Active Learning In Higher Education Research Articles

Smart Analysis of Learners Performance Using Learning Analytics for Improving Academic Progression: A Case Study Model

In the current COVID-19 pandemic era, Learning Management Systems (LMS) are commonly used in e-learning for various learning activities in Higher Education. Learning Analytics (LA) is an emerging area of LMS, which plays a vital role in tracking and storing learners’ activities in the online environment in Higher Education. LA treats the collections of students’ digital footprints and evaluates this data to improve teaching and learning quality. LA measures the analysis and reports learners’ data and their activities to predict decisions on every tier of the education system. This promising area, which both teachers and students can use during this pandemic outbreak, converges LA, Artificial Intelligence, and Human-Centered Design in data visualization techniques, semantic and educational data mining techniques, feature data extraction, etc. Different learning activities of learners for each course are analyzed with the help of LA plug-ins. The progression of learners can be monitored and predicted with the help of this intelligent analysis, which aids in improving the academic progress of each learner in a secured manner. The Object-Oriented Programming course and Data Communication Network are used to implement our case studies and to collect the analysis reports. Two plug-ins, local and log store plug-ins, are added to the sample course, and reports are observed. This research collected and monitored the data of the activities each students are involved in. This analysis provides the distribution of access to contents from which the number of active students and students’ activities can be inferred. This analysis provides insight into how many assignment submissions and quiz submissions were on time. The hits distribution is also provided in the analytical chart. Our findings show that teaching methods can be improved based on these inferences as it reflects the students’ learning preferences, especially during this COVID-19 era. Furthermore, each student’s academic progression can be marked and planned in the department.

Government Policy of Independent Learning-Independent Campus: Analysis of Student Knowledge and Readiness

This study aimed to analyze the knowledge and readiness of students in the application of Independent Learning-Independent Campus (MBKM) in the Study Program of Information Systems, Faculty of Information Technology, Flores University. This study applied a survey method with a descriptive approach. The data obtained from the population are 277 student respondents. The instrument used in this study was a questionnaire using SPADA DIKTI by the Ministry of Education, Culture, Research, and Technology (KEMDIKBUD RISTEK). Data that has been collected through questionnaires were analyzed using descriptive analysis. The results of this study indicated that students in the Study Program of Information Systems, Faculty of Information Technology, Flores University have sufficient knowledge and readiness and a positive response to the MBKM program. This shows that MBKM has a positive impact on the technical, learning process and evaluation of learning activities in higher education.

Reflection on peer reviewing as a pedagogical tool in higher education

Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students’ engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that may contribute to the utilization of peer-feedback and promote further learning. In this study, we suggest reflection on peer reviewing as one approach to providing a platform for students to engage in reflective practices and for stimulating active learning in higher education, and to make that learning visible to the educator. We examine 26 undergraduate students’ reflections on peer-review to identify categories of reflection and what students have learnt from the peer reviewing process. Our findings reveal six different categories of reflection suggesting students’ active engagement in learning and pointing to the ways educators can direct and instruct students how to reflect. We discuss how these findings can inform university lecturers in the use of reflection upon peer reviewing as a pedagogical tool in higher education.

Active Learning in Higher Education by SOLO Taxonomy

Active Learning in Higher Education by SOLO Taxonomy

Team-skills training and real-time facilitation as a means for developing student teachers’ learning of collaboration

This mixed-methods study investigates whether and how team-skills training and real-time facilitation can enhance students' learning of collaboration. Two hundred and fifty-seven student teachers carried out a group task at two different levels of intervention. The findings show that the intervention had a positive impact on the students’ perceived learning outcomes and on stimulating group reflection. We also identified four enabling structures of the task design. The study contributes to literature on how collaborative learning activities in higher education can be facilitated and argues that cultivating a language around the subject of collaboration is a prerequisite for developing transferrable collaborative skills.

Analysis on Portfolio Assessment Leadership Management in Universitas PGRI Palembang

Portfolio assessment is an approach that is not new anymore, portfolios are exposed by educational experts to be implemented in educational institutions. In addition to the new assessment approach, the old portfolio assessment approach can be used. The application of portfolio assessment has not been optimally applied to learning activities in Higher Education. Research objectives were to analyze the application of portfolios in Leadership Management courses in the Primary School Teacher Education Study Program Universitas PGRI Palembang. We used descriptive method. The results of data analysis carried out in the study concluded that the application of the portfolio was very good in terms of student activity in learning, assignments and final test results in the Very Active or Very Good categories. Learning activities were 51.61% very active, 38.71% very good assignments and the final test was 54.84% very good. Based on the results of this study, the application of portfolio assessment is expected to be an alternative strategy for educators in the learning process to improve learning outcomes, motivate learning and as an effort to improve the quality of student learning.

Students’ Attitude towards the Sustainable Use of Mobile Technologies in Higher Education

Our study aims to identify students’ attitudes towards the use of mobile technologies (MT) during learning activities in higher education. Data were collected using the Mobile Technologies Questionnaire/MTQ, a ten-item brief questionnaire that was designed to determine attitudes towards the use of mobile technologies in the learning process among university students and academic staff. The MTQ was completed by 575 students from a state university in the northeastern region of Romania. Exploratory and confirmatory factor analyses revealed two latent factors: MT facilities for study resources and communication and MT facilities for learning. Along with general analysis of the statistical indicators regarding the attitude towards the use of MT, the relationships between the use of MT and five socio-demographic variables (gender, age, place of residence, year of study, academic status and study program) were analyzed. Comparative data showed some statistically significant differences but with small or modest effect sizes, depending on age, year of study, place of residence, academic status and the study program in which the students were enrolled. This study provides additional support for the construct validity of a brief tool that was designed to measure students’ attitudes towards the use of MT during learning activities carried out in higher education.

Using Mind Mapping Learning Methods for Children’s Language Skills

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development.
 Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods

Gamification and active learning in higher education: is it possible to match digital society, academia and students' interests?

This study aims to examine whether it is possible to match digital society, academia and students interests in higher education by testing to what extent the introduction of gamification into active learning setups affects the skills development demanded by the workplace of the digital society of the twenty-first century, the academic achievement standards claimed by the academia, and the satisfaction with the learning process required by the students. Our results provide statistically significant empirical evidence, concluding that the generation of a co-creative and empowered gameful experience that supports students' overall value creation yields to satisfactory active learning setups without any loss of academic achievement, and allowing to develop a series of skills especially relevant for twenty-first century professionals.

A capability maturity model for assessment of active learning in higher education

PurposeAlthough active learning methodologies are recognized as an effective means to achieve expected educational demands, in practice, the teaching and learning processes are still widely characterized by traditional pedagogy aspects. As a result, teaching innovations in science, technology, engineering and math (STEM) education are carried out in isolation in specific disciplines, programs or departments. To addresses these challenges and to stimulate useful teaching innovations, this study aims to propose the capability maturity model to active learning (CMMAL) for assessing the maturity level of active learning methodologies in higher education institutions (HEIs).Design/methodology/approachThe CMMAL provides inputs for planning and decision-making, identifying variables such as the current state of teaching and learning processes, project management, team development, allocation of resources and infrastructure and the choice of evaluation and assessment methods. From the relevant literature, the primary aspects that impact on active learning were identified and incorporated into the structure of the model. Next, a survey was performed with 295 STEM professors and experts validating the scope of the model proposed.FindingsThe findings demonstrated the contribution of the CMMAL mainly to (1) assess the maturity levels of active methodologies in higher education and (2) stimulate the institutionalization of active learning practices in HEIs to minimize some problems related to the dissemination of new teaching practices.Practical implicationsThe primary practical and academic contribution of our study is the proposition of an artifact with a scope compatible with the need of the HEIs for the implementation of active learning methodologies. This paper presents a different perspective of current literature in active learning in STEM education, introducing a model that contributes to open the dialogue with HEIs interested in better understand and improve the performance in student-centered pedagogy.Originality/valueThe model also informs and leads to specific recommendations for HEIs seeking to enhance the performance of and alter the culture around active learning methodologies.

Serving Children and Adolescents in Need during the COVID-19 Pandemic: Evaluation of Service-Learning Subjects with and without Face-to-Face Interaction.

The coronavirus disease (COVID-19) outbreak has posed a great challenge to teaching and learning activities in higher education, particularly for service-learning subjects that involve intensive human interaction. Although service-learning may be transformed to a virtual mode in response to the pandemic, little is known about the impact of this new mode on student learning and well-being. This paper reports a university credit-bearing service-learning subject that involves services toward needy children and adolescents in a non-face-to-face mode under COVID-19 pandemic. We examined the effectiveness of this subject by comparing it with the same subject delivered via a face-to-face mode. Objective outcome evaluation via a pretest-posttest comparison (N = 216) showed that the students who took service-learning subjects with and without face-to-face interaction showed similar positive changes in positive youth development competences, service leadership qualities, and life satisfaction. Subjective outcome evaluation (N = 345) also showed that most students were satisfied with the subject, instructors and benefits regardless of the service mode. The findings highlight the important role of non-face-to-face service learning in promoting college students’ positive growth and well-being.

Design Mobile Learning Application with Performance-Based Authentic Assessment as A Remote Learning Tool for Higher Education

The rapid development of digital technology demands that learning activities as the heart of lectures metamorphose towards digital technology-based learning that is easily accessible to students as Generation Z, which is digital native. This study aims to develop a mobile learning application (MLA) that features authentic performance-based assessment so that students have 21st Century Skills. The developed MLA is used as one of the tools in remote learning activities in higher education in Indonesia. Features in this MLA include material in the form of text, video, and link integration in wider material resources, video-conferencing and evaluation. Through validation activities by material experts and media experts, the results of this study indicate that the MLA design is very feasible to be used as one of the remote learning tools in higher education so it needs to be implemented on a broader subject for students in Indonesia.

Evaluation strategies in active learning in higher education in health: integrative review.

to analyze scientific evidence on evaluation strategies for active learning methods in health undergraduate programs. integrative literature review in the Medical Literature Analysis and Retrieval System Online, Latin American and Caribbean Literature in Health Sciences, Nursing Database, Scopus, Web of Science and Education Resources Information Center databases. different evaluation strategies are used: Presentation of seminars, Self-evaluation, Evaluation of student performance in Tutotest-Lite tutoring, Peer Evaluation, Active Learning and Critical Thinking Self-evaluation Scale, Objective and Structured Clinical Exam, Portfolio, Progressive Disclosure Questions, Modified Dissertation Questions, Progression Test, Dissertation Test, Objective Test, Immediate Learning Checks, Clinical Case Resolution and Cumulative Test. evaluation strategies in active learning are used in combination, aiming at the affective, cognitive and psychomotor development of the student. However, studies with greater power of scientific evidence would be needed.

Barriers to student active learning in higher education

ABSTRACT This article reviews research that consistently, across borders and over time, reveals inertia in Higher Education institutions related to innovation in academic teaching. Despite frequent calls for more student-active learning, studies find that teaching remains predominantly traditional and teacher-centred. While research is recognised as continuously developing, border-crossing, investigative and innovative collaborative activities that needs an infrastructure to succeed, the need for collaborative development and a supporting infrastructure is rarely mentioned in academic teaching, often described as individual and traditional in the research. To better understand this paradox, and to identify barriers to student active learning, we reanalysed articles from two systematic reviews, one on campus development and one on learning and teaching with technology. The article identified the following prerequisites for student active learning to succeed: (1) better alignment between research and teaching practices, (2) a supporting infrastructure for research and teaching, (3) staff professional development and learning designs.

Artificial Intelligence and Learning Activities: A Match Made in Heaven?

Artificial Intelligence in Education (AIED) may be described as the next big disruptor in higher education, however, AIED still only remains “evidence of a potential” Balslev (2020). Practical experience with AI in higher education is very limited and potential pedagogical applications of AI has so far not been given much attention. The objective of this paper is to analyse and discuss concrete applications of AI to support different learning activities in higher education using the ABC Learning Design approach Young and Perovic (2016). The purpose of the paper is to contribute to research in the practical use of AI in higher education by presenting the AI Pedagogy Planner and to start the important theoretical discussion of AI applications from a pedagogical point of view. The paper is based on empirical data from nine selected cases of AI use in higher education in Portugal, the United Kingdom and Denmark, respectively. The analysis demonstrated that there is a need for new views on the pedagogical use of AI in higher education. However, the paper goes further and outlines an AI Pedagogy Planner combining six overall learning activities with eight types of AI applications.

Does it Matter Where You Teach? Insights from a Quasi-Experimental Study on Student Engagement in an Active Learning Classroom

Active learning has experienced a recent resurgence with the advent of specialized active learning classrooms. While the fundamental theory behind active learning is anything but new, a relatively recent finding is that active learning pedagogies thrive in suitable active learning classrooms. To date, studies of active learning have focused on outcomes such as student performance. The quasi-experimental study described in this article investigated self-ratings of student engagement as an outcome of active learning in active learning classrooms using a novel instrument that accounts for known factors of engagement in addition to the contribution of the learning environment—the classroom. We delineated the relative contributions of instructor, classmates, and classroom to self-rated student engagement through student surveys in both a traditional classroom and an active learning classroom in two highly similar courses with the same instructor. Our findings were that the configuration of the classroom had a direct influence on self-ratings of student engagement above and beyond instructor contributions. In this article, we describe these findings and how, with careful consideration of course design and a classroom that fits the instructor’s pedagogy, optimal levels of perceived student engagement can be achieved. This knowledge is important to future educational policy on construction and scheduling, as the resurgence of active learning in higher education increasingly reveals deficiencies in physical learning environments.

Teaching and Research: Implications for Active Learning in Higher Education

Teaching and Research: Implications for Active Learning in Higher Education

Experiences of Students with Communication Related Disabilities in the TBL Classroom

Experiences of Students with Communication Related Disabilities in the TBL Classroom

Who gains from active learning in higher education?

ABSTRACT We study whether and how teaching style (i.e. traditional vs active mode) affects academic performance of young individuals in tertiary education. We focus on entrepreneurship education as an ideal subject for experimenting alternative teaching methods. Identification relies on Triple Difference estimates based on detailed administrative data for the universe of students in a Master’s program in Management in Italy. Our preferred estimates show no significant effects of the teaching mode on student’s achievement. However, further estimates reveal interesting heterogeneities across students, being active teaching more effective in the case of females and students from secondary schools with an academic track.

The impact of flipped classroom andragogy on student assessment performance and perception of learning experience in two advanced physiology subjects.

Flipped classroom teaching has been used by many educators to promote active learning in higher education. This andragogy is thought to increase student engagement by making them more accountable for their learning and increase time on task in the classroom. While there are several systematic reviews that point to improved student results, it remains unclear if flipped classrooms have positive learning effects in physiology education. Flipped classroom teaching was introduced in two advanced physiology subjects (advanced neuroscience, semester 1, and cardiorespiratory and renal physiology, semester 2). Changing the mode of content delivery reduced the time students needed to spend listening to lectures by one-third, without sacrificing either learning content or academic standards. Higher pass rates were observed with larger number of students earning distinction and high-distinction grades. Statistically significant improvements in final grades were observed from both subjects (semester 1: 2017, 49.28 ± 20.16; 2018, 53.29 ± 19.77, t268 = 2.058, P = 0.0405; semester 2: 2017, 58.87 ± 21.19; 2018, 67.91 ± 20.40, t111 = 2.306, P = 0.023). Finally, students' perception of their learning experience remained at or above the university benchmarks (median score of >80% for all iterations of the subjects). While the most frequent and persistent area that students suggested could be improved was reduction of content, equal numbers of students commented that no improvement in the subjects was required. Despite the generally positive attitude to recorded didactic teaching content, classroom attendance remained very low, and students did not engage with the active learning content. This suggest that more emphasis needs to be placed on promoting class attendance by developing better active learning content.