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Education Commons

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Educational Assessment, Evaluation, and Research

Georgia Southern University

Active learning

Publication Year

Articles 1 - 11 of 11

Full-Text Articles in Education

Implementing A Flipped Classroom Model In Nine University Courses, David P. Christianson Mar 2015

Implementing A Flipped Classroom Model In Nine University Courses, David P. Christianson

SoTL Commons Conference

A cohort of nine professors at Abilene Christian University worked through the summer semester to plan flipped classes for the fall semester. The nine professors were selected from among a group who had attended one or both of professional development presentations in which other faculty members shared their experience of using the flipped model. The two experienced faculty members served as mentors and advisors to the cohort of nine. Both participants and mentors were paid a stipend for their participation in this initiative.

Four training modules were addressed over 2 days: Overview of Flipping, Media Production, Assessment, and Active Learning ...


Improving Teaching And Learning Through Inquiry-Based Field Experience, William Sharpton, Randall Scott Mar 2011

Improving Teaching And Learning Through Inquiry-Based Field Experience, William Sharpton, Randall Scott

SoTL Commons Conference

Recent shifts in university programs of study toward performance based models require faculty to increase their focus on field experience and applied practice. This session presents the results of incorporating features within field experience assignments that support a continuous improvement model in both the professional practice of students and the teaching of higher education faculty. This session reports a specific strategy to design field experience requirements in ways that promote active learning as well as extended practice following completion of the course. The presenters will report the results of implementing a field experience framework that includes planning, implementation and evaluation ...


Two Methods In Teaching Introductory Physics, With Emphasis On The Effect In Gender Performance, Maria Babiuc-Hamilton Mar 2009

Two Methods In Teaching Introductory Physics, With Emphasis On The Effect In Gender Performance, Maria Babiuc-Hamilton

SoTL Commons Conference

Reports show that females are underrepresented in physics, and their average scores are lower than males. This proposal is targeted towards improving the performance of female students studying physics. Two different pedagogical approaches in teaching introductory level physics will be compared: the lecture-based method, enhanced with multimedia, and the active learning laboratories based on the Physics Suite. We analyze which method is more efficient in fostering the success of female students. The expected benefit of this project is that it will improve the understanding on how different pedagogical methods can influence female students to perform better in physics. It will ...


Shaping And Sharing Active Learning At A Large University, Celia C. Lo, Lin Olin Mar 2009

Shaping And Sharing Active Learning At A Large University, Celia C. Lo, Lin Olin

SoTL Commons Conference

This presentation is designed to share and explore our experiences in course redesign and transformation. A variety of course structures and subject areas within the social sciences will be addressed. Course redesign was begun as a method for promoting an environment conducive to student learning at a large, research extensive university. Redesign involves challenges for both students and faculty. Shared with the participants will be (1) classroom, active learning, and technology activities that have been incorporated into courses; (2) role changes and challenges for students and faculty; (3) assessment practices that can inform student and faculty growth and success. University ...


Improving Academic Quality Through Outcomes Assessment And Active Learning Strategies – A Model For Effective Institutional Change, Mary C. Hassinger, Theresa R. Moore Mar 2009

Improving Academic Quality Through Outcomes Assessment And Active Learning Strategies – A Model For Effective Institutional Change, Mary C. Hassinger, Theresa R. Moore

SoTL Commons Conference

Whether responding to recommendations by accrediting bodies or to demands for higher academic distinction by various stakeholders, higher education agendas to become more student-centered often involve large scale, institutional change. As such an institution, Viterbo University was recommended by the Higher Learning Commission in 1998 to improve its “culture of assessment.” As a response to this recommendation, Viterbo applied for and received $1.8 million in Title III federal grant monies to improve outcomes based assessment and active learning strategies. Upon completion of the grant, data indicates not only a strong participation rate on behalf of faculty in the faculty ...


Various Forms Of Student Engagement And Student Learning, Dan Richard, Melissa Newberry Mar 2009

Various Forms Of Student Engagement And Student Learning, Dan Richard, Melissa Newberry

SoTL Commons Conference

Previous research indicates that student engagement is multi-dimensional. Numerous engaged or active learning strategies (e.g., think-pair-share, problem-based learning, interactive games) emphasize some dimensions of student engagement but not others. The current project assesses the learning impact of a diversity of active learning strategies employing various dimensions of student engagement within three sections of a course in Social Psychology. Direct assessment of student performance on multiple-choice exams as well as indirect assessment of student preferences for learning activities will be addressed. In this session, participants will review original research on student engagement, receive examples of course activities, evaluate these activities ...


E Is For Edutainment, Jim Gort Mar 2009

E Is For Edutainment, Jim Gort

SoTL Commons Conference

An interactive facilitated session to explore the benefits and dangers of using entertaining techniques in the classroom. The session will consist of facilitated discussion and group activities. Do you have a topic or learning outcome that you do not look forward to teaching to your students? Bring your specific example to the session and collaboratively we will generate solutions to engage the students. Surveyed results from adjunct and full time faculty will be shared. This session can benefit instructors from all disciplines and individuals that work with instructors (such as trainers, administrators, and instructional designers). Attendees will learn how to ...


"Sage On The Stage" Or "Guide On The Side": Theories, Perceptions, And Misconceptions Of Active Student Learning In Higher Education, Barbara Morgan Mar 2009

"Sage On The Stage" Or "Guide On The Side": Theories, Perceptions, And Misconceptions Of Active Student Learning In Higher Education, Barbara Morgan

SoTL Commons Conference

Research in educational theory manifests the benefits of active student learning in various academic settings. Although educational research continues to prove positive student learning outcomes, many teachers in higher education struggle to implement these learning theories for a variety of reasons. This presentation will discuss some educational theories on active student learning, and the perceptions and misconceptions of higher education teachers to these theories. We will also briefly look at administrative implementation strategies for teacher training in active student learning, and its impact on teachers perceptions. As this study is a work in progress, an open learning environment with feedback ...


Knowledge Surveys: Helping Students Self-Assess, Jon M. Clauss, C. Kevin Geedey Nov 2007

Knowledge Surveys: Helping Students Self-Assess, Jon M. Clauss, C. Kevin Geedey

SoTL Commons Conference

There is an obvious desire to increase students' efficacy at transferring the knowledge and skills acquired in one situation to new tasks or contexts. Active learning theory points to the importance of helping students take control of their learning, monitor their level of understanding and assess learning strategies, in order to achieve this transfer. Knowledge surveys are intended to improve a student's ability to self-assess and enhance the subsequent transfer of skills. Knowledge surveys cover the content and the full range of cognitive levels of a course. Taken several times during the course, students rate their ability to answer ...


You Snooze; You Lose: Using A Scale-Up Approach To Increase Student Participation And Performance In A First-Year Mathematics Course, Mary Z. Krohn, Sherry S. Biggers Nov 2007

You Snooze; You Lose: Using A Scale-Up Approach To Increase Student Participation And Performance In A First-Year Mathematics Course, Mary Z. Krohn, Sherry S. Biggers

SoTL Commons Conference

This presentation will examine several elements of the Clemson Mathematical Science Department's reformation of the curriculum and instruction of its Calculus sequence (an adaptation of North Carolina State University's SCALE-UP project) in a mock classroom setting. Those attending will experience an interactive classroom as a participant. The lesson will begin with a brief introduction and mini-lecture outlining some reasons for choosing an active learning environment. Next, "students" will break up into groups to begin work on a learning activity. After completing the activity, participants will be asked to comment on their student experience. The presentation will conclude with ...


Curiosity And Questioning: Quality Learning In The Classroom, Franco Zengaro, Sally Zengaro, Asghar Iran-Nejad Nov 2007

Curiosity And Questioning: Quality Learning In The Classroom, Franco Zengaro, Sally Zengaro, Asghar Iran-Nejad

SoTL Commons Conference

This research was guided by the following research questions: 1) Does multiple-source learning provide a new lens for the observation of reflective teaching and learning practices? 2) Is there evidence which shows that the practices adopted by one teacher fostered this kind of thinking among students, and if so, what were those practices? The participants in this study were 22 university students in a first-year writing class and their instructor, chosen because of the instructor's interest in encouraging active learning. Data were collected over one semester through videotapes of classroom instruction, formal and informal interviews, and class documents. Data ...