Browsing by Subject "Collaborative Learning"

Now showing 1 - 3 of 3
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    GREAT Expectations: Promoting Active and Collaborative Learning in Online and Face-to-face Courses
    (2014-04-01) Zhu, Liugen; Hook, Sara Anne
    GREAT Expectations stands for Group work, Reflection, Evaluation of self and peers, Application of course content to real-world problems and Testing (pre- and post-testing). It encompasses all of the techniques and technologies that the presenters use to promote active and collaborative learning in their online and face-to-face courses and to encourage students to take more responsibility for their own learning.
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    An Integrated Approach to Teaching Research in a First-Year Seminar
    (Heldref Publications, 2000) Stamatoplos, Anthony C., 1958-
    This article discusses an approach to integrating library skills instruction into a first-year seminar. It presents an example from a unit on diversity, for which students conduct library research in preparation of term projects. Two class sessions center on information needs and skills associated with students’ projects, as well as general knowledge about university level library and information resources. Students learn about and model the early stages of research through structured brainstorming, small group activities, and role-playing.
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    Mapping the Nephron Exercise Incorporates Multiple Learning Strategies
    (Association of American Medical Colleges, 2017-09-28) Hopper, Mari K.; Anderson, Maria A.; Lipp, Sarah N.; Cellular and Integrative Physiology, School of Medicine
    Introduction: Understanding the location and action of nephron transporters and channels is important to the understanding of renal function. As each region of the nephron is unique in its inclusion of specific transporters and channels, mapping of the nephron is an effective first step in understanding overall nephron processing. We describe a small-group, active-learning exercise that facilitates students' ability to understand renal processing within each region of the nephron. Methods: Following an overview lecture on renal transporters and channels, small groups of students worked cooperatively to map the nephron. This 2-hour, collaborative exercise was developed to reinforce key concepts in renal processing of ions and nutrients and, at the same time, utilize effective learning strategies. Learning strategies incorporated in this exercise include small-group collaboration, peer teaching, retrieval practice using an audience response system, and elaboration through discussion. Results: Written examination was used to assess student understanding. Students demonstrated higher performance on a subset of questions related to this learning activity compared to the overall exam. Highly positive feedback was provided by a convenience sample of students completing an anonymous survey. Discussion: This nephron-mapping exercise was an effective means to promote synthesis and analysis of lecture content and engage students in methods that enhance learning.