Rich Environments For Active Learning Research Articles

RICH ENVIRONMENTS FOR ACTIVE OPEN DISTANCE LEARNING: LOOKS GOOD IN THEORY BUT IS IT REALLY WHAT LEARNERS WANT

In the open distance learning environment, efforts are made to engage students and provide rich environments for active learning (REALs). This article describes exploratory research undertaken on a fourth-year Tourism Management module. The research investigated two different study guides for different years – 2012 students using an innovative guide with learner engagement tools designed in line with current learning theory, to achieve a REAL; and 2011 learners using a traditional study guide with far fewer engagement tools. The two consecutive cohorts completed a quantitative survey designed from theory on learner engagement, motivation and interactivity. The survey investigated learners’ experiences of the implementation of four constructs, namely course design; engagement; learning activities; and the integrated construct of relevance, application, bonding and ownership. Data analysis was conducted using descriptive statistics, non-parametric correlations and cross-tabulations. Results suggest that this REAL does aid learning but not to the extent anticipated, and that it may be too rich. In light of the greater debate regarding the design of ODL material to maximise learning, recommendations are made to discerningly regulate the richness and depth of learning material, avoid overload of isolated learners, and gradually introduce REALs.

Citizen Science as a REAL Environment for Authentic Scientific Inquiry

Citizen science projects can serve as constructivist learning environments for programming focused on science, technology, engineering, and math (STEM) for youth. Attributes of rich environments for active learning (REALs) provide a framework for design of Extension STEM learning environments. Guiding principles and design strategies for the University of Minnesota Extension's Driven to Discover: Enabling Authentic Inquiry through Citizen Science project demonstrate how education and investigations grounded in real-world citizen science projects can capitalize on REAL environments to generate meaningful STEM learning. Positive evaluation results support the efficacy of the design for enhancing youth science identity and practice.

Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers

This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants’ feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.

Rich Environments for Active Learning and Science Learning in Nigeria

Rich Environments for Active Learning and Science Learning in Nigeria

Rich environments for active learning in action: problem-based learning

In today's complex world of rapid change, of increasing innovation and of proliferating knowledge, employers and employees must be able to apply tools and knowledge to new situations with increasing frequency to remain productive and competitive (see Nash, 1994). Because we face an environment in which knowledge and skills become rapidly obsolete, people need to know how to be involved in a continual process of 'retooling' their knowledge and skill base (see Swanson et al, 1993). Consequently, learning to think critically, to analyse and synthesize information to solve technical, social, economic, political, and scientific problems, and to engage in lifelong learning, are crucial for successful and fulfilling participation in our competitive society. Learning environments which prepare learners for the complexities of the professional world utilize instructional activities reflecting the problemsolving and challenge-meeting process professionals use on their jobs. Learners need to: • determine for themselves what issues need to be addressed when facing a new problem; • identify knowledge and skills they already possess that can be applied to the situation; • determine which skill and knowledge areas are deficient, arid create learning plans to address those deficiencies; • create timelines, manage resources, and monitor their progress; • apply what they know to problems that may change substantially from one moment to another; and • assess their performance and make changes in personal processes for use to meet subsequent challenges.DOI:10.1080/0968776970050202

Rich environments for active learning: a definition

In today's complex world, simply knowing how to use tools and knowledge in a single domain is not sufficient to remain competitive as either individuals or companies. People must also learn to apply tools and knowledge in new domains and different situations. Industry specialists report that people at every organizational level must be creative and flexible problem solvers (Lynton, 1989). This requires the ability to apply experience and a definition knowledge to address novel problems. Consequently, learning to think critically, to analyse and synthesize information to solve technical, social, economic, political, and scientific problems, and to work productively in groups are crucial skills for successful and fulfilling participation in our modern, competitive society.DOI:10.1080/0968776950030202

A case study on using prediction markets as a rich environment for active learning

In this paper, prediction markets are presented as an innovative pedagogical tool which can be used to create a Rich Environment for Active Learning (REAL). Prediction markets are designed to make forecasts about specific future events by using a market mechanism to aggregate the information held by a large group of traders about that event into a single value. Prediction markets can be used to create decision scenarios which are linked to real-world events. The advantages of this approach in the cognitive and affective domains of learning are examined. The unique ability of prediction markets to enable active learning in large group teaching environments is explored. Building on this theoretical work, a detailed case study is presented describing how a prediction market can be deployed as a pedagogical tool in practice. Empirical evidence is presented exploring the effect prediction market participation has on learners in the cognitive domain.

Teaching research methods in a distance education context: Concerns and challenges

This article discusses an investigation conducted to identify challenges associated with teaching research methods in a distance education context. Constructivist learning was used as conceptual framework, in particular socio-constructivist theories, activity theory and Rich environments for active learning (REALs). Two research modules in a master’s programme in education formed the basis of the investigation. One module required students to complete a portfolio, while the other involved assignments andan examination. Two cycles of action research were completed over three years. Data were collected by means of questionnaires and an analysis of study packages and other documents. The study revealed a need for improved cooperative support, the introduction of blended learning and the provision of anchored instruction by making more resources available in both modules. In addition, it was shown that the research methodology module would be improved through the provision of authentic learning contexts, opportunities for team research and more authentic assessment practices.

Developing a Learning Organization Model for Problem-Based Learning

This case describes the initiative to develop a learning organization model to support the pedagogy of problem-based learning (PBL) as an approach to conduct teaching in the author’s undergraduate curriculum development. Specifically, an organizational scenario is described to support introducing the PBL method of course delivery. This is based on an action research depiction on some of the experiences and issues involved in conceiving and developing a Web-based course-support environment called REAL (Rich Environment for Active Learning). Our case then deliberates on the idea of setting up a Center for PBL Research as an important mechanism of institutional innovation. This center could be considered as an essential effort to encourage individual organizational units within the university to provide suitable electronic services toward the realization of a virtual university. The dilemma of this effort, however, remains the emergent changes of organizational behavior in education, which is essentially subjective, eclectic, individual, context-specific, and often one-off, making it traditionally the most difficult to support with technology.

Using interactive television to enhance authenticity in K-12 REALs: two case studies

In this study, we examined two distributed learning environments that used interactive technology to enhance authenticity in Rich Environments for Active Learning (REALs). One case study used interactive television to connect a rural, an urban, and suburban classes together with community resources in a design education setting. In the second, interactive television was used to support a problem based unit that connected students with internationally recognised experts in engineering. Specific findings from each study are reported, with recommendations for improving each educational model. The authors synthesise the findings from these two studies, finding that interactive television was a useful tool for breaking traditional classroom barriers. Interactive television allowed the instructors to connect students to authentic communities of practice. Implications for how others might use experts in the classroom, and for how we ought to conceptualise technology are explored.

Web-based asynchronous support for collaborative learning

This paper investigates the construction of a WWW-enabled course support environment for learner-centered education. The system is designed to encourage students' responsibility, to make learning meaningful, and to support active knowledge construction in the specific curriculums of their study. This system, currently named REAL, carries the connotation of a Rich Environment for Active Learning, whose pedagogy comes from the constructivist's theory of learning. REAL facilitates the interaction among students and teachers by two notions. The first is maintaining a course-specific Web-site for students to look up course-related information. The second is providing a collaborative Web-based service with which students could initiate query requests through using specific inquiry Web-page, which acts as an interactive medium for teachers and students to exchange ideas, record actions, use e-mails, and upload/download files. Each interaction is captured asynchronously and maintained in a searchable archive for other students' reference. The REAL system, developed through the use of iterative prototyping, provides feedback for perceived learning. The paper also discusses lessons learned for teachers developing REAL, in the reflection of instructional methods, as well as some future development of the environment.

Robot Telescopes: a new era in access to astronomy

For the teaching of astronomy there can be no alternative to the hands-on experience of using instruments on a real telescope observing on a clear dark night. Such experience is not possible for millions of students who are excited by the ideas of astronomy. It is not merely one of cost. The logistics of assembling a class of students after school hoping for clear skies destroys the possibilities of real observing for the majority of students. Robot telescopes change all that.In educational terms a robot telescope can provide a range of experiences of observational astronomy. The development of CD-ROM and the Internet to support classroom learning have produced the concept of REAL(Dunlap 1996): a Rich Environment for Active Learning as an appropriate framework on which to develop the classroom response to these technologies. The Bradford Robot Telescope has demonstrated student centred experiences to generate a Rich Environment for Active Learning(REAL), for astronomy.

Sensors and instrumentation systems: an innovative approach to undergraduate projects

In the undergraduate teaching of sensors and instrumentation systems Glasgow Caledonian University uses joint projects involving a physics student and a chemistry student working together on a relevant industrial problem. This type of project provides a rich environment for active learning, which is essential for the development of the transferable skills required by industry. The major advantages and pitfalls experienced by the author in using this method are discussed.

Rich environments for active learning in action: Problem-based learning

In today's complex world of rapid change, of increasing innovation and of proliferating knowledge, employers and employees must be able to apply tools and knowledge to new situations with increasing frequency to remain productive and competitive (see Nash, 1994). Because we face an environment in which knowledge and skills become rapidly obsolete, people need to know how to be involved in a continual process of 'retooling' their knowledge and skill base (see Swanson et al, 1993). Consequently, learning to think critically, to analyse and synthesize information to solve technical, social, economic, political, and scientific problems, and to engage in lifelong learning, are crucial for successful and fulfilling participation in our competitive society. Learning environments which prepare learners for the complexities of the professional world utilize instructional activities reflecting the problemsolving and challenge-meeting process professionals use on their jobs. Learners need to: • determine for themselves what issues need to be addressed when facing a new problem; • identify knowledge and skills they already possess that can be applied to the situation; • determine which skill and knowledge areas are deficient, arid create learning plans to address those deficiencies; • create timelines, manage resources, and monitor their progress; • apply what they know to problems that may change substantially from one moment to another; and • assess their performance and make changes in personal processes for use to meet subsequent challenges.DOI:10.1080/0968776970050202

Rich environments for active learning: a definition

In today's complex world, simply knowing how to use tools and knowledge in a single domain is not sufficient to remain competitive as either individuals or companies. People must also learn to apply tools and knowledge in new domains and different situations. Industry specialists report that people at every organizational level must be creative and flexible problem solvers (Lynton, 1989). This requires the ability to apply experience and a definition knowledge to address novel problems. Consequently, learning to think critically, to analyse and synthesize information to solve technical, social, economic, political, and scientific problems, and to work productively in groups are crucial skills for successful and fulfilling participation in our modern, competitive society.DOI:10.1080/0968776950030202