Active Learning Pedagogy Research Articles

Students' preferences regarding teaching methodology in dental education - a cross-sectional study.

The goal of dental education is to prepare competent ethical professionals with critical thinking, reasoning and analyzing skills along with ability of application of clinical skills and judgement in treating a patient. The present study was designed with the objective to elicit the preferences of dental students regarding the utility of the prevailing teaching and learning methods and teaching aids. A cross-sectional study was conducted among undergraduate dental students. Study population consisted of 382 dental students. A self-designed close-ended questionnaire written in English was constructed specifically for the study. The questionnaire was divided into two sections. Information regarding various teaching and learning methods both in theory and practical/clinical classes was obtained from the students. Results were calculated using numbers and percentages only. The mean age of the students was 20.49 + 2.4 years. Problem based learning (PBL) was rated very useful by 76% (290) and useful by 24% (92) of subjects. Performing clinical/practical procedure individually rather than in group was rated very useful by 31% (118) of subjects. Use of power-point along with the blackboard was rated as the most useful method by 95% (363) of subjects. Majority of subjects (61%, 233) felt that 40 minutes duration of lecture was more useful as compared to 30 minutes. Our study concludes that dental students prefer active teaching learning methodologies and combination of audiovisual aids. Hence it is suggested that collaboration of different active teaching methods and aids should be adopted by the teachers in order to enhance the student learning process.

Competition-based active learning instruction for drone education

ABSTRACT This paper presents a competition-based active learning approach that prepares undergraduate students for careers in the drone industry. The competition-based learning (CBL) approach focuses on preparing students for three key drone industry requirements (1) drone assembly, testing, and validation using commercial off-the-shelf (COTS) parts, (2) simulation of drone flight missions and (3) manual and semi-autonomous drone piloting. The CBL curricular modules were developed using the Interactive-Constructive-Active-Passive (ICAP) framework of cognitive engagement. These modules immersed students in the technical challenges corresponding to the three essential drone industry requirements. The approach was implemented through fourteen (14) drone workshops that culminated in a final drone piloting competition at a STEM research university in the United States. Ninety-seven (97) students from various backgrounds with little to no prior experience in building drones participated in the competition as part of 22 teams in total. Multiple assessment methods were used to evaluate the students' progress and the perceived drone-related skills gained by the end of the workshops. Assessment methods included data from direct formative (weekly or biweekly curricular milestones), direct summative (drone piloting for multiple flight tests), indirect quantitative (Likert-style feedback survey about student perceptions), and indirect qualitative (descriptive feedback comments) tools. Direct quantitative assessments indicated that most students successfully reached the technical milestones of the workshop sessions and gained practical drone piloting skills. The indirect quantitative assessment revealed that students perceived the workshops to be a valuable experience in their drone industry skills and knowledge. Indirect qualitative analysis of the feedback comments revealed that students perceived CBL as an engaging and effective method of introducing drone technology.

From Zero to Python in 10.5 Hours: Building Foundational Programming Skills with Marine Biology Graduate Students and Researchers in an Introductory Workshop Series

ABSTRACT Programmatic processing, analysis, and visualization of scientific research data necessitate computational skills that scientists do not consistently acquire during their education. Python is a programming language currently in the ascendant among the scientific community. In early 2022, 25 marine scientists and marine biology graduate students were introduced to the fundamentals of Python programming in a 10.5-hour workshop series offered over seven weeks. A functional, web-based Python environment using Jupyter Notebooks, JupyterLab, Binder, and GitHub was paired with scaffolding and active learning pedagogy, to ensure an engaging learning experience. We describe the course design, adaptations, and outcomes, and offer recommendations for developing a similar introductory programming workshop.

Pushing Active Learning to the Extreme: Is It Worth It?

ABSTRACT The authors’ scholarly reflective narrative addresses the rewards and challenges of an immersive experiential active learning pedagogy. They ask, “was it worth it?” for students and for themselves. Although research evidence makes it clear that active learning benefits student learning and engagement, designing a course to incorporate active learning often requires extensive effort from instructors. Thus, it is reasonable to consider whether the benefits outweigh the costs. They conclude that the direct and indirect benefits of observing student learning and development in addition to the rewards of scholarly collaboration outweighed the costs of continual course redesign and student discomfort. They offer questions for others to consider before implementing active learning practices.

Evaluating Student Perceptions and Performance of Active Learning Strategies in a Pharmacotherapy Course

Learning-preferences vary and thus it is beneficial for students to experience a variety of active-learning pedagogies for meaningful learning and long-term retention. This novel study attempted to evaluate systematically and longitudinally, student perceptions of multiple formats of active-learning strategies. Four different active-learning strategies were utilized in a course - team-based-learning (TBL), case-study, flipped-classroom, and interactive-technology. Student perspectives indicated active-learning strategies were helpful for learning. Faculty in higher-education could implement active-learning strategies in their courses for enhanced student-engagement, long-term retention, and success. This easily replicable method of collecting student perceptions on learning-experience anonymously enables learner-centered course design and promotes continuous-quality-improvement in higher-education.

Exploring The Challenges of Language Learning Strategies in Learning The English Language

Students’ mastery of the English language is a major concern despite the various strategies implemented whether at primary and secondary levels or in higher institutions. The purpose of the current research is to examine the challenges encountered in instructional learning activities when learners are required to apply the language learning strategies in learning English. The goal of the research is to identify the barriers and formulate solutions that can be implemented to achieve the learning goals. This qualitative research approach was conducted by gathering data from commerce students in a polytechnic through a semi-structured interview. Based on the thematic analysis conducted, findings have shown that the students are highly burdened by anxiety in their attempt to integrate LLS into learning the English language and lack motivation. The implication of this study bridges a gap in knowledge regarding the challenges in learning the English language by providing insights into ways in which the use of LLS in polytechnics can be improved. Therefore, educators should understand the underlying problems that may contribute to the reduction in morale for a better language learning process.

Remote labs in higher engineering education: engaging students with active learning pedagogy

In engineering education laboratories serve as experiential learning aimed at engaging students. The past decades saw an increased use of online laboratories, including virtual and remote labs. Remote labs, providing online interfaces to physical labs, allow students to conduct experiments with real-world equipment anywhere and at any time. However, this advantage challenges active student engagement. Little evidence is available on effective pedagogies for student engagement in remote labs. This paper aims to identify how a remote lab assignment based on active learning pedagogy in higher engineering education supports student engagement, with the overarching aim to promote students’ transfer skills from theory to practice. Our research question, “What impact does an active learning pedagogy have on students’ engagement with a remote lab?“, was answered with a case study of two courses on systems and control in higher engineering education. Data included digital traces, course evaluations, interviews, and observations. Students reported how remote labs, to be used anywhere at any time, require self-regulation and scheduling of experiments. However, accompanying open-ended lab assignments encouraged students to engage with the lab and the theoretical content of the course by creating a ‘need-to-know.’ Our results furthermore suggest the need for a structured arrangement of open-ended lab assignment, lab preparation, teamwork supporting peer learning and discussion, progress meetings focused on feedback and formative assessment, and reports focused on reflection. Engagement can be strengthened by support for students before and during the experiments, clear signposting about the experiment and lab set-up, and pre-structuring of lab activities.

Learning dialogs orchestrated with BookRoll: effects on engagement and learning in an undergraduate physics course

With COVID-19 pandemic forcing academic institutions to shift to emergency remote teaching (ERT), teachers worldwide are attempting several strategies to engage their learners. Even though existing research in online learning suggests that effectiveness of the online session is more dependent on pedagogical design rather than technology feature, teachers may still focus on the intricacies of the technology. In this paper, we present the evolution of an active learning pedagogy, supported by technology (eBook reader—BookRoll, Analytics Dashboard—LAViEW), for an undergraduate physics classroom across a semester that was affected by the lockdown due to pandemic. The technology-enhanced pedagogy evolved in three phases—technology used in “Content Focus” mode, technology used in “Problem Focus” mode and technology used in “Learning Dialogue Focus” mode. The entire activities were designed and implemented within the technology-enhanced and evidence-based education and learning (TEEL) ecosystem, which supported integration of learning technologies with analytics system. Comparison of the student’s learning logs indicated that there was a sustained engagement in the learning activities conducted during the blended (before lockdown) and online mode (during lockdown). We had conducted one-way ANOVA to compare the post-test scores for each teaching phase and found statistically significant differences in the latter phases. A preliminary qualitative analysis of the learner artifacts generated as memos in BookRoll during each phase revealed that students were posing conceptual clarifications during the latter phases. These were also having greater alignment with the session agenda and showed construction of new knowledge based on the seed knowledge provided during the instructor–learner interaction sessions. The study provides key insights into how reflection and practice by both learner and teacher improves the acceptance of technology-enabled pedagogy.

Culturally and contextually adapted co-teaching: a case study of collaboration with the diaspora in undergraduate STEM education

ABSTRACT Although the crucial role of the diaspora in scientific research and postgraduate training in Africa has been well documented, much less is known about their role in undergraduate STEM education. In this case study, we reflect on our experiences of i) adapting the content of training in order to complement local expertise and needs; and ii) adopting active learning pedagogies in an undergraduate laboratory workshop a during a short-term diaspora fellowship. For diaspora scholars, we find that it is important to align foreign and local curricular objectives at the program and course level, to adopt and adapt local models and reagents to the extent possible, and to leverage expertise in host institutions to co-teach courses. Undergraduate participants valued the active learning approach and hands-on training with equipment. A case is made for academic diaspora to begin to consider undergraduate teaching as a high-return investment when collaborating in the global south.

Development and perceptions of an academic success tool for pharmacy students.

Some students may face challenges with graduate-level reading and writing, particularly in certain active learning pedagogies, such as team-based learning or peer instruction, which require extensive pre-reading. The objective of this study is to determine the perceived utility of an academic literacy (reading/writing) test for first professional year student pharmacists (P1s). In a collaboration between pharmacy and linguistics faculty, an academic literacy assessment tool was developed using fall P1 course materials. After pilot testing and adjustments, the revised test was administered to all P1 students by trained facilitators, then scored. Students needing literacy support were identified, met with individually to debrief on the assessment, and offered a year-long, one-on-one tutoring program. P1 faculty participated in an end-of-semester focus group session to determine whether the assessment correctly identified students who benefited from literacy support, and to decide on the impact of subsequent support. Thematic analysis was performed on the data. A total of 13 students were identified as at-risk through the assessment. Since tutoring was optional, eight students met at least once, and two students met weekly during the ensuing semester. Faculty from the end-of-semester focus group 1) stated that the assessment accurately pre-identified students who struggled with literacy components of P1 coursework, and 2) expressed a wish for earlier identification of students with required instead of optional tutoring. Faculty perceived that the tool accurately identified students, but the timing and the volunteer nature of the follow-up tutoring limited the success of the assessment effort.

The Effect of Active Learning in The Flipped Classroom Learning Model on 6th Grade Science Subjects of Elementary School

Using the flipped classroom as an alternative learning model during this pandemic is considered appropriate because this learning model can combine internal learning in the classroom with distance learning at home and also the main goal of maximizing the achievement of learning activity goals. Therefore, this study aims to design a flipped classroom or inverted classroom learning model to be applied on 6th grade Science subject of Elementary School. This type of research is a quasi-experimental design with a non-equivalent. Control group using post-test to be analyzed. The results of this study are the e-learning media supporting the flipped classroom approach that is validated with a good level of feasibility for use during a pandemic like now, as well as the results of trials The field shows that the flipped classroom approach with e-learning does not improve learning outcomes compared to the constructivist approach without e-learning when the two approaches use an active learning process, the increase in student learning outcomes in the two approaches is the effect of active learning instruction compared to the order of instructor participation in the learning process

Transitions of care education in US colleges and schools of pharmacy

IntroductionPharmacist-led transitions of care (TOC) services have demonstrated a positive impact on patient care and professional pharmacy organizations recommend integration of TOC-related education into doctor of pharmacy (PharmD) curricula. The objective of this study is to determine the extent to which TOC is taught in United States (US) colleges and schools of pharmacy and to characterize the educational content and the instructional methods used. MethodsAn 18-question electronic survey about TOC education was sent to US school of pharmacy faculty. One survey response per school was requested. Schools with an accredited or candidate-status PharmD program were included and duplicate responses from schools were adjudicated and combined. ResultsThe survey response rate was 54.6% (n = 77). Of the responding schools, 92.2% reported incorporating TOC content into their required didactic curriculum and 43.1% reported incorporating TOC content in their elective didactic curriculum. Of the 11 TOC-related topics included in the survey, 3 were covered universally in the required or elective didactic curricula of responding schools. Both lecture and active-learning pedagogies were used to teach TOC. Introductory pharmacy practice experiences and advanced pharmacy practice experiences that incorporate TOC were offered at 85.3% and 98.5% of schools, respectively. ConclusionMost schools of pharmacy who responded to this survey included TOC-related content in their curricula. Research into best practices for educating students on this topic is needed to help ensure graduates are prepared to contribute to this area of practice.

Simulation: An active learning pedagogy for an undergraduate nursing leadership course.

Interpretive pedagogy with simulation encourages students to consider multiple perspectives contextually leading students to think deeper in a shared learning environment. Clinical sites were lacking in a senior nursing leadership and management course and necessitated the adaptation of traditional clinical teaching methodologies. Low-fidelity simulation was used as an active learning strategy to fulfill clinical hours. Comparing student groups' pretest mean scores were not significant (p = .610; 95% confidence interval [CI][-0.95, 0.12]). Comparatively, the student groups' posttest scores ranging between 87% and 90%, respectively, were also not statistical significance (p = .136, 95% CI [-0.95, 0.12]). Students were positive about their experience. They appreciated the opportunity to practice what they learned in the classroom in a safe environment. As a result, simulation in a senior nursing leadership course can be successfully used as an alternative to traditional clinical experiences and fulfill clinical hour requirements.

Aligning multiple choice assessments with active learning instruction: More accurate and equitable ways to measure student learning

In response to geoscience education research and calls for the need to reform STEM teaching in higher education, many geoscience faculty are adopting research-based pedagogies to improve student learning in their courses. Our own effort to reform our introductory geology course included daily student-centered activities and other reforms we expected would result in improved student performance, but did not. This paper describes our evaluation of student performance on multiple choice questions (MCQs), which are the largest component of student grades in the course. Student scores were highest on MCQs that were aligned with the style in which students learned material and that required students to interact with the question (active questions) rather than just regurgitating information (passive questions). We also examined whether the style of MCQs impacted student scores equitably and found that the grades of all students would have improved if we had asked MCQs that were aligned and active, and the improvements were equitable, but final grades remain biased.

Improving the Effectiveness of Combining Voice-Over PowerPoint Presentations and Review Games for Delivering Immunology Content.

Abstract This study aims to improve the combined delivery of voice-over PowerPoint lectures and review games to increase student engagement and learning. Medical students were assigned immunology voice-over lectures prior to in-class or online learning sessions, in which students participated in teams to entertain sample exam questions in review games. Students provided quantitative feedback using a seven-point Likert scale and provided suggestions on how to improve the delivery of this pedagogy. The participating students were divided into groups that had differing access to either the voice-overs and/or review games before taking a formative quiz on the subject material. We are currently unable to conclude whether voice-overs or review games are more effective at increasing student performance on formative quizzes, yet future studies are planned to address this. More importantly, substantial feedback received from students through this ongoing study has been incorporated to improve the delivery of combining pre-assigned voice-overs with in-class gaming. Students overwhelmingly favored practice questions embedded within voice-overs and preferred multiple voice-overs of shorter length over long voice-overs for a given subject. Additionally, students greatly appreciated a brief question-and-answer review of the main points of the voice-over before beginning the in-class review game. Collectively, the students preferred this active learning pedagogy over traditional lectures. This study has provided valuable feedback to enhance the delivery of an active learning pedagogy that is relevant to both undergraduate and graduate-level immunology courses and is readily adaptable for either in-class or online learning sessions. Seed grant from California Northstate University Institute of Teaching and Learning Excellence

Assessment of the Impact of Student Role on Performance during Reciprocal Peer Teaching in Human Gross Anatomy, Who Benefits?

Reciprocal peer teaching is a prominent pedagogical approach utilized across medical education to counteract reduction in gross anatomy contact hours. Traditionally, the roles of peer teacher and peer learner are alternated among students within a dissection group. This instance of reciprocal peer teaching was examined during Covid protocol, which prompted a third role, non‐participants. Non‐participants were students not present during peer teaching sessions due to enforced limitations on the number of students present at a table at a given time for social distancing. The purpose of this study was to examine the impact of student role (teacher, learner, or non‐participant) during reciprocal peer teaching on performance of 1st year medical students (n=34). The context of the study was a 10 week Human Gross Anatomy course taken first in the 1st year medical student curriculum. Twenty‐two peer teaching sessions were video recorded across the 4 blocks of anatomical content which resulted in (n=131) instances of reciprocal peer teaching. Peer teaching videos were cross‐referenced to track student role during a given session and whether or not an anatomical structure was taught or not by cross‐referencing the associated dissection structure list. Medical students throughout the course took 4 block laboratory practical exams which were collected and coded for student role, whether a question was answered correct or not, and if it was taught or not during the recorded peer teaching session. A GEE (generalized estimating equation) was used to determine if student role during reciprocal peer teaching sessions had a statistically significant effect on their likelihood to correctly answer lab practical questions, i.e., their performance. The factor role in the model was statistically significant (Wald χ2 = 34.95 (2), p<0.0001) and indicated that those in the role of peer teacher had 4.14 times more likelihood to correctly answer lab practical questions. In practicality, this equated to an average increase in mean lab practical answers correct of 13% for peer teachers compared to peer learners, whereas peer learners only had a 3% increase in mean lab practical answers correct compared to non‐participants. Given that peer teachers had to be involved in the hands‐on dissection of the anatomical content for their given peer teaching session, the boost to their performance is not surprising. What is surprising is the marginal difference between peer learners and non‐participants. These results may indicate that even though reciprocal peer teaching is premised as an active learning pedagogy, just because it is implemented doesn’t mean the peer learners are participating actively during teaching sessions and were largely passively being taught structures. A suggestion to increase peer learner benefit would be to allocate time for them to have an opportunity to identify and teach structures back to the peer teacher to increase their own retrieval practice. Future directions may incorporate the role of peer teacher as a facilitator rather than a passive lecturer, allowing the peer learners opportunities to become more actively involved in their own learning during reciprocal peer teaching sessions.

Can active learning be asynchronous? Implementing online peer review assignments in undergraduate political science and international relations courses

The phenomenon known as emergency eLearning saw many institutions of higher education switch from face-to-face learning to virtual or online course delivery in response to the COVID-19 pandemic. The transition posed a unique suite of challenges to instructors and students alike, especially in the case of active learning pedagogy. This article reflects on the experiences of a multi-institutional, multi-term pedagogical project that implemented peer review assignments as opportunities for asynchronous but nevertheless active learning. We shared instructor experiences through the course design and application stages of courses in International Relations and political economy, discuss the ability of peer review assignments to create active learning opportunities in online courses, and reflect on our own pedagogical development benefited from the community of practice.

Human-centered design in acoustics education for undergraduate music majors.

An acoustics course for undergraduate music majors should take advantage of the natural affinity between acoustic science and musical practice. In this study, current students and recent graduates of one university's music school were surveyed with the goal of assessing their unique needs in an acoustics curriculum. The results of the survey are reported, and several curriculum recommendations are provided based on the principles of human-centered design. In particular, the acoustics course can harness musicians' intuitive understanding of sound by incorporating musical instruments into classroom demonstrations. Also, acoustics instructors should strive to introduce students to acoustical software, which is also used in the music industry. Finally, the survey findings suggest that the contemporary shift toward active learning and technology-based instruction in acoustics pedagogy is beneficial to music students.

Use of Pear Deck as an Interactive Tool in Teaching Reading Comprehension During the New Normal

Good English language proficiency is given attention by the Malaysian government in line with the global challenge where the use of ICT is emphasized. Through the introduction of the Malaysian Education Blueprint 2013-2025, the government is keen on ensuring every child is proficient in English. With the on-going battle against COVID-19 pandemic, online learning has become inevitable. However, students get demotivated when it comes to remote classes, especially in English lessons. As such, this research investigated students’ perceptions of the use of Pear Deck during the pandemic. This action research used a pre and post-test and employed a semi-structured interview where 20 Form Three students of average proficiency in an urban area school in Penang were purposely selected which provided needed data that was then analysed accordingly using SPSS for quantitative data and a thematic analysis in analysing qualitative data. Based on the discussion of data, it is revealed that active learning pedagogy practices are important factors in improving students’ success and they have a good perception towards the use of Pear Deck in reading activities during the pandemic. It is hoped that this study can encourage teachers in trying out Pear Deck in their ESL classroom for more engaging activities for the students.

Raspberry Pi and Rubber Ducks: Digital Pedagogy and Computer Anxiety in the LIS Classroom

The information professions demand digitally literate practitioners who can navigate the increasingly complex technological environments of libraries and archives. While basic literacy is presumed among graduate students, many students express fear and anxiety when approaching new technologies. These psychological barriers have not been addressed in the digital literacy discourse, yet they must be overcome if LIS educators are tasked with teaching future professionals to critically engage and evaluate the myriad technologies available for library systems and services. This article describes the introduction to computing course at University of Iowa that uses the Raspberry Pi (RPi) computer as a means for teaching critical digital literacy skills in the LIS curriculum. Designed to afford students opportunities to peer into the black box of the computer and build the confidence and knowledge to engage with unfamiliar technologies, the course adopts active learning pedagogy using the RPi. This article discusses the design and development of the course and presents the self-reported data from students regarding their perceived gain in experience and comfort with computing over the course of the term. While further research is required to fully understand the relationship between anxiety and computing, the findings suggest that adopting a critical digital pedagogy that focuses on the process over the end product provides space within the learning environment for students to take risks and develop heuristics for overcoming anxiety and building literacy skills.