Active Learning Environment Research Articles

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.

An Assessment of the Active Learning Worksheets in an Undergraduate Human Anatomy and Physiology Course

Anatomy & Physiology I is a demanding gateway science course for community college students. It is particularly challenging for underrepresented Hispanic students who must navigate course content, language barriers, and work-related time constraints. This paper introduces a new active learning strategy to promote meaningful learning and conceptual understanding of Anatomy & Physiology, enhancing students' academic success. The teaching strategy incorporates enhanced lecture presentations and discussions. It also includes periodic pauses for students to engage in active learning activities aligned with learning outcomes. These activities spark student interest and provide immediate feedback on their understanding of challenging topics. The study indicates that the pass rate, mainly grades of C+ and above (a requirement in all nursing courses), was consistently higher for active learning participants than those who attended traditional lectures. This evidence suggests that an active learning environment boosts academic performance among our ethnically diverse students.

Exploring the Elements that Support Student Motivation to View Pre-Recorded Lecture Content in Physiology and Related Health Sciences

Within higher education, course content has traditionally been delivered via didactic lectures. In line with evolving pedagogical theory & approaches, there has been a shift towards incorporating more active learning elements & evidence-based teaching methods into the curriculum, including offering more flipped learning opportunities. In a flipped learning environment, students are provided material to review and study before attending an in-person scheduled class session (pre-work). In class, the instructor facilitates active learning opportunities to promote learning & application at higher levels of Bloom’s taxonomy of learning. Studies show that students who complete assigned pre-work before an in-person learning session perform better in a course than those who do not, yet motivating students to complete assigned pre-work in advance has been identified as a significant challenge in the flipped classroom. One primary mode of delivery for pre-work in the flipped classroom is via pre-recorded lecture content. The format, duration, and design of pre-recorded lectures varies widely across disciplines, depending almost entirely upon the determination of the instructor. While effective design methods for creating and delivering pre-recorded lectures are well-established, identifying factors which either motivate or deter students from viewing pre-recorded lectures in advance remains a challenge. To explore factors which motivate students to view pre-recorded lectures, we examined the experiences of students at the University of South Carolina School of Medicine Columbia following their encounters & usage of pre-recorded lecture content during the Physiology block of the first-year curriculum. Preclerkship medical students who had been assigned a series of pre-recorded lecture content as a component of the curriculum were invited to participate in semi-structured focus group interviews to discuss their experiences with pre-recorded lecture videos and the subsequent in-person learning sessions. Ten students out of a class of 97 volunteered to participate and interview transcripts were qualitatively analyzed to identify factors that motivated students to view pre-recorded lecture content in advance as well as factors that impeded their ability to do so. Factors which students identified as motivators for viewing lecture recordings in advance fell into two general categories: (1) those which served as intrinsic motivators (self-determination theory) and (2) those which reduced cognitive load (cognitive load theory). In line with self-determination theory, instructor attempts to enforce extrinsic motivators were not identified by students as supporting their attempts to view lectures in advance, instead being reported to have hindered their ability to effectively study the material. Overall, we identified the in-class learning environment to have had the greatest impact on students’ decision to view pre-recorded lectures in advance. Ongoing steps of this study include delivery and analysis of a Likert-style survey to all students who have been assigned a series of pre-recorded lecture content as a component of the curriculum to further explore the themes identified in our qualitative discovery. We hope that other educators may use these findings to optimize the design and delivery of flipped and active learning environments. This project was internally funded by the University of South Carolina's Student Opportunities for Academic Achievement Through Research Program and a Center for Teaching Excellence Innovative Pedagogy Grant. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Examining Quizalize’s Impact on Students’ Reading Comprehension Mastery

This quantitative study was intended to measure the impact of utilizing the Quizalize application on 38 tenth-grade students’ mastery of comprehending the reading of descriptive texts at SMAN 1 Blitar. This study utilized preexperimental research, specifically a one-group pre-test and post-test design. The data was obtained from tests and analyzed by SPSS 22. The result revealed that there was an improvement from the pre-test of 77.26 to 81.74 in the post-test. Further, the sig two-tailed output was less than 0.05. This means that Quizalize is having a positive impact on students' reading comprehension mastery. Regarding that result, teachers are recommended to use Quizalize in their instruction to help students develop reading comprehension and foster an active learning environment. In the future, studies on Quizalize in English learning may be conducted, along with comparisons with related apps like Duolingo Beelinguapp and Busuu.

Educational environment in active learning and its possibilities in modern pedagogical process

An active learning environment represents a dynamic shift in modern pedagogical practices, emphasizing student engagement, collaboration, and critical thinking. This process explores the possibilities inherent in active learning methodologies within the modern educational landscape. By developing interactive experiences, hands-on activities, and realworld applications, active learning enables students to actively construct their knowledge. Through this approach, educators facilitate deeper understanding and retention while developing key skills for continuous improvement. We will explore the transformational potential of active learning paradigms to increase the quality and effectiveness of the pedagogical process in modern educational conditions.

Strategies to Minimize the Application of Grammar Translation Methods in Cambodian English Classrooms: Why is it Special?

This article aims to provide academic strategies that English teachers in Cambodia can use to reduce their reliance on grammar translation methods (GTM) in their classrooms. Recognizing the limitations of GTM and their potential negative impact on students' language proficiency, this article emphasizes the importance of applying teaching techniques and alternative teaching methods to improve learning outcomes in English. The article offers a series of practical recommendations, including task-based learning (TBL), communicative language teaching (CLT), and learner-centred approaches (LCA), to promote interactive and active language learning environments. These strategies encourage active participation, meaningful communication, and authentic language use, helping students develop their full English proficiency. Besides, the article highlights a new indication of why the mentioned methods are suitable for implementation in the Cambodian context. The article also sheds light on future research. Therefore, future studies can address the challenges of applying the mentioned techniques using quantitative and qualitative methods.

Teaching U.S. Constitutional Design: The Case of the “Genovian Revolution”

In the modern American politics classroom, ideological and partisan conflict have the capacity to interfere with a healthy classroom environment. This problem is increasingly apparent when students engage questions at the heart of U.S. Constitutional design. By asking students to inhabit fictional roles with preferences and attitudes that may differ from their own, classroom simulation activities present a potential solution to this issue. In the present study I introduce a two-week constitutional convention simulation that centers on the fictional Principality of Genovia. Working in groups, students assume roles within various segments of Genovian society who seek democratic representation following the sudden abdication of their autocratic prince. The simulation is designed to foreshadow key concepts in American government and politics. It does so in a way that allows for vociferous debate and conflict while sidestepping students’ preexisting ideologies and party attachments. It also provides a collaborative, active learning environment that fosters healthy classroom dynamics and encourages later collaboration. In a pre-post survey instrument, I test the effectiveness of the Genovian simulation in fostering key learning outcomes and enhancing the student experience vis-a-vis several other classroom modules, finding that the Genovian exercise is beneficial to students on several dimensions.

Rethinking Our Classrooms: Teachers’ Perceptions on Integrating Transferable Skills in the Classrooms to Create an Active Learning Environment

Despite many efforts to promote transferable skills development, it remains a challenge for Higher Education Institutions (HEIs) and schools. To improve education practices and meet the challenges of an ever-changing environment, it is vital to introduce a paradigm shift in education. In light of this, it is significant to identify and implement the teaching strategies that facilitate transferable skills development. There has long been a controversy over the traditional pedagogical style of lecture delivery as opposed to an active learning environment in which learners are engaged in the learning process itself. The paper sheds light on various ways of integrating transferable skills in the classroom. It examines diverse methods, teaching/learning strategies, and educational tools that aim at promoting a learner-centered learning environment, to ensure the development of transferable skills, such as critical thinking, teamwork, communication, collaboration, creativity, research skills, etc. Creating such a learning environment stimulates students' interests, engagement, and motivation. Consequently, it overviews a practical application of some activities and strategies that can activate the skills as well as reveals the results of findings that showed teachers’ perception regarding a practical application of some methods and strategies to enhance transferable skills. This research is significant by identifying the indicators of an active learning environment, which encourage educators to reimagine their classrooms and implement innovative teaching practices.

Case-based EBM instruction for Osteopathic Medical Students: A Case Report

Background: Evidence-based medicine (EBM) is an important part of graduate medical education and a learning outcome necessary for preparing students to become effective residents. However, many medical educators and librarians struggle to offer EBM instruction that is contextualized, relevant, and engaging. Case-based learning (CBL) can establish the relevance of EBM instruction sessions by using clinical scenarios that link theory to practice. Experience: This case report describes how a college of osteopathic medicine (COM) liaison librarian redesigned a large cohort, lecture-based learning approach to EBM instruction into interactive, relevant, and contextualized CBL labs. CBL labs with smaller student groups were designed to provide an active learning environment and encourage peer-to-peer learning. The CBL format has been previously applied to EBM instruction but not quantifiably evaluated. A modified rubric was created to provide a quantifiable measurement of student performance in future evaluations. Discussion: First-year osteopathic medical students participated in CBL sessions, integrating EBM into their curriculum. The small groups facilitated personalized guidance, peer-to-peer learning, and critical thinking. Clinical scenarios that were mapped to the students’ curriculum provided relevance to the learning experience. The CBL format allowed the librarian to support students individually and increased engagement compared to lecture-based learning. Challenges included assessing the students’ prior EBM knowledge and the time commitment for a solo librarian. However, group assignments and a grading rubric helped to minimize the challenge. Conclusion: The initial pilot testing of this instructional design format and rubric has shown promise in reaching the objectives of providing a relevant and active learning platform with quantifiable results. A future randomized controlled trial is planned to provide quantifiable evidence supporting CBL labs for EBM instruction when compared to lecture-based learning

Identifying Chinese students’ perceptions of smart classrooms and their relationships with design features

ABSTRACT Taking classes in a smart classroom is a novel experience for most college students in China, and comprehensive research on how Chinese students perceive smart classroom environments is limited. This study explored students’ perceptions of smart classroom environments in plain language through a survey involving 358 students. The semantic difference and Kansei Engineering methods were employed to investigate students’ perceptions of learning and physical environments and their relationships with the design features of smart classrooms. Statistical analysis revealed six factors of subjective assessments with a total interpretation rate of 66.29% and five design features of smart classrooms with a total interpretation rate of 59.40%. No significant differences were found across all the factors based on gender, but there were significant differences in students’ technology self-efficacy according to each factor of subjective evaluation and design feature. All factors of the subjective assessments and design features exhibited significant correlations. Furthermore, regression models revealed a significant relationship between affective perception and other dimensions of subjective assessments and an important connection between the active learning environment and all design features. Thus, this study provides an empirical foundation for understanding students’ perceptions of smart classrooms and offers a user-based perspective for designing smart classrooms.

Using Personalized Monopoly Board Games to Improve Students' Comprehension in Forming Comparatives and Superlatives

From a writing test done in the previous academic year, it was identified that students generally showed lack of understanding on the comparatives and superlatives form of adjectives. Students often mixed up and put them in wrong contexts. From the teacher’s reflection, it was found out that a more creative and active learning environment is needed to enhance the learning of comparatives and superlatives. Thus, the lesson was then improvised with the use of board games to promote active learning. This quasi experimental study was conducted to examine the effect of board games in forming the comparatives and superlatives. About 80 participants from SMP Bruder Pontianak were involved in this study. Finding showed positive result in the student’s achievement: 75% of the respondents in treatment group obtained better score compared to their pre-test results. Students also showed good responses toward its implementation. In conclusion, teaching comparatives and superlatives is effective to improve student’s understanding.Keywords: Monopoly board game, comparatives and superlatives, adjectives

Participatory hackathon to determine ecological relevant endpoints for a neurotoxin to aquatic and benthic invertebrates.

The aim of this study is twofold: i) to determine innovative yet sensitive endpoints for sulfoxaflor and ii) to develop best practices for innovative teaching in ecotoxicology. To this end, a group of 52 MSc students participated in an environmental hackathon, during which they did creative toxicity testing on 5 freshwater invertebrate species: Daphnia magna, Chironomus riparius, Asellus aquaticus, Lymnaea stagnalis, and Anisus vortex. Involving the students in an active learning environment stimulated increased creativity and productivity. In total, 28 endpoints were investigated, including standard endpoints (e.g., mortality) as well as biomechanistic and energy-related endpoints. Despite high variances in the results, likely linked to the limited lab experience of the students and interpersonal differences, a promising set of endpoints was selected for further investigation. A more targeted follow-up experiment focused on the most promising organism and set of endpoints: biomechanistic endpoints of C. riparius larvae. Larvae were exposed to a range of sulfoxaflor concentrations (0.90-67.2 μg/L) for 21 days. Video tracking showed that undulation and swimming were significantly reduced at 11.1 μg sulfoxaflor/L after 9 days of exposure, and an EC50 = 10.6 μg/L for mean velocities of the larvae in the water phase was found. Biomechanistic endpoints proved much more sensitive than mortality, for which an LC50 value of 116 μg/L was found on Day 9. Our results show that performing a hackathon with students has excellent potential to find sensitive endpoints that can subsequently be verified using more targeted and professional follow-up experiments. Furthermore, utilising hackathon events in teaching can increase students' enthusiasm about ecotoxicology, driving better learning experiences.

The Impact of Facilitators' Competencies and Characteristics on Faculty Enhancement Activities in Saudi Arabia: A Mixed-Methods Research.

Background and objective Seminar-based workshops envision an active learning environment that creates opportunities for faculty to learn how to become effective workshop facilitators themselves. In this study, we employed a mixed-methods design focusing on an in-depth analysis of the data to examine the impact of the competencies and characteristics of a workshop facilitator on faculty development activities and programs. Methodology This study involved 159 faculty members and was conducted via a web-based survey and 13 in-depth interviews. Results The Pearson correlation coefficients between the three effectiveness ratings showed that all three correlations are significant at the 0.01 level, which signifies a statistically significant relationship between the three variables. The strongest relationship is between facilitator knowledge and facilitator communication, followed by that between facilitator communication and facilitator attitude, and between facilitator knowledge and facilitator attitude. This suggests that the three effectiveness ratings are positively correlated. Qualitatively, four themes emerged in our study: attributes of a good facilitator, participant engagement's role, feedback's impact, and workshop organization challenges. Knowledge, communication, and attitude were identified as effective facilitator characteristics, with knowledge being the most crucial. Conclusions Our findings highlight the importance of enhancing participant understanding, providing timely feedback, and bridging theory to practice. Ultimately, effective facilitators strike a balance in terms of knowledge, communication, and attitude, acknowledging the importance of participant engagement and overcoming workshop challenges. We believe our findings will help inform the revision of the currentfaculty development programs and the development of such endeavors in thefuture at institutions of higher education.

Caregiving While Black: A Novel, Online Culturally Tailored Psychoeducation Course for Black Dementia Caregivers.

Psychoeducation interventions using distance learning modalities to engage caregivers in active learning environments have demonstrated benefits in enhancing caregiving mastery. However, few of these programs have been specifically adapted to develop mastery in Black caregivers. A multimethod approach was carried out to assess Caregiving While Black (CWB), including pre-post surveys and in-depth interviews. This psychoeducation course addresses the cultural realities of caring for a person living with dementia as a Black American. Caregivers engaged in online asynchronous education related to healthcare navigation, home life management, and self-care. Primary (caregiving mastery) and secondary outcomes (anxiety, depression, perceived stress, burden, perceived ability to manage behavioral and psychological symptoms) were assessed at baseline and post-course (10 weeks). Thirty-two Black caregivers from across the United States completed the course within the allotted time frame. Paired sample t test analyses revealed significant reductions in caregiver burden and role strain. Caregiver mastery from baseline to completion increased by 0.45 points with an effect size of 0.26 (Cohen's d). Twenty-nine caregivers participated in an optional post-course interview, and thematic analysis led to the construction of 5 overarching themes: Comfortability with a Culturally Tailored Course; Experiences Navigating the Course Platform; Utility of Course Resources; Time as a Barrier and Facilitator; Familial and Community Engagement. Pilot findings convey a need to continue creating and receiving feedback on culturally tailored psychoeducation programs for dementia caregivers. The next steps include applying results to fuel the success of the next iteration of CWB.

A framework informing the interplay of physical, digital and social spaces in supporting an environment for active learning

ABSTRACT This study aims to provide insights from the STEM and non-STEM perspectives on the interplay of the physical, digital and social spaces in supporting active learning processes (constructivism, collaboration and self-regulation) explored through the Social Interdependence Theory (SIT). Specifically, the fluid movement between physical and digital learning spaces may subconsciously influence how lecturers should teach. This study adopts a mixed-methods approach, supplementing quantitative questionnaires with qualitative data from semi-structured interviews. There were eight STEM and four non-STEM lecturers from an established private university in Malaysia who volunteered for this study. Data from the semi-structured interviews were analysed using the codebook analysis as a form of thematic analysis. To this end, the seating arrangement in a classroom may indicate to students how information should be transmitted, informal gatherings build social bonds and teaching and grades may affect collaboration. In relation to the five constructs of SIT, we suggest the CPC (Cohesiveness, Participation, Collaboration) active learning framework for considering the interplay of the three spaces mentioned within the evolving pedagogies and the learning process. Specifically, cohesiveness which sits at the core of the framework, provides a pivotal support for the other two dimensions, that is, participation and collaboration.

Livogena: The Ikteros Curse-A Jaundice Narrative Card and Board Game for Medical Students.

Jaundice is a common condition that requires integrating knowledge of biochemistry, physiology, pathology, and general medicine. However, medical students face difficulty in learning with passive teaching methods. To enhance their learning, an educational story game that promotes active learning and assessment with immediate feedback was implemented. This jaundice game was named Livogena: The Ikteros Curse-denoting the liver as the principal organ and jaundice (icterus) as a problem. One hundred fifty first-year medical students were divided into small groups to play using a game board and cards. The players moved ahead on the game board by providing the correct answer and completing the activities. The first team to reach the end was the winner. Perceptions and feedback questionnaires were distributed to students at the end of the game. Individual views about the game were recorded for qualitative analysis. Also, to analyze the effectiveness of this intervention, pre- and posttests on jaundice were conducted. Livogena: The Ikteros Curse resulted in a highly significant improvement in students' knowledge and application skills in jaundice, from 5.5 (SD = 2.4) in the pretest to 11.2 (SD = 7.6) in the posttest for 20 marks (p < .001). Students perceived and rated the game exceptionally positively. This educational game significantly increased learners' understanding of the concepts of jaundice. Highly positive perceptions from students further affirm this to be a creative innovation to enhance their learning and application of knowledge in an active and team-based learning environment.

Effectiveness of problem-based learning compared to conventional lectures as a teaching–learning method for medical students

Background: Problem-based learning (PBL) is based on adult learning theory which provides a better understanding of the problem through self-directed learning. During didactic lectures, students are receiving the information and they are memorizing it without understanding the practical applications. PBL provides an active learning environment along with the acquisition of other skills. Aims and Objectives: The present study was conducted to assess the effectiveness of PBL over conventional lectures as a teaching–learning method for phase 1 medical students. Furthermore, the perception of students toward PBL was taken. Materials and Methods: PBL sessions were conducted among 100 Phase 1 medical students by dividing them into two groups and assessed by MCQs. Lecture class was taken for the whole students and again assessed by MCQs for the non-PBL topics. A comparison between the aggregate test scores was made using an unpaired t-test. Perception of students toward PBL was collected using a validated questionnaire in Likert scale and expressed as a percentage. Results: Data analysis showed the aggregate mean score of PBL as 27.96 (3.42) and conventional lecture as 22.66 (4.28) with P &lt; 0.001, which was taken as significant. Students showed a positive response toward PBL as an effective learning tool. Conclusion: PBL is an effective teaching–learning method that can be incorporated into the medical curriculum to create medical graduates with self-directed lifelong learning skills.

The Dynamic Classroom for Medical Education: A Tech-Enabled, Data-Driven Version of the Flipped Classroom

The U.S. healthcare system faces a crisis, especially in low-income and rural areas, due to a projected shortage of 37,800 to 124,000 physicians by 2034, a lack of demographic representation among physicians, and a gap in health sciences students graduating to meet the demand for services. To address these issues, the authors propose a pathway program coupled with a predictive analytics platform, piloted at Ponce Health Sciences University (PHSU) with the MD program &amp; the Master of Science in Medical Sciences (MSMS) program. The 10-year R&amp;D project aims to increase diversity in the physician workforce. This Case Study highlights PHSU’s teaching method, the Dynamic Classroom, which is a modified version of the flipped classroom model that uses synchronous class time for low-stakes assessments and real-time evaluations. Students debate quiz questions, identify knowledge gaps, and engage in an active learning environment. Evidence shows comparable USMLE Step 1 and Step 2 performance between pathway and non-pathway students. Despite challenges and costs, the Dynamic Classroom teaching method demonstrates potential for improving medical education and potentially other domains. Future steps include expanding the data set to include new cohorts and developing a network of pathway programs to address physician workforce diversity nationwide.

Utilizing Flipped Classroom and the First Principles of Effective Instruction in Teaching Finite Geometry

The flipped classroom approach has been used as a variation of digital learning even before the covid-19 pandemic. Using this approach and the First Principles of Effective Instruction, this study determined and compared the proving skills of higher education students in finite geometries using true experimental research involving two equivalent classes in Modern Geometry. Data on proving competencies were gathered from the 27 pairs of randomly selected respondents and were subjected to data exploratory analysis to ensure the appropriateness of statistical tools for data analysis. Results reveal that both classes performed equivalently in the pretest. However, the flipped class exhibited a statistically significant improvement in the posttest and in-class activities than the non-flipped class. Additionally, the flipped class was found to have equivalent performances in both individual and group in-class activities. The results showed that necessary competencies in proving theorems can be attained using the flipped classroom approach following the activation, demonstration, application, and integration phases of instruction. The study recommended using the approach to support students learning achievement, performance enhancement, and active learning environment. It can also be incorporated into crafting an adaptive learning continuity plan for the post-pandemic recovery period and beyond. Keywords: active learning, critical thinking and problem-solving skills, finite geometry, first principles of effective instruction, flipped classroom, pandemic, proving theorems

Implementing Universal Design through augmented-reality game-based learning

Technology integration in higher education (HE) provides educators with the opportunity to design stimulating learning environments, especially in design and engineering education (DEE) where it plays a unique role in nurturing creativity, problem-solving and innovation. This study investigates the integration of an augmented reality (AR) educational game in DEE, focusing on the teaching of Design for Manufacturing and Assembly (DfMA) principles. The primary aim of this research is to enhance traditional DfMA teaching and learning (T&L) practices by applying innovative T&L strategies. The resulting AR DfMA game, developed using digital game-based learning, microlearning and collaborative learning techniques, aligns with the Universal Design for Learning framework to create an inclusive learning environment that encourages participation from all students and supports several learning styles.The study tests the individual features designed for personal study opportunities to discover which elements are optimal in that environment, and then on the proposed in-class group components of the AR game, involving 68 participants from the appropriate program, though it is not currently implemented as part of a module. We utilize a mixed methods approach to examine the students’ experience and identify key design features that contribute to an inclusive educational experience. The findings highlight positive student experiences, and preferences for hands-on engagement, multimodal content, and collaborative activities. The AR DfMA game also has the potential to enhance intrinsic motivation and create an active and inclusive learning environment. Challenges and areas for improvement are also discussed.