Browsing by Subject "active learning"

Now showing 1 - 6 of 6
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    Active learning pedagogy: Structuring the pre-instruction assignment
    (IOP, 2019) Novak, G.; Physics, School of Science
    Education research is changing the way teachers teach and students learn. In contrast with the lecture-based approach to instruction, centered on the teacher as "performer", teaching and learning activities now place equal emphasis on in-class and out-of-class work. Much of the interaction between at-home activity and classroom experience and is mediated by information technology tools. Students are technology savvy, comfortable in the world of on-line delivery of information and social media interactions. To be an effective player in this world, instructional design has to follow the students. Contrary to the opinion that the introduction of technology into the teaching and learning process will diminish the role of the teacher, we believe that the opposite could be the case. Communication technology can enable all students to be exposed to the best and most charismatic lecturers. Electronically enabled social media forums can give rise to much more individualized interactions between students and instructors and students and students than what was ever possible. In this paper, we focus on some pedagogical approaches that allow the students to prepare themselves for interactive classroom engagement. The techniques we describe are labelled Just-in-Time Teaching and Worked-Examples. These involve carefully crafted assignments that students complete before going to class. The results of these assignments, completed just before class-time and available to the instructor, prepare the both for a more productive in-class experience.
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    Becoming More HIP: Assessment Trends in High-Impact Learning Practices and Student Success
    (Stylus Publishing, 2019) Thorington Springer, Jennifer; Powell, Amy A.; Graunke, Steven; Hahn, Tom; Hatcher, Julie A.; English, School of Liberal Arts
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    Critical Components of Formative Assessment in Process-Oriented Guided Inquiry Learning for Online Labs
    (ACPI, 2019) Purkayastha, Saptarshi; Surapaneni, Asha K.; Maity, Pallavi; Rajapuri, Anushri S.; Gichoya, Judy W.; BioHealth Informatics, School of Informatics and Computing
    In the traditional lab setting, it is reasonably straightforward to monitor student learning and provide ongoing feedback. Such formative assessments can help students identify their strengths and weaknesses, and assist faculty to recognize where students are struggling and address problems immediately. But in an online virtual lab setting, formative assessment has challenges that go beyond space-time synchrony of online classroom. As we see increased enrollment in online courses, learning science needs to address the problem of formative assessment in online laboratory sessions. We developed a student team learning monitor (STLM module) in an electronic health record system to measure student engagement and actualize the social constructivist approach of Process Oriented Guided Inquiry Learning (POGIL). Using iterative Plan-Do-Study-Act cycles in two undergraduate courses over a period of two years, we identified critical components that are required for online implementation of POGIL. We reviewed published research on POGIL classroom implementations for the last ten years and identified some common elements that affect learning gains. We present the critical components that are necessary for implementing POGIL in online lab settings, and refer to this as Cyber POGIL. Incorporating these critical components are required to determine when, how and the circumstances under which Cyber POGIL may be successfully implemented. We recommend that more online tools be developed for POGIL classrooms, which evolve from just providing synchronous communication to improved task monitoring and assistive feedback.
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    Do Students Like the Flipped Classroom? An Investigation of Student Reaction to a Flipped Undergraduate IT Course
    (IEEE, 2014-10) Elliott, Rob; Department of Computer Information and Graphics Technology, School of Engineering and Technology
    The flipped classroom pedagogy has achieved significant mention in academic circles in recent years. "Flipping" involves the reinvention of a traditional course so that students engage with learning materials via recorded lectures and interactive exercises prior to attending class and then use class time for more interactive activities. Proper implementation of a flipped classroom is difficult to gauge, but combines successful techniques for distance education with constructivist learning theory in the classroom. While flipped classrooms are not a novel concept, technological advances and increased comfort with distance learning have made the tools to produce and consume course materials more pervasive. Flipped classroom experiments have had both positive and less-positive results and are generally measured by a significant improvement in learning outcomes. This study, however, analyzes the opinions of students in a flipped sophomore-level information technology course by using a combination of surveys and reflective statements. The author demonstrates that at the outset students are new - and somewhat receptive - to the concept of the flipped classroom. By the conclusion of the course satisfaction with the pedagogy is significant. Finally, student feedback is provided in an effort to inform instructors in the development of their own flipped classrooms.
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    I do, and I understand: The value of active learning in the classroom
    (2019-07-23) Murphy, Emily
    An ancient Chinese proverb states “I hear, and I forget; I see, and I remember; I do, and I understand.” Faculty are constantly challenged to create new and engaging activities that will facilitate a students’ understanding of the material. Purposefully designed learning experiences can accelerate student understanding, and encourage learners to become more motivated and engaged in the classroom. In this session, a faculty member from the Indiana University Kelley School of Business Indianapolis will present different classroom activities from courses that allow the students to actively participate in their own learning. These exercises can easily be used in traditional classroom learning but are designed to encourage a flipped classroom approach. Application and hands-on learning has shown to be successful in student learning. The activities demonstrated in this session promote the students’ soft skills and encourage critical thinking and problem solving skills. This fun and interactive session will encourage attendees to participate in numerous classroom-tested strategies designed to improve their students’ soft skills. Attendees will also have the opportunity to share activities from their own classrooms.
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    Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies
    (Indiana University, 2019) Buchenot, André C.; Roman, Tiffany A.; English, School of Liberal Arts
    Active Learning Classrooms provide several advantages for teaching and learning by offering many physical and technological affordances that one can choose from when designing instruction. For courses where student writing is central activity to course learning outcomes, a challenge exists in that the innovative digital technologies may hide the opportunity to incorporate non-digital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within technology-enhanced learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies, describing the rationale for the design decisions in an introductory composition course through a design case model. Classroom applications are discussed for physical learning spaces where student writing is incorporated into overall course learning activities.