Passive Learning Research Articles

School disengagement as a policy problem: a frame analysis

ABSTRACT School disengagement has become acritical policy concern worldwide. Taking the Australian context as an empirical case, this paper aims to understand how school disengagement has been framed as apolicy problem and what issues remained unproblemised. Guided by policy frame as aconceptual tool and frame analysis as the methodological approach, the paper analyses two purposefully selected national policies relevant to school disengagement. The findings are categorized into three themes: policy problem, policy response, and policy silence. The findings show that the problem of school disengagement is narrowly framed as passive learning, disruptive behavior, and parents’ lack of reliable information about their children’s progress. The policies call for schools to improve student transition and work on understanding the root causes of behavior problems. The analysis also highlights apolicy silence: the impact of adverse learning environments on student engagement, wellbeing, and learning. In closing, the paper emphasizes the importance of framing school disengagement as aform of educational disadvantage that necessitates transformative policy measures.

Active Versus Passive Learning in Large-Group Sessions in Medical School: A Randomized Cross-Over Trial Investigating Effects on Learning and the Feeling of Learning

Abstract Purpose The evidence base for active learning in medical education is based largely on trials with suspect internal validity. We empirically compared the learning and feeling of learning of participants when in large-group interactive sessions and passive lectures using a rigorous trial capable of providing an unambiguous assessment of effect. Further, we evaluated if there was a differential effect based on prior achievement. Materials and Method We conducted a two-day randomized cross-over trial with 146 s-year medical students. Passive learning involved lecture-based case presentation with minimal interaction; in the large-group interactive session, students worked in teams on the same cases. Participants completed a test of learning and a feeling of learning survey. Effects were estimated using linear mixed-effects models. Results Participants in the large-group interactive session scored 0.27 standard deviations higher on the test of learning (p = 0.010) than when in the passive lecture. Learners in the lower 50% of prior achievement benefited most from active learning. The feeling of learning was 0.56 standard deviations higher in the large-group interactive session (p < 0.001). Conclusions Transformation of passive lectures to interactive learning sessions is feasible, has the potential to close achievement gaps by benefiting the lowest achieving learners the most, and provides students a greater sense of learning than passive lectures.

VIRTUAL FLIPPED CLASSROOM FOR DEVELOPING EFL STUDENTS’ SPEAKING SKILLS: DESIGN AND IMPLEMENTATION

developing speaking skills due to limited classroom time and cultural tendencies towards passive learning. This study investigated the effectiveness of a virtual flipped classroom in addressing these challenges and enhancing EFL students' speaking abilities. The research involved 40 Indonesian university students, divided equally into experimental and control groups. The experimental group participated in a virtual flipped classroom, completing pre-class online activities and engaging in in-class speaking exercises, while the control group received traditional instruction. Pre- and post-tests assessed speaking skills, supplemented by student surveys. Results revealed significantly higher post-test scores in the experimental group compared to the control group. Furthermore, survey data indicated that students perceived the virtual flipped classroom as effective in promoting active learning and enhancing their speaking skills. This approach shows promise in overcoming cultural barriers to active participation and maximizing limited class time for speaking practice in Indonesian EFL contexts. However, further research is needed to explore long-term effects and optimal implementation strategies across diverse EFL settings.

Team-based learning: Implementation and evaluation of nursing students’ experience and satisfaction

Team-based learning is an alternative to passive learning. Its defining characteristics are small-group collaboration and active student participation. This study evaluated students' accountability, performance, and satisfaction with the team-based learning strategy, as well as the impact of gender and cumulative grade point average. It was a quasi-experimental one-group post-test study conducted at the College of Nursing and Health Sciences, Jazan University, Saudi Arabia. A team-based learning session with 214 students was conducted. Descriptive statistics, chi-square, and multilevel regression were used to analyze students' accountability, preference, and satisfaction with team-based learning using an online survey. Students were accountable; 85% used pre-class materials to prepare. The majority of students expressed satisfaction with their session engagement. Most believe that team-based learning motivated them to engage and recommend it for nursing courses. Male students' scores on the team readiness assessment test improved by 30.73%. The multilevel regression analysis revealed a substantial gender effect on gain increases (P-value < 0.0001). Students expressed great satisfaction with their team-based learning experience. This study demonstrated that team-based learning improved student involvement, performance, and accountability and recommends its application in the nursing program; however, further research is needed to improve the transferability of results.

Enhancing Entrepreneurship Education with Innovatively Designed YouTube Videos: Evaluating Student Learning and Effectiveness of Youtube Videos as Educational Tools

The use of video media, particularly YouTube videos, has emerged as highly popular and powerful educational tools in higher education due to its ability to provide rich and engaging content that enhances learners' understanding and retention of information throughout the learning process. Much of the current research highlights a need for more active learning strategies to maximize the educational potential of these videos because traditional Youtube videos tend to create passive learning experiences. However, when properly integrated with active learning strategies through innovative video design and development, Youtube videos can enhance student engagement, learning outcomes, and satisfaction. Therefore, this research aims to innovatively design and develop YouTube videos as educational tools and evaluate students' perceptions of their learning and the effectiveness of the video design and development in higher education involving 20 graduate students in the entrepreneurship education program. The data were analyzed using mean, standard deviation, and content analysis techniques. The findings showed that the innovatively developed Youtube videos were perceived to be highly appropriate (Mean= 4.52, S.D. = 0.13). Students reported that they learned entrepreneurship more effectively from various scenarios filled with choices and challenges in entrepreneurial paths. They also perceived the effectiveness of Youtube videos as educational tools to be very high (Mean= 4.58, S.D. = 0.72), noting that these videos were effective tools that promotes active and experiential learning experiences. In conclusion, this study indicates that Youtube videos, when innovatively designed and developed as educational tools with active learning strategies, can be implemented as a powerful tool in teaching entrepreneurship.

Assessing and Improving the Quality of Undergraduates in Preschool Education Programs in China: The Course Experience

This study examined the current status of course satisfaction among Chinese preschool undergraduate students and the prediction of five influencing factors on students satisfaction: teacher instruction, course management, course setting, course environment, and course resources. The findings revealed that: 1. the mean value of course experience was M=3.861 (out of 5); 2. there were differences in the satisfaction of undergraduate students' course experience by different background variables; 3. course, course resources, and loyalty had significant predictive power on undergraduate students' satisfaction with course experience; 4. instructor instruction (TI) did not significantly predict students' satisfaction with course experience (SCES) (p> 0.001); 5. Faculty instruction (TI) in this study had the highest mean satisfaction score (M = 4.191) and the mean satisfaction score was only (M = 3.861). The results show that the current status of course satisfaction among Chinese preschool undergraduates is at an moderate level, and there is more space for improvement; although students' satisfaction with teacher instruction (TI) is high, effective teacher instruction does not have a substantial impact on the acquisition of SCES or general competencies, and this passive learning and teaching style leads to a lack of independent learning and active participation among Chinese preschool undergraduate students.

Linguistic Intelligence: Improving Writing Ability through Mind Mapping of Project Based Learning

The survey results show that students have low writing skills. One of the contributing factors is that students have difficulty developing ideas from writing, which causes the writing process to be slow. Apart from that, passive learning activities also have an impact on students' writing abilities. Based on this, the aim of this research is to analyze the influence of the Mind Mapping-based Project Based Learning (PjBL) Model on students' writing abilities. This type of research is quasi-experimental research (quasi-experimental) using a 2 x 2 factorial design. The population in this research is grade IV elementary school students, totaling 9 schools. The total sample size was 160 students. The sampling technique uses a simple random sample. The data collection method in research uses test and non-test methods. The technique used to analyze data is inferential statistics. The results of the research are that the writing ability of the group of students who were given the Mind Mapping -based Project Based Learning Model was greater than the group of students with low linguistic intelligence, the writing ability of the group of students who were given the Conventional Learning Model, after controlling for language knowledge. It was concluded that the Project Based Learning (PjBL) Model based on Mind Mapping can improve students' writing skills. The implication of this research is that the application of the Project Based Learning (PjBL) Model based on Mind Mapping can stimulate students' learning and stimulate students' thinking skills so that it has an impact on improving students' writing skills.

A unified active learning framework for annotating graph data for regression tasks

In many domains, effectively applying machine learning models requires a large number of annotations and labelled data, which might not be available in advance. Acquiring annotations often requires significant time, effort, and computational resources, making it challenging. Active learning strategies are pivotal in addressing these challenges, particularly for diverse data types such as graphs. Although active learning has been extensively explored for node-level classification, its application to graph-level learning, especially for regression tasks, is not well-explored. We develop a unified active learning framework specializing in graph annotating and graph-level learning for regression tasks on both standard and expanded graphs, which are more detailed representations. We begin with graph collection and construction. Then, we construct various graph embeddings (unsupervised and supervised) into a latent space. Given such an embedding, the framework becomes task agnostic and active learning can be performed using any regression method and query strategy suited for regression. Within this framework, we investigate the impact of using different levels of information for active and passive learning, e.g., partially available labels and unlabelled test data. Despite our framework being domain agnostic, we validate it on a real-world application of software performance prediction, where the execution time of the source code is predicted. Thus, the graph is constructed as an intermediate source code representation. We support our methodology with a real-world dataset to underscore the applicability of our approach. Our real-world experiments reveal that satisfactory performance can be achieved by querying labels for only a small subset of all the data. A key finding is that Graph2Vec (an unsupervised embedding approach for graph data) performs the best, but only when all train and test features are used. However, Graph Neural Networks (GNNs) are the most flexible embedding techniques when used for different levels of information with and without label access. In addition, we find that the benefit of active learning increases for larger datasets (more graphs) and when the graphs are more complex, which is arguably when active learning is the most important.

Case study: problem-based learning model for soccer basic movement skills and learning activity

Background: The education curriculum is developed to prepare students to gain comprehensive experiences and life skills. Learning effectiveness, especially in physical education, depends on the teacher's ability to choose the right learning strategies, models and methods. However, problems often faced in the learning process include lack of student attention, teacher dominance in the learning process, and passive learning tendencies. The Problem-Based Learning (PBL) learning model emerged as a potential approach to address these issues and improve the quality of learning. Study Objectives: This study aims to evaluate the effectiveness of the Problem-Based Learning (PBL) learning model in improving the basic soccer movement skills and learning activities of elementary school students in the context of physical education. Materials and Methods: This study used a pseudo-experimental method with a one-group pretest-posttest design. The research subjects comprised 24 fifth-grade Krakitan State Elementary School, Klaten Regency students. The research instruments included basic soccer skills tests (dribbling and short passes) and student learning activity observation sheets. Data were analyzed using paired samples t-test to determine the effect of learning with the PBL model on primary skills of playing football and student learning activities. Results: The study revealed a substantial enhancement in both the basic soccer skills and student learning activities following the implementation of the PBL model. The average basic soccer skills score surged from 99.0833 in the pretest to 109.0417 in the posttest, marking a notable increase of 9.9584 points. Similarly, student learning activities showed a commendable rise, with the mean score climbing from 3.0833 at the start of the treatment to 4.3750 at the end, indicating a significant increase of 1.2917 points. Statistical analysis using paired samples t-test confirmed the significance of these improvements, with the calculated t values for basic soccer skills (6.89943) and learning activities (7.369) both surpassing the t table value (2.069). Conclusion: In conclusion, this study affirms the effectiveness of the Problem-Based Learning (PBL) model in enhancing students' basic soccer movement skills and learning activities in the context of physical education at the primary school level. The substantial improvements in both the technical ability to play soccer and in students' active engagement in the learning process underscore the potential of PBL as a potent learning strategy for physical education. These findings not only underscore the importance of problem-based learning approaches in enhancing physical skills but also in fostering students' cognitive and social engagement in the learning process, thereby making a significant contribution to the field of physical education. Keywords: Problem Based Learning, Physical Education, Soccer Skills, Learning Activity, Primary School

ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study

This study investigates the factors influencing ChatGPT acceptance in self-directed English language learning and explores its potential to enhance the learning process. A multi-methods approach was employed, comprising a systematic review of 40 empirical articles, a quantitative survey of 344 English as a Foreign Language (EFL) learners, and 19 semi-structured interviews. Results indicated that interactivity, enjoyment, trust, and subjective norms significantly affect continued use through perceived usefulness, while human-likeness, self-efficacy, and technology anxiety influence it through perceived ease of use. EFL learners utilize ChatGPT for both primary and secondary English learning purposes, supporting various language dimensions including reading, writing, vocabulary, and grammar. The study also identified both passive and active language learning engagement facilitated by ChatGPT. This research contributes to the field by proposing an extended Technology Acceptance Model and a conceptual framework for chatbot-assisted language learning. For chatbot developers, the findings underscore the need to enhance interactivity, human-likeness, enjoyment, and trust while minimizing technology anxiety to increase sustained use. Educators can utilize these insights to better integrate ChatGPT into their curricula, supporting diverse language skills and engaging learners more effectively. Together, these findings provide concrete guidance for enhancing the design and implementation of AI chatbots in language learning contexts.

A Whodunit Gamified Flipped Classroom For High Yield Bite Injuries And Envenomation.

Clerkship-level medical students, sub-interns, junior and senior residents, attending physicians. Bite injuries and envenomation are core content found in the model of the clinical practice of emergency medicine.1 However, depending on the geographic location of training or clinical practice, physicians may or may not be exposed to these pathologies. For example, a qualitative analysis conducted in 2022 discovered a significant range in emergency medicine (EM) physician perception of snake antivenom use and level of comfort, noting that experiences with its use ranged from hundreds of cases treated to purely didactic understanding.2 Such discrepancies necessitate supplemental education and activities to bridge the knowledge gap. Ideally, these activities would utilize tenets of experiential learning to allow learner processing comparable to that of clinical experience.3 Flipped classroom and audience participation promote engagement and active learning when compared to the passive learning of lectures.4 In that vein, there is a growing body of gamified resources in medical education which utilize pattern recognition and problem solving skills that can be analogous to clinical practice.5,6. By the end of this activity, learners will be able to: 1) identify and name species responsible for bite/sting/envenomation injuries, 2) recognize associated signs, symptoms, physical exam findings and complications associated with bites/stings/envenomations by certain species, 3) discuss management such as antibiotics, antivenom, and supportive care. We designed a small group activity asking residents to identify, research, and present the "culprits" implicated in environmental exposures to animals and insects, and match them to corresponding clinical scenarios. Participants anonymously answered electronic multiple-choice quizzes before and after completing the activity to gauge its effectiveness in conveying the material. They also completed an additional anonymous, electronic survey regarding their attitudes towards this activity and the possibility of other gamified didactics within the curriculum. Each resident class showed an upward trend in their average multiple-choice score, the greatest of which was seen in the post-graduate year (PGY) 1 class. The residency demonstrated a statistically significant improvement in their ability to answer multiple choice questions (MCQs), with an average pre-activity score of 67.14%, and post-activity score of 87.14%. Participants showed determination and enthusiasm to engage with the material when presented in a gamified format, and 100% of post-activity survey respondents wanted to participate in further gamified activities. Gamified small group activities are a fun and effective method of supplementing residency and medical student education for both common and esoteric clinical presentations that they may not encounter in the clinical environment. Toxicology, bite injury, envenomation, gamification.

Assessing the Effectiveness of Student-generated Scenario-based Questions as a Tool for Active Learning

Background: Active learning is not new as an educational philosophy and its benefits over passive learning modes are well known. In a competency-based framework, active learning is one of the key thrust areas. However, across the globe studies have shown that its implementation is wrought with challenges and limitations. The present study explored the implementation and effectiveness of an innovative technique of active learning where students in small groups of 5–6 construct structured scenario-based questions (SBQs) and learn in the process of making questions. Objectives: The study was done with the objective of assessing the effectiveness and feedback of student-generated SBQs as a method of active learning among medical students. Materials and Methods: Sensitization about the project was done followed by deciding the topics which could be covered with this method. The method was implemented in Physiology for Phase 1 MBBS students. During implementation, two small groups (25 students each) were randomly assigned into a “study group” and two into a “control group.” The students were given trigger topics, learning resources and then asked to make SBQs in sub-groups of 5–6. The questions were then opened to discussion, comments and answering by the peers. Knowledge obtained was compared by a pre-post analysis within-group using paired t-test. Between-group analysis was done using independent sample t-test. Feedback was collected both from faculty and students on a Likert Scale. Results: The study group recorded a statistically significant higher score (11.92 ± 2.2) after the activity as compared to control group (8.04 ± 2.24). Feedback received from participants and faculty was positive with a mean score of more than 4 on a 5-point Likert Scale for all items, except feasibility in which the faculty feedback score was 3.67. Out of 49 participating students, 31 students commented on qualitative feedback that it was engaging. More than half (26) students mentioned they “want more such sessions.” Conclusion: The present study showed that this activity can be implemented in small group teaching hours of the timetable. It retains the benefits of active learning both in terms of learning outcomes and experientially. It can also be used as a means to implement problem-based learning and early clinical exposure.

Perception of the Academic Lecturer’s Profile: From Research Orientation to Pedagogic Orientation, and Implications for the Digital Learning of Students

Aim. This study aims to examine the effect of lecturers’ teaching orientations, as perceived by students, on students’ digital learning patterns, differentiating between research-oriented and pedagogy-oriented teaching approaches. Methods. A survey method was employed to collect data from undergraduate students regarding their perceptions of their lecturers’ orientations and their own digital learning patterns. Descriptive statistical analysis, Pearson correlation, and mediation models were utilized to analyse the relationships between variables. Results. The findings indicate that when students perceived the lecturer as research-oriented, no significant indirect association mediated by the digital learning experience was found between the lecturer’s profile and both active and passive digital learning patterns. However, the association between the research-oriented lecturer and active digital learning was partially mediated by the student’s reading habits, while the association with passive digital learning was fully mediated by reading habits. For pedagogy-oriented lecturers, both active and passive digital learning patterns were partially mediated by the student’s learning experience, with no significant mediation by reading habits. Conclusion. The study suggests that research-oriented lecturers influence active digital learning through students’ reading habits, while pedagogy-oriented lecturers influence both active and passive digital learning through students’ digital learning experiences. Understanding these dynamics can help educational institutions support lecturers in their professional development and improve student learning outcomes in digital environments.

The learning effects of flipped classroom on nursing student’s vital signs knowledge, skill, and satisfaction: Post-test only control group study

The Traditional lectures optimize the passive learning, where students attend passively, however, lacking a deep understanding of the lecture material. Consequently, an innovative teaching approach is necessary to develop student engagement, active learning, and critical thinking skills. The aim of the study is to evaluate the effect of flipped classroom on knowledge, skill, and satisfaction about vital signs nursing procedure. A post-test only control group design study was carried out in College of Nursing, Muhayil. King Khalid University, Kingdom of Saudi Arabia, during May 2024. The study population consisted of 63 second year Baccalaureate nursing students. A Simple random sampling technique was adopted to recruit samples in an experimental and control group. An Experimental group received flipped class model teaching and the control group received traditional method of teaching about vital signs nursing procedure. Knowledge was assessed using self-reported questionnaire, and skill by checklist also Satisfaction about the teaching method was assessed using 5-point likert scale. It is shown that there is a significant difference in the scores for skill (M=9.87, SD=.42), Knowledge (M=7.68, SD=2.24) and satisfaction (M=43.07, SD=5.65) among traditional and Flipped class students. This study suggests that the teachers can be implement flipped classroom technique along with the traditional method of teaching.

Student-Centered Active Learning Improves Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education

Student-centered active learning (SCAL) shifts the focus from the teacher to the student. Implementing SCAL requires the development of new forms of assessment beyond memorization and comprehension. This paper aims to demonstrate the effectiveness of SCAL by analyzing student performance at different cognitive levels. In flipped classrooms, students completed tasks with varying cognitive demands. The tests measured knowledge (level 1), comprehension (level 2), application (level 3) and analysis (level 4). This approach to assessment assesses not only the acquisition of content, but also skills that are critical to a health science student’s future career. The results of expository learning were compared with student-centered collaborative learning in the Anatomy and Embryology I course over three academic years. Student opinions were collected through 326 anonymous Wooclap® (Version: 2019101500) surveys. No differences in performance were found for low-cognitive-level questions. However, SCAL significantly improved performance on higher-cognitive-level questions that required problem solving and application of knowledge. Despite the benefits of SCAL, it requires more effort from both teachers and students. The current assessment system at Universidad Complutense, which measures teaching quality primarily in terms of student satisfaction, tends to penalize efforts to innovate. Many students are attracted to passive learning techniques because they provide a clear and structured path to success. This approach, which focuses on memorizing information for exams, provides a sense of security. Teachers need to have a strong belief in the effectiveness of SCAL methods to persist in their implementation.

Implementing Problem-based Learning to Secondary School EFL learners at the International School of China for Developing Communicative Competence

As the global demand for complex talent increases, the purpose of teaching and learning is no longer simply to transmit knowledge, but also to develop students’ ability to ask questions, analyze problems and solve them (Reed et al, 2021). The traditional teacher-centered, passive learning approach no longer meets the teaching context of social development and strong international competitiveness (Ting et al., 2021). PBL (Problem-based learning) is a form of self-directed learning and group discussion that creates a genuine context for students to map out the real world, which contributes to diversifying, differentiating, and stimulating students learning (Almulla, 2020). PBL develops students’ practical skills, cultivates innovative and applied talents, and improves students’ confidence in learning (Ngadiso et al., 2021). PBL uses independent learning and group discussion to create a real-world situation for students, which can develop their learning autonomy, and improve their overall application skills, especially the listening and speaking skills (Quinn, 2019). This pedagogical report tries to design a complete PBL project for high school students in an international school of China to help students be able to use English correctly for intercultural communication by doing PBL tasks. Students can deeply appreciate the differences in word meanings, sentence meanings, associative meanings, metaphorical meanings, and other linguistic phenomena in the two different cultures of the East and the West, to understand culture from the inside and maintain their interest and enthusiasm in learning English. By PBL approach, teachers can help students to mobilize their enthusiasm and initiative for learning and cultivate students’ communicative competence to realize the co-growth of knowledge and competence (Larmer, 2016).

A Study on Differences in Educational Method to Periodic Inspection Work of Nuclear Power Plants

Construction work and regular inspection work at nuclear power plants involve many special tasks, unlike general on-site work. In addition, the opportunity to transfer knowledge from skilled workers to unskilled workers is limited due to the inability to easily enter the plant and various security and radiation exposure issues. Therefore, in this study, we considered the application of virtual reality (VR) as a method to increase opportunities to learn anytime and anywhere and to transfer knowledge more effectively. In addition, as an interactive learning method to improve comprehension, we devised a system that uses hand tracking and eye tracking to allow participants to experience movements and postures that are closer to the real work in a virtual space. For hand-based work, three actions, “pinch”, “grab”, and “hold”, were reproduced depending on the sizes of the parts and tools, and visual confirmation work was reproduced by the movement of the gaze point of the eyes, faithfully reproducing the special actions of the inspection work. We confirmed that a hybrid learning process that appropriately combines the developed active learning method, using experiential VR, with conventional passive learning methods, using paper and video, can improve the comprehension and retention of special work at nuclear power plants.

Usability Evaluation of a VR French Learning App for Google Cardboard

The purpose of this research work is to investigate cost-effective immersive virtual reality (VR) for learning French language by designing, developing and evaluating Mission Maison, an affordable immersive VR application for Google Cardboard. The development was guided by Design Science Research principle and aligned with John Biggs’ constructive alignment theory to transform passive learning into engaging adventures through immersive environments, compelling stories and gamified quizzes that is accessible via smartphone. 29 Malaysian young adults participated in the usability and acceptance evaluation using the System Usability Scale (SUS) in a controlled environment. All the participants were briefed on the application's functionality and went through a tutorial on using Google Cardboard prior to using the VR application. The evaluation revealed a high usability and learnability of Mission Maison, with an average SUS score of 86.38. The evaluation results also indicated that Mission Maison was easy to use, well-integrated, engaging and with minimal learning curves, serving as strong support that cost-effective immersive VR has the potential of springboarding traditional language learning to provide enjoyable and engaging learning experiences. The research work contributes in terms of a new practical budget-friendly immersive VR French language learning application and insights into usability and acceptance by young adults in Malaysia, for broader accessibility and adoption in language education. The findings provide educators, policymakers, and technology developers with a scalable solution to integrate immersive VR instructional design into curricula with aims to enhance language learning experiences.

Self-reported online science learning strategies of non-traditional students studying a university preparation science course

Student awareness and selection of learning strategies are predictors of academic success. Yet, little is known about learning strategies of students in university preparation science courses, who are frequently mature-aged or underrepresented students. This lack of knowledge potentially hinders tailoring reflective learning experiences, specific to science contexts, supporting novice science students adopting effective learning strategies. A mixed-methods study examined self-reported learning strategies of 88 students in an online university preparation science course, analysed using a convergent parallel research approach and interpreted through a passive–active–interactive framework. The study found preferences for passive learning strategies with considerably less active and interactive strategies reported. The findings suggest, despite the strengths these students bring to their studies, a tendency for naïve and unexamined concepts of science learning, from time-poor students with little experience in collaborative learning. The study recommends embedding science-specific learning strategies in university preparation science courses and building capacity with interactive strategies.

Pure Question-Based Learning

We have evaluated a new pedagogical approach, pure question-based learning, or rather, a modern, digitized version of a really old approach: the Socratic method of learning. The pedagogical approach was evaluated and improved using a design-based research methodology. An online course was developed with pure question-based learning to explain its predecessor: question-based learning. The course was successively taken by students, researchers, and practitioners, and discussed in four group seminars. Feedback from each iteration was integrated into the next version and the course is still in use, see link below. Results from the design-based research process were positive (n≈78 participants, over four iterations) with the main negative results coming from the unfamiliarity of the format and feelings of exam-like stress during the first encounter. While pure question-based learning is new, it builds upon well-tested pedagogical methods. The method has several potential advantages: learning can be broken down into smaller modules, there is less passive learning for the students, less learning material needs to be created and AI could be used for this creation.