Use Of Active Learning Methods Research Articles

ПРОБЛЕМА ПРОФЕСІЙНОЇПІДГОТОВКИ ФАРМАЦЕВТИЧНИХ ФАХІВЦІВ У ПЕДАГОГІЧНІЙ ТЕОРІЇ ТА ПРАКТИЦІ МЕДИЧНИХЗАКЛАДІВ ВИЩОЇ ОСВІТИ

Introduction. The article deals with the problem of using an interdisciplinary approach to future pharmacists’ professional training in the system of teach-ing professional disciplines in modern universities, in particular during practical classes. To solve the main tasks of interdisciplinary integration, consistency and systematicity in the study of professional disciplines, adaptation of the presented material in an accessible form for a wide range of students, use of active learning meth-ods, introduction of modern information technologies in teaching professional disciplines of Pharmacy are im-portant. The main teachers’ work at an educational estab-lishment is aimed at obtaining a quality product of their work, namely – a high-class specialist in practical Phar-macy, whose work requires the same comprehensive approach in solving situational problems that arise in the working order. The relevance of the study is due to the need to im-prove the process of interdisciplinary approach to training future specialists in the pharmaceutical industry in the teaching of professional disciplines, because teaching a professionally oriented set of disciplines should be aimed at forming a holistic comprehensive perception of educa-tional material. The purpose of the article is to analyze scientific and methodological sources on the formation of an interdisci-plinary approach to future pharmacists’ training in the system of teaching professional disciplines and justify the importance of using this approach in the formation of future specialist’s professional competence in the phar-maceutical industry. Methods. Theoretical and empirical. Results. The implementation of interdisciplinary links in educational activities is one of the necessary didactic tools for the formation of students’ professional knowledge and skills, that helps to use time rationally and promotes the best and stronger assimilation of educa-tional material needed by students in further practical activities. But for this method to be effective, one needs a comprehensive approach to its study and development, practical experience of teachers of professional disci-plines, painstaking research work, cooperation with other educational establishments and pharmaceutical institu-tions and, of course, a motivating moment for both stu-dents and teachers. Originality. The own experience of using the interdis-ciplinary approach in the academy confirms the im-portance of its use in the process of forming the profes-sional competence of the future graduate of medical estab-lishments of higher education. It also provides an oppor-tunity to change the approaches to the preparation and conduct of final control and state certification of graduates of the specialty 226 Pharmacy, to increase motivation for self-education and self-improvement of both students and teachers. Conclusion. Summarizing the above mentioned, we can say that one of the priority areas of training students majoring in Pharmacy is an interdisciplinary approach, which currently needs updating, improvement and imple-mentation to use. After all, the use of interdisciplinary technologies for the training of future pharmacists allows to raise it to a qualitatively new level of clinical thinking, able to comprehensively solve the problems of pharmaceu-tical practice on the basis of broad integration in the study of various disciplines. Among the prospects for further study of this problem is the study of the use of interdisci-plinary integration in theoretical and practical classes.

The use of active learning methods to stimulate student activity in the online course

The development of innovations and related changes in the labor market, as well as Ukraine’s aspiration toward Euro integration, have led to the need for transformation of teaching media and methods in higher education. The consequence of this is a massive transition to e-learning, both in the native language and in English, which, however, creates psychological and pedagogical problems. These are difficulties for students with self-organization and self-training, establishing interpersonal contacts, maintaining the motivation to learn, and meeting a certain level of foreign language proficiency.The problems for teachers include the need to develop new teaching methods and technologies, changing the role of the teacher and the methods of interaction between participants in the educational process. The article presents the experience of mitigating these problems in the online course, “Fundamentals of Vehicle Certification” in Ukrainian and English by using active learning methods, innovative methods of motivation, and organization of reflection and communication, presenting some sections both in the native and foreign language. The introduction of this course into the educational process in the extramural form of education showed that the methods proposed by the authors reduced these problems, while the number of A and B grades increased. In addition, it was concluded that the effective use of online courses requires their preliminary approbation and further improvement, taking into account the characteristics of the discipline, experience and goals of the students.

Challenges facing social studies teachers while applying the active learning strategies Analytical descriptive study

The study aimed at identifying the most important challenges facing teachers in the school while applying active learning strategies, and identifying their use of technology and educational techniques in the classroom. In addition, it aimed at identifying their knowledge of the most important strategies for active learning, and finding possible solutions to the problems they face while presenting the lesson in an active manner from their point of view. The researcher used the descriptive analytical method. The study population consisted of the teachers of the various elementary and secondary school stages in Yanbu city in Madinah. The sample of the study was limited to 66 teachers from the study society. The study tool was a questionnaire of the researcher's design and was distributed electronically. Paragraphs on the challenges facing teachers in the use of active learning methods in the teaching of history. The study concluded with a number of results: • The general average of the use of the technical parameters for the application of active learning during the second semester of the year 1438 (1.71) of (3). These percentages indicate that the degree of use of the teachers of technology for the applying of active learning during the second semester of the year 1438 is medium. • The general average of respondents' responses to the preparation of a lesson by the student and his explanation is one of the active learning strategies (3.2) of (5), and these percentages indicate that the degree of responses of the sample on the preparation of a lesson by the student and explain it is a high active learning strategies. The results showed that the overall mean of the responses of the teachers about the interaction of the students in their school during the active lesson is positive with an average of (1.25) from (3). This result indicates that the interaction of the students in their school during the active lesson. In the light of previous findings, the study recommended the following: • Diversifying the strategies and methods of education followed, and assign the training of teachers to qualified members of them to train them in advanced teaching skills according to the requirements of the present and future. • Holding meetings, discussions and training courses related to the requirements of preparing and qualifying teachers in the practical field. • Establishing training centers and hold courses that qualify teachers and ensure their continued development in teaching skills.

The use of active learning strategies in healthcare colleges in the Middle East

BackgroundMultiple studies have explored the use of active learning strategies among faculty members in different healthcare colleges worldwide, however, very few have described the use of these strategies in the Middle East. The aim of this study was to evaluate the extent of the implementation of active learning and its various techniques across different fields of healthcare education in various countries in the Middle East.MethodsA Web-based questionnaire was developed to obtain information on the use of active learning methods. This survey was disseminated among faculty members in healthcare colleges in 17 Middle Eastern countries.ResultsOut of 22,734 online invitations that were sent to faculty members in different healthcare colleges, 2085 (9.17%) accepted the invitations, however, only 722 (34.63%) of those who agreed to participate filled out the questionnaire. Eighty-seven percent of the responders utilized at least one technique of active learning. Active learning was used more frequently by female responders. For example, 54.30% of the female responders reported using learning by teaching as one of their teaching methods compared to 41.30% of their male counterparts (p = 0.0005). The various forms of active learning were used at similar levels in both public and private healthcare colleges. Only minor differences were seen among different age groups or academic positions of the responders, but significant variabilities were noted among the several fields of healthcare education. For example, 61.54% of responders from the nursing faculty reported using reaction to videos as one of their teaching methods compared to 31.11% of their counterparts in the faculty of dentistry (p = 0.0021). The most frequently reported obstacles interfering with the effectuation of active learning include the lack of technical support and time constraints.ConclusionsAlthough some barriers to the implementation of active learning exist, it is extensively used by faculty members in healthcare colleges in the Middle East.

O uso de métodos ativos na implantação das práticas de ensino na comunidade em um curso de graduação em Fisioterapia

The use of active learning methods to implement community teaching practices of Physical Therapy undergraduate students

Analysis of foreign studies of social competence of teenagers

Modern conditions of life and the interaction of the individual with the environment necessitated the development of social competence in the younger generation. It is emphasized that social competence is considered an important component of the process of socialization of young people, allows a person to adapt to various external and internal situations. It is noted that the first theories of social competence were introduced three decades ago, which, under modern conditions, underwent a certain transformation. The article analyzes the research of foreign scientists from the USA, UK, Spain, Holland on the assessment and formation of social competence in adolescents. It was revealed that a similar comprehensive analysis was carried out in 2011 by a group of scientists led by N. Humphrey. It was revealed that research of foreign scientists was carried out in the following areas: general issues of social competence; social competence of children of preschool and school age, social competence of students and adults in the aspect of professional growth; social competence in terms of medicine, psychology. The analysis of scientific works showed that in the field of research of foreign scientists lies the relationship between: student success, academic and social skills; intelligence, social intelligence and social competence; social competence, academic performance and behavior. It has been found that academic performance is often used as one of the criteria for assessing social competence. Foreign researchers associate the development of social competence with a positive influence on behavior, academic performance, personal success. The effectiveness of the formation of social competence depends on a positive attitude to the result, the use of active learning methods, productive discussions between peers, the use of joint group work in the classroom.

Pursuing the Promise of Case Studies for Sustainability and Environmental Education: Converging Initiatives

Today’s global environmental problems defy simple solutions and are often characterized as “wicked,” signaling that we have arrived at a moment in human history when we can no longer proceed with business as usual. In higher education, changes in approaches to teaching, learning, and research are needed to address these wicked problems [1]. In particular, bridging disciplinary divides and the divide between research and practice are essential to find feasible solutions [2]. These transformations require engaging practitioners from outside university communities, as practiced in transdisciplinary research.1 They also require equipping students with the necessary competencies to engage in truly integrative, interdisciplinary work [3]. Although interdisciplinary [4] and transdisciplinary works are on the rise, these approaches still run counter to traditional research practices that necessarily impose boundaries due to the disciplinary structure of most academic institutions, from metrics for success, to the way that we teach. Despite general agreement on the direction the ongoing transformations in society and scholarship should lead, the pedagogical approaches required to achieve this vision have been less defined. Broadly, there is clarity on the need to shift away from the strict lecture-based approach that has been the predominant instructional method in higher education for centuries and toward the increased use of active learning methods, which have been shown to produce better student outcomes [5]. While some instructors continue to see a role for lectures in higher education [6], the call to move toward active learning has gathered momentum over the last decade, particularly in STEM (Science, Technology, Engineering, and Mathematics) fields such as biology [7]. Within the broad approach of active learning, however, there is less clarity on best practices and methods for teaching about complex environmental problems. The fact that …

Change Process of Two Postsecondary Teachers in the Early Adoption of an Active Learning Classroom

There is a growing interest for specialized classrooms, termed active learning classrooms (ALC), which are designed to facilitate the use of active learning methods and information and communication technologies (ICT) by students. Thanks to pioneering studies such as SCALE-UP, there is a better understanding of the benefits of these classrooms and the pedagogy taking place in them. Teachers accustomed to traditional classes have to change many aspects of their pedagogy in order to reap the benefits of the ALCs, however. The purpose of this research is to gain a better understanding of the adoption process of an ALC by teachers and how its adoption modify teaching preferences and practices. Relying on an in-depth case study methodology founded on interviews and questionnaires about the adoption of innovations (CBAM), Approaches to Teaching Inventory, technopedagogical competencies and collaborative, competitive or individual teaching preferences, this article describes the cases of two teachers who used an ALC over a three-semester period. The results show that the teachers develop their courses quickly, with an emphasis on the active learning aspects of their pedagogy rather than on ICT integration, and that there are a lot of personal and management concerns. When the pedagogical changes are stabilized, the teachers retained their personal concerns about the innovation and were highly motivated to collaborate with other ALC users. Finally, apparently minor increases in student-centred teaching approaches result in significant pedagogical changes when they are studied qualitatively. These changes did not lead to a reduction in teacher-centred teaching approaches, suggesting that a significant portion of teacher-directed activities remain.

What curriculum? Which methods? A cluster randomized controlled trial of social and financial education in Rwanda

Life-skills based financial education (LSFE) for young people is one potential intervention for improving the financial capabilities of a population. However, the pedagogical methods for LSFE have rarely been studied. This study represents the first cluster randomized controlled trial to analyze both student outcomes and the observed use of active learning methods (ALMs) by teachers. The study further tested the power of Social Cognitive Theory (SCT) to explain the outcomes of a LSFE program that contains explicit personal and social components that link to SCT. The study was undertaken by randomizing 50 schools in Rwanda that had been stratified across 5 districts: Huye, Karongi, Nyagatare, Nyanza, and Ruhango. It comprised 250 teachers with a mean age of 31.8 (SD=6.2) and 1750 students with a mean age of 15.0 (SD=2.6). The intervention increased teachers' observed use of ALMs as well as the average time on task of the students observed in class. Students in the treatment group also exhibited increased self-reported active learning environments, general self-efficacy, general financial capability, and self-reported savings behavior. Less robust results indicated the intervention increased students' planning attitudes and decreased their self-reported behavioral and cognitive engagement.

Inter-labeler and intra-labeler variability of condition severity classification models using active and passive learning methods.

Labeling instances by domain experts for classification is often time consuming and expensive. To reduce such labeling efforts, we had proposed the application of active learning (AL) methods, introduced our CAESAR-ALE framework for classifying the severity of clinical conditions, and shown its significant reduction of labeling efforts. The use of any of three AL methods (one well known [SVM-Margin], and two that we introduced [Exploitation and Combination_XA]) significantly reduced (by 48% to 64%) condition labeling efforts, compared to standard passive (random instance-selection) SVM learning. Furthermore, our new AL methods achieved maximal accuracy using 12% fewer labeled cases than the SVM-Margin AL method. However, because labelers have varying levels of expertise, a major issue associated with learning methods, and AL methods in particular, is how to best to use the labeling provided by a committee of labelers. First, we wanted to know, based on the labelers' learning curves, whether using AL methods (versus standard passive learning methods) has an effect on the Intra-labeler variability (within the learning curve of each labeler) and inter-labeler variability (among the learning curves of different labelers). Then, we wanted to examine the effect of learning (either passively or actively) from the labels created by the majority consensus of a group of labelers. We used our CAESAR-ALE framework for classifying the severity of clinical conditions, the three AL methods and the passive learning method, as mentioned above, to induce the classifications models. We used a dataset of 516 clinical conditions and their severity labeling, represented by features aggregated from the medical records of 1.9 million patients treated at Columbia University Medical Center. We analyzed the variance of the classification performance within (intra-labeler), and especially among (inter-labeler) the classification models that were induced by using the labels provided by seven labelers. We also compared the performance of the passive and active learning models when using the consensus label. The AL methods: produced, for the models induced from each labeler, smoother Intra-labeler learning curves during the training phase, compared to the models produced when using the passive learning method. The mean standard deviation of the learning curves of the three AL methods over all labelers (mean: 0.0379; range: [0.0182 to 0.0496]), was significantly lower (p=0.049) than the Intra-labeler standard deviation when using the passive learning method (mean: 0.0484; range: [0.0275-0.0724). Using the AL methods resulted in a lower mean Inter-labeler AUC standard deviation among the AUC values of the labelers' different models during the training phase, compared to the variance of the induced models' AUC values when using passive learning. The Inter-labeler AUC standard deviation, using the passive learning method (0.039), was almost twice as high as the Inter-labeler standard deviation using our two new AL methods (0.02 and 0.019, respectively). The SVM-Margin AL method resulted in an Inter-labeler standard deviation (0.029) that was higher by almost 50% than that of our two AL methods The difference in the inter-labeler standard deviation between the passive learning method and the SVM-Margin learning method was significant (p=0.042). The difference between the SVM-Margin and Exploitation method was insignificant (p=0.29), as was the difference between the Combination_XA and Exploitation methods (p=0.67). Finally, using the consensus label led to a learning curve that had a higher mean intra-labeler variance, but resulted eventually in an AUC that was at least as high as the AUC achieved using the gold standard label and that was always higher than the expected mean AUC of a randomly selected labeler, regardless of the choice of learning method (including a passive learning method). Using a paired t-test, the difference between the intra-labeler AUC standard deviation when using the consensus label, versus that value when using the other two labeling strategies, was significant only when using the passive learning method (p=0.014), but not when using any of the three AL methods. The use of AL methods, (a) reduces intra-labeler variability in the performance of the induced models during the training phase, and thus reduces the risk of halting the process at a local minimum that is significantly different in performance from the rest of the learned models; and (b) reduces Inter-labeler performance variance, and thus reduces the dependence on the use of a particular labeler. In addition, the use of a consensus label, agreed upon by a rather uneven group of labelers, might be at least as good as using the gold standard labeler, who might not be available, and certainly better than randomly selecting one of the group's individual labelers. Finally, using the AL methods: when provided by the consensus label reduced the intra-labeler AUC variance during the learning phase, compared to using passive learning.

The contributions of digital technologies in the teaching of nursing skills: an integrative review.

To analyze the contributions of digital educational technologies used in teaching nursing skills. Integrative literature review, search in five databases, from 2006 to 2015 combining the descriptors 'education, nursing', 'educational technology', 'computer-assisted instruction' or related terms in English. Sample of 30 articles grouped in the thematic categories 'technology in the simulation with manikin', 'incentive to learning' and 'teaching of nursing skills'. It was identified different formats of digital educational technologies used in teaching Nursing skills such as videos, learning management system, applications, hypertext, games, virtual reality simulators. These digital materials collaborated in the acquisition of theoretical references that subsidize the practices, enhancing the teaching and enable the use of active learning methods, breaking with the traditional teaching of demonstrating and repeating procedures.

Застосування таблиці Блока при вивченні рекреаційно-географічних дисциплін

A number adapted to the geography (recreational resource component, a UNESCO World Heritage Site, UNESCO World Heritage and the “Seven Wonders” of Ukraine) Block’s tables and reasonable possibility of their use in geographical, historical, structural and geographical, geographic and tourist historical and archaeological disciplines. The use of active learning methods, including adapted to the geographical perspective Block’s tables, promotes concentration, development, training of attention and thinking (individual and group) and supports the objective perception of natural factors, socio-political, economic phenomena and processes. A Block 25 version of the table in the regions of Ukraine and seven tourist-geographical macro-regions of World (version are integrated systematization World Heritage World), which act reference links and recreational resource framework of Ukraine and the world. Technology use spreadsheets unit can be used as a classical geographic (economic and social geography, physical geography of continents and oceans, local history, geography, world economy) and structural and geographical (market activity of tourist businesses, recreational facilities, recreational and tourist resources, geography tourism) disciplines. Use tables Schulte was a definite step in the development of psycho-pedagogical and mnemonics technologies used in geography. Application Block’s table in geographic disciplines considered as part of the trend outlined above. The proposed table of American psychologist John Block your time compared with thermometers. Although it does not measure the temperature, and the person’s attention, the primary task she had a, like a thermometer: send a signal of danger. With a simple test to determine whether he is able, who will test to become a driver? The task of containing a table is a sequential search numbers from 10 to 59 (of 50 cells) at a fixed time. The best result is a search when each number of “takes” of 10-20 seconds. In addition, the analysis of strengths and weaknesses adaptation tables Block to the educational process, based on a realization of a number of educational experiments.

Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours

ABSTRACTThe conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1000 students. A phased approach was used, involving nine staff in a pilot phase during which a common vision and principles were developed. In short, our approach was to mandate a move away from didactic lectures to classes that involved students interacting with content, with each other and with instructors in order to attain domain-specific learning outcomes and generic skills. After refinement, an implementation phase commenced within all first-year subjects, involving 12 staff including three from the pilot group. The staff use of active learning methods in classes increased by sixfold and sevenfold in the pilot and implementation phases, respectively. An analysis of implementation phase exam questions indicated that staff increased their use of questions addressing higher order cognitive skills by 51%. Results of a staff survey indicated that this change in practice was caused by the involvement of staff in the active learning approach. Fifty-six percent of staff respondents indicated that they had maintained constructive alignment as they introduced active learning. After the pilot, only three out of nine staff agreed that they understood what makes for an effective active learning exercise. This rose to seven out of nine staff at the completion of the implementation phase. The development of a common approach with explicit vision and principles and the evaluation and refinement of active learning were effective elements of our transformational change management strategy. Future efforts will focus on ensuring that all staff have the time, skills and pedagogical understanding required to embed constructively aligned active learning within the approach.

Role-Playing Games as an Alternative Method for the Crisis in Legal Teaching: The Case of the Prohibition of Torture and L&E

Legal teaching has been under fire. This paper argues that the use of active learning methods may reframe the experience of law students and offers an alternative solution to the legal teaching crisis. The described experience is a role-playing game (RPG) dealing with an interdisciplinary issue concerning law and economics: the prohibition of torture. An escalating criminal crisis occurred in 2012 in the State of Santa Catarina inspired the game. This author applied the game, together with another professor, in a simulation within the Integral Law Program (PRODI) at UniCEUB, Brasilia. PRODI has as one of its concerns providing innovative classes for law students. The level of engagement of the students along the simulation and the following debates reinforce the perception of RPG as an alternative path in legal learning. As challenges, RPG preparation requires higher level of professors’ dedication to model the legal issue and less predictable behavior of students.

Active Learning Methods—An Analysis of Applications and Experiences in Brazilian Accounting Teaching

In the cognitive form in which they develop their learning, human beings are submitted to a series of interfering factors for the process to happen. One of these factors is the way they absorb, learn and store knowledge. Constant questions on the teaching and learning process are discussed not only in pedagogy. The debate to improve education practices is present in any knowledge area and the issue is no different in the business area. This research aims to describe active learning methods as alternatives to improve the teaching and learning process in accounting. The study reveals the importance and use of active learning methods in accounting teaching and demonstrates what is being done in Brazil in this regard. The study presents some experiences to apply these methods in Brazilian literature, including problem based learning (PBL). A descriptive and exploratory research method is used. Based on the study, it is concluded that a knowledge process on active teaching methods applied to the business area is just beginning and that these can be used to improve the learning process of today’s and future accounting professionals. Although few studies have been published in Brazil, the use of active learning methods has demonstrated efficiency and students’ adherence, as it contributes to their learning process. In most cases, these methods are superior to traditional teaching methods.

Investigation of Managers' Perception about Employees' Learning Aptitude

Corporate sector is facing a cut throat competition these days. This competitive environment gives very less time to managers and supervisors to train their employees and make them learnt to meet their job requirements. Secondly business world is changing every day; people observe new technology, new products, fluctuation in demand, globalization, diverse work force and competent colleagues in their organizations. Employees have to take self- initiative for learning technology, systems, procedures and behaviors to meet the challenges of this competitive corporate environment. That shows a dire need of learning aptitude in employees of corporate sector. Managers have different perceptions about employees' learning aptitude. The study is conducted on corporate sector of three cities in Sultanate of Oman. Findings revealed that corporate mangers of this region of the country have not positive perception about employees' learning aptitude. Data analysis concluded that many managers have an ample disagreement or they are neutral that employees have learning aptitude. The lack of learning aptitude is a constraint to organizational performance. A large number of employees are not interested in learning by self initiative. That causes a hurdle in their career growth and a decreasing trend in their job performance. A social awareness and use of active learning methods in colleges and universities are desirable to create a better learning aptitude in employees.

Current situation and analysis of geography teachers’ active learning knowledge and usage in Turkey

In parallel to the developments in the approach to education, the secondary education geography curriculum in Turkey was renewed in 2005. This new programme encourages the use of active learning methods and techniques in the classroom by adopting the idea that students should construct and interpret knowledge by actively participating in the process of learning. This study aimed to assess geography teachers’ current knowledge, usage and evaluation of the most common active learning methods and techniques in Turkey. Data were gathered through a survey conducted at a vocational seminar organized by Ministry of National Education, with the participation of 90 geography teachers working in secondary schools throughout Turkey. Statistical analysis of the answers revealed that geography teachers’ average knowledge of active learning methods and techniques was at the level of “heard of, but could not explain”. The average usage rate of the techniques was 30%, and teachers’ average evaluation grade was at the “moderate” level. Key words: Active learning, constructivist approach, geography education, secondary schools

InnovationCENTER: Engaging Nursing Students Through Integrationof theAudience Response System

As enrollment increases in nursing education programs, it becomes more difficult for nurse educators to actively engage students in the learning process. The audience response system (ARS) is an emerging method now being used by nurse educators to promote active learning. The ARS is a relatively small, hand-held, wireless device used to receive and display anonymous polled responses to questions (Weerts, Miller, & Altice, 2009). Polled responses provide immediate feedback, helping instructors know whether or not students understand the material being presented (Weerts et al.). With the ability to provide clarification if needed, the instructor can transform lectures into an interactive process (DeBourgh, 2008), and students transition from passive to active learners (Caldwell, 2007; Jensen, Meyer, & Sternberger, 2009). Using ARS in the classroom encourages students to engage in open dialogue with the instructor and peers and thus furthers the active learning process (Skiba, 2006). The ARS is also referred to as the student response system (SRS), classroom response system (CRS), personal response system (PRS), or just clickers. Although the ARS has been around for many years (Smith & Rosenkoetter, 2009), continued developments have simplified the technology and greatly reduced cost (Jensen et al., 2009), attracting more nursing educators to this teaching strategy. One factor essential to consider when making the decision to incorporate this teaching strategy into nursing courses is student perception. If nursing students see the use of the ARS as satisfying and useful, they will be more inclined to become active in the learning process. This article reports on a study designed to examine perceived satisfaction and usefulness of the ARS as an active learning strategy for undergraduate baccalaureate nursing students. This study also sought to determine the relationship of age to overall ease of use for the sample population. Literature Review Adult learners are typically self-directed and self-motivated and prefer active learning (Royse & Newton, 2007). Moreover, current generations of undergraduate students expect the integration of technology in the educational process (Jensen et al., 2009). Several studies indicate that students like using the ARS system in both nursing and non-nursing courses and that it should be used as an instructional method (Berry, 2009; DeBourgh, 2008; Hatch, Jensen, & Moore, 2005; Meedzan & Fisher, 2009; Moredich & Moore, 2007). However, students have shared concerns regarding cost and the fear of using new technology (Moredich & Moore). In a study conducted by Niemi (2002), 63 university educators indicated that in groups of 36 or more students, the use of active learning methods is nearly impossible. This concern is especially relevant for nursing education as class sizes steadily increase amidst a troubling faculty shortage. Although research findings suggest students enjoy ARS use, studies have not been identified that examine the student's perception of ARS use in large nursing classes. In addition, although the literature supports the use of active learning strategies in adult learners, the relationship of age to students' perceptions of ARS technology remains unknown. Method Institutional review board approval was obtained and a pilot survey was administered for this exploratory study. Survey responses were anonymous, and no identifying information was obtained. At the beginning of the semester, students in the medical-surgical course were required to purchase clickers; the product used was Interwrite Polled Audience Response System Software. A PowerPoint presentation by an ARS-competent instructor was presented during the class orientation; the presentation included step-by-step set-up instructions and practice questions. The class met twice weekly for a total of four hours. For each class meeting, 8 to 15 ARS questions pertaining to assigned content were integrated into the traditional PowerPoint lecture. …

Strategies Designed To Promote Active Learning And Student Satisfaction

Four strategies designed to promote active learning and student satisfaction were employed with two classes of undergraduate students, one day and one evening, in a course in adolescent development. They included the use of small group collaborative testing; face-to-face interviews with adolescents and oral presentations of the results; naturalistic field observations with reports and discussion; and PowerPoint slide presentations with handouts. The students anonymously rated each of the strategies using a likert-type scale at the end of the semester. The evaluations were very positive with 89% to 97% of the students rating the strategies as “liked it very much” or “liked it” for all of the strategies. The average grade achieved in both classes was a “B”. Means for the day class were compared to the evening class and no significant differences were found, suggesting similar positive ratings by both classes. Findings add support to the literature regarding student preferences for the use of active learning methods, involvement in cooperative learning activities, and collaborative test taking compared to lectures “straight from the podium” and individual testing.

Can Team‐ and Inquiry‐based Methodologies Work in a Field Laboratory?

Can Team‐ and Inquiry‐based Methodologies Work in a Field Laboratory?