPF SDN 101864 GUNUNG RINTIH focusing on PAK content. The research is carried out in September 2024. Data collection techniques include observation and rubrics for assessing student motivation and affective dimensions of collaboration and critical thinking. Data analysis utilizes descriptive qualitative techniques. Results from the first cycle indicates an improvement in student motivation and engagement, though the targets were not fully met. In the second cycle, there was a significant increase in both student motivation and affective dimensions. The research demonstrated a 35% increase in student motivation and engagement in PAK learning, suggesting that the PBL approach fosters a more active and collaborative learning environment. This study is expected to contribute to providing holistic and meaningful education for students, aligning with the objectives of the Merdeka Curriculum and the values outlined in the Pancasila Student Profile.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik Melalui Metode Problem Based Learning Kelas VIII SMP Negeri 3 Tapian Nauli

Humans who are living creatures with reason have the potential to continue to develop. One of the human developments is Catholic religious education in schools. Learning Catholic Religious Education encourages students to become faithful individuals who are able to live and realize their faith in everyday life. The independent curriculum emphasizes the profile of Pancasila students. In this classroom action research, the researcher emphasizes the dimensions of faith in God Almighty and noble character and the dimension of critical reasoning. This study describes the process of implementing the problem-based learning (PBL) model in Catholic Religious Education learning for class VIII and analyzes its impact on student motivation and learning activities. Through observation, interviews, and document analysis, it was found that PBL succeeded in creating an active and student-centered learning environment. Students were more involved in the learning process, showed increased learning motivation, and developed collaboration skills. The evaluation results showed a significant increase in student learning outcomes after the implementation of PBL. The objectives of this study were (1) To determine the improvement in student learning outcomes through Problem Based Learning for Class VIII of SMP Negeri 3 Tapian Nauli. (2) Knowing the increase in target achievement through the Problem Based Learning model in Class VIII of SMP Negeri 3 Tapian Nauli. The interaction and communication between teachers and students and communication between students greatly supports learning activities.

Factors Influencing Task-Based Learning Motivation in English for Presentation Course among Thai Undergraduates

Engaging students in active learning environments like task-based presentations can be challenging, as several factors influence their motivation. The purpose of this study was to investigate the factors influencing motivation in task-based learning in the English for Presentation course. Thirty undergraduate students who enrolled in the English for Presentation course in the second semester of the 2022 academic year at a university in Bangkok, Thailand, were purposively selected as the participants for the study. The research instrument was the minute paper that students were asked to write about their thoughts and feelings in response to the presented task, which required them to work independently, in pairs, and in groups. The study revealed that students' intrinsic motivation, English proficiency, task relevance, instructor support, and task variety were the factors that influenced their motivation in task-based learning in the English for Presentation course. The study found that the intrinsic motivation of the students was the most significant factor in the English for Presentation course after considering each factor. The findings of this study are valuable to all stakeholders in the learning and teaching process in order to create successful strategies, raise motivation, and promote positive attitudes about English learning and teaching in Thai context.

Impact of Project-Based Learning (PBL) Integrated with Google Classroom on Improving English Writing Skills in a Bangladeshi University

Developing tertiary students’ writing skills is a crucial issue. Teachers integrate writing projects with Google Classroom to develop students’ writing skills, although the impact of this learning model has not yet been determined in the Bangladeshi higher education context. This research explored the impact of project-based learning (PBL), supported by Google Classroom, on developing the writing skills of tertiary students in Bangladesh. This quasi-experimental study analyzed essays written by 30 control- and 30 experimental-group students. Additionally, in-depth interviews were conducted with 10 students to collect data. A t test and thematic analysis were conducted for quantitative and qualitative data analysis, respectively. This quasi-experimental research used a pre-test/post-test and control group design. The experiment was implemented for the experimental group using PBL with Google Classroom and for the control group using the conventional teaching method. The pre-test results indicate no differences between the groups (t = 0.55, p > 0.05) in terms of writing proficiency before the intervention. Nevertheless, the post-test yielded a t value of 3.43 (p < 0.01), which was statistically significant in favor of the experimental group. This suggests the enhancement of students’ writing skills through PBL with Google Classroom. These results demonstrate the benefits of the combination of interactive activities and social interaction conducive to writing tasks provided by this blended learning strategy. The implications are that teachers can blend PBL with Google Classroom for more active learning environments that align with students with real-world writing tasks. Limitations involved a small sample size and study duration. Future work should target larger, more diverse samples and incorporate qualitative work to deepen understanding of the learning process and outcomes.

Pentingnya Penerapan Metode Pembelajaran Kooperatif Group Investigation untuk Meningkatkan Prestasi Belajar Siswa

The group investigation type cooperative learning method is a cooperative learning model that is based on group discussions and involves students in small groups, compiling material and creating a learning environment that allows students to be brave and appear confident in expressing ideas or opinions, enjoy collaborating, actively participating. , so that students get a meaningful learning experience. The group investigation type learning method encourages students to be actively involved in learning planning from the beginning to the end of the learning process. This research was carried out using a literature review approach, where the researcher tried to examine ideas about group investigation type cooperative learning methods from many references. It was found in the research that the application of the group investigation type cooperative learning method contributed to student learning achievement. This learning method succeeds in creating an active learning environment and helps students to work cooperatively in solving problems. Apart from that, this learning method can grow students' thinking abilities and provide opportunities to learn more meaningfully in a social context with their group friends. Because of this, according to researchers, the group investigation type cooperative learning method should be the teacher's choice in the learning process.

Effect of using multimedia and dynamic classroom integrated instruction on grade 11 students’ biology academic achievement

This study investigated the effects of multimedia and dynamic classroom integrated instruction (DCII) on students' academic achievement in two biology topics, i.e., respiration and photosynthesis. A non-equivalent, quasi-experimental design with a mixed research approach was employed. A total of 94 secondary school students participated in the study. Data were collected using biology achievement tests, classroom observations, and focus group discussions. The data was analyzed using paired and independent sample t-tests, repeated measure analysis of variance, and thematic analysis. Using the Kuder Richardson −20 (KR-20) formula, the calculated reliability coefficient of the BAT was .78. The results revealed that in the pretest and posttests, there was a statistically significant difference in biology achievement within the experimental group (t 47 = −17.461, p = .000) and in the posttest between the comparison and the experimental group (t 92 = 5.39, p = .000). Multimedia and DCII is a crucial factor that significantly enhanced academic performance between pretest and posttest scores (time effect), regardless of learning style. Still, there is no significant score difference between the three learning style groups, irrespective of time, and does not interact with each other. In conclusion, multimedia and DCII address the needs of diversified classroom learners, create a more active learning environment, simplify complex content, make the classroom busy, buffer educational inequality between learners, and replace unpractical lab activities. Mainly for abstract content, implementing systematic multimedia-based pedagogy can enhance students’ achievement.

Thinking critically about scientific information generated by ChatGPT

Purpose In November 2022, the commercial company, OpenAI, launched ChatGPT. Since then, university students have rapidly become regular users of this artificial intelligence (AI) platform. One reason for this is the powerful capability of this generative AI tool to produce textual content, which in many cases, is almost indistinguishable from human-generated content. Another reason is that ChatGPT easily gives anyone access to knowledge. However, there is a problem as the vast majority of its users have no idea how this AI platform works and thus overlook the importance of thinking critically about information communicated in ChatGPT. While some call for banning this generative AI tool, this study aims to provide evidence that science classrooms can become scenarios where students find explicit, concrete, and realistic opportunities to critically evaluate scientific information generated by ChatGPT. Design/methodology/approach An intervention study was conducted with 55 students (26 females and 29 males, 17–24 years old) during a university Spanish-English bilingual science course taught within an active learning environment. The data consist of the written critiques of the students about Spanish-English bilingual scientific texts produced by ChatGPT. Findings Results indicate that the intervention had a positive effect on students’ abilities to construct sound arguments in Spanish and in English while judging the quality of scientific texts produced by this AI bot. Moreover, the findings suggest that the intervention enriched students’ skills to make improvements to texts produced by this generative AI tool. Originality/value The evidence provided in this study contributes to the exploration of possibilities to help students become critical users of ChatGPT.

HAND-ON ACTIVITIES IN ENGLISH LEARNING GROUND LEVEL AT SOS CHILDREN’S VILLAGE BALI

Hands on is a learning design aimed at involving students in finding information, asking questions, engaging in activities, discovering, and concluding. Known as authentic learning or experiential education, hands on creates an active learning environment. The aims to describe the emergence and benefits of hands on conducted at SOS Children’s,Bantas, this qualitative study with a descriptive method seeks to illustrate how hands on can facilitate students in gaining knowledge from direct learning experiences and to clarify the benefits of hands on activities. Data was collected through observation and interviews. Findings show that hands on appeared in student activities, including actively asking questions, engaging directly with objects during learning, and developing critical thinking, independence, and activeness in students.

Innovative Teaching: Building Engagement, Critical Thinking, and Lifelong Learning Skills

This study delves into the crucial elements of teaching and learning that foster student engagement, critical thinking, and lifelong learning skills. A comprehensive review of existing research uncovers the profound impact of active learning techniques, inquiry-based learning, self-directed learning, and effective assessment practices on these educational outcomes. The findings underscore the transformative role of active learning and technology-enhanced environments in enhancing student engagement. At the same time, inquiry-based and collaborative activities are shown to be instrumental in developing critical thinking skills. The study also underscores the importance of self-directed learning and continuous skill development in promoting lifelong learning, highlighting the pivotal role of motivation and autonomy. Effective assessment practices, including defined learning outcomes, timely feedback, and varied assessment methods, are key in supporting student growth and development. The study identifies barriers to engagement, such as socio-economic factors and learning environments, and provides practical recommendations for educators, administrators, and policymakers. These recommendations are designed to be easily implemented, making the research directly applicable to real-world educational settings. By synthesizing insights from previous studies, this research offers a comprehensive understanding of creating dynamic, supportive, and inclusive learning environments that equip students for lifelong success.

Rethinking Higher Education in Africa: Benefits of Formative Feedback in Enhancing Student Learning

Formative feedback plays a crucial role in enhancing the quality of student learning in higher education. This study presents a comprehensive exploration of the benefits of formative feedback in higher education, utilizing a literature review methodology. Drawing on the social-cultural learning theory and Kolb’s reflective learning models, the study reviews empirical research. The findings from the literature analysis reveal that formative feedback significantly improves students' understanding of course material, fosters a more active learning environment, and promotes self-regulated learning. Despite the clear advantages, the study also acknowledges challenges such as time constraints and the need for professional development to effectively implement formative feedback. Formative feedback, distinguished by its ongoing nature and focus on actionable insights, is examined for its role in enhancing student learning outcomes. The study concludes with practical recommendations for educators and institutions, advocating for the integration of formative feedback as a standard practice to support student learning. This research underscores the transformative potential of formative feedback in higher education and calls for ongoing exploration to further optimize its application.

Impact of active learning instruction in blended learning on students' anxiety levels and performance

IntroductionContemporary educational research has extensively explored the link between anxiety and student performance, yet there's a gap in understanding this relationship in classrooms with varying levels of active learning. This study aims to establish connections between instructional design, anxiety levels, and student performance, ultimately creating a comprehensive theoretical framework.MethodsThis study was conducted during the pandemic. Data from 186 respondents at Northeast Forestry University were collected through an online survey, and 25 students were randomly selected for interviews to gather feedback. In the practical application of the introductory course “Basics Product Design,” the Rain Class software was used to facilitate an active learning environment. Data from the online survey were organized in SPSS, then imported into the structural model framework in AMOS to calculate fit indices and other values to test hypotheses, applying structural equation modeling. Additionally, the relationship between anxiety levels and student performance was analyzed based on data from five classes using different instructional designs.ResultsThe results indicated that cold calling was significantly positively correlated with anxiety levels (SE = 0.632, P < 0.001), group work was significantly positively correlated with anxiety (SE = 0.166, P < 0.05), clickers were not significantly positively correlated with anxiety (SE = 0.188, P > 0.05), and anxiety levels were not significantly negatively correlated with student performance (SE = −0.306, P > 0.05). Mediation effect tests revealed that anxiety levels fully mediated the relationship between the use of clickers and student performance. Comparing student performance and anxiety levels across the five classes, the relationship between anxiety levels and student performance did not show a simple positive or negative correlation but followed a fluctuating curve, with an interval of anxiety levels that promotes student performance.DiscussionIn a blended learning environment, different designs and frequencies of active learning activities can lead to varying levels of anxiety, which in turn affect student performance. One prominent factor in increasing student anxiety is cold calling. The findings can serve as a basis for teachers to design educational plans, helping to create classroom environments that foster active participation and maintain a positive state among students. Furthermore, in this instructional environment, it is worth further investigating the factors influencing student anxiety and the impact of anxiety on student academic performance.

Embedding student-centred active learning environment with upside-down pedagogies in teaching practice: What works for psychology?

Student-Centred Active Learning Environment with Upside-down Pedagogies (SCALE-UP) is a set of collaborative learning techniques that are shown to reduce the continuation and awarding gaps between students of Black, Asian and other Minority Ethnicities (BAME) and White students when SCALE-UP is implemented throughout every module in an undergraduate course. The aim of this project was to evaluate the impact of SCALE-UP on a level-four Psychology module consisting of 140 students to inform considerations of wider implementation. Although the grades and gaps on this single module did not differ significantly from other modules, written feedback from students indicated that students appreciated the authenticity of interactions afforded by SCALE-UP. Staff recognised the growing confidence of their students when expressing their views in class, peer interactions and group activities. These are indicators of the potential benefits that large-scale implementation of SCALE-UP could contribute to closing or removing continuation and awarding gaps.

Comparing the effectiveness of AR training and slide-based training: The case study of metro construction safety

Metro construction poses significant risks and is prone to severe safety accidents. Safety training is critical to mitigate risks and reduce the number of accidents, as it allows workers to enhance their skills in risk identification, risk assessment, and risk response and ultimately reduce accidents. However, traditional training methods used today, such as slide presentations, videos, or text-based materials, provide a passive learning environment, which can limit their effectiveness in knowledge transfer. Augmented Reality (AR) has emerged as a promising tool for training, allowing trainees to have an active learning environment. Nevertheless, research on assessing the effectiveness of AR safety training while comparing it with traditional methods is still limited. This study aims to compare the short-term and long-term effects on objective performance measures and subjective evaluations of both traditional and AR training. This is done by developing a new AR safety training for metro construction and comparing it with an equivalent slide-based safety training with 72 participants divided into two training groups. The selected safety case study covers the entire safety risk management process, including risk identification, risk assessment, and risk response. Results indicate that AR training is more effective than traditional training in terms of short-term knowledge acquisition of risk identification and long-term knowledge retention of risk identification, risk assessment, and risk response. These findings can have implications for the design of future safety training guidelines and recommendations.

On the Use of an Online Polling Platform for Enhancing Student Engagement in an Engineering Module

Students’ engagement is a fundamental challenge in large classrooms in higher education. In recent years, innovative technologies such as electronic learning and online polling platforms have made learning more engaging, effective, and interactive. By using these platforms, educators can create more inclusive and enriching learning environments. This paper presents a novel approach in which an online technology is employed to enhance students’ learning experience. In this approach, features of an online polling platform, i.e., Slido, are employed to enhance students’ engagement in an engineering module, i.e., ‘Mechanics of Solids’, which is recognised as a fundamentally challenging module with difficult subjects. This study investigates how the interactive features of such technologies, such as real-time polls, question and answer (Q&A) sessions, and quizzes, can provide a more active and practical learning environment by improving student engagement in the classroom. In total, six online polls were designed: one for ice-breaking, two on the topics of shear forces and bending moment, two on stresses, and one on deflection. Each poll was presented to the students, and they participated in them by scanning a QR code or typing the poll’s code online. The rate of students’ participation in polls is extensively discussed to show the effectiveness of the proposed method. The findings of this study show a significant increase in student participation in classroom activities compared to traditional methods. Student feedback also indicates a positive learning experience with the use of the proposed approach. It is shown that the proposed approach has the potential to transform the way engineering students engage with challenging subjects, leading to enhanced learning outcomes and a more positive learning experience.

Analysing the learning pathways of students in a large flipped engineering course

Recent advancements in educational technologies (learning management systems, online discussion forums, peer-learning tools) coupled with new methods of course delivery (e.g. blended, flipped, MOOCs) provide significant opportunities for universities to deliver challenging, high quality, yet engaging curriculum for students. In this paper, we examine the variations and similarities of student’s approaches to learning (learning pathways) by examining how well they performed in a large (N ~ 1000 student) first year engineering flipped classroom. The analysis focused on student’s performance in their assessment (formative and summative) as well as their online interaction with a range of tools purposely built to support students through peer learning and acquisition of resources and expertise. Analysis using k-means clustering reveals that students do in fact adopt a variety of successful pathways through the course. The unique aspects of this work lie in the use of analytics algorithms that whilst perhaps routinely utilised in data mining, are not as well utilised in better understanding patterns (successful or otherwise) of student interactions within a technology enhanced active learning environment that integrates theory with engineering practice.

Reading Engagement Strategies in Blended Learning Context

Blended learning has increasingly become a key educational practice, integrating online digital media with traditional classroom methods to offer flexible and active learning environments. This study explores the effectiveness of various reading engagement strategies within a blended learning framework, emphasizing teachers' perceptions and experiences. Through a qualitative, phenomenological approach, the research examines how different strategies—ranging from gamified quizzes to multimedia tools—affect reading engagement. Key findings indicate that teacher-student interactions, feedback mechanisms, and the use of technology play crucial roles in enhancing reading motivation and comprehension. This study contributes to the body of knowledge by providing fact-based recommendations for instructional strategies that effectively support diverse learner needs in blended learning settings.