Education Commons^™

Employing Ai To Enhance In-Class Role Playing Scenarios, Eric Fournier

Generative AI Teaching Activities

Role playing can deepen student’s engagement with course content and help them develop skills while learning course material. Students will use AI to develop their characters and help them craft compelling arguments in the role-play scenarios

A Multi-Year Longitudinal Study Exploring The Impact Of The Covid-19 Pandemic On Students’ Familiarity And Perceptions Of Active Learning, Briana Craig, Jeremy L. Hsu

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

The COVID-19 pandemic caused nearly ubiquitous emergency remote teaching in both secondary and post-secondary education. While there has been a plethora of work examining how instructors adjusted classes to incorporate active learning during emergency remote teaching, there has only been minimal work examining how such emergency remote teaching may have influenced students’ perceptions of active learning. Here, we conduct a longitudinal multi-cohort study at one institution across nine semesters before, during, and after emergency remote teaching due to the pandemic to explore how college students’ familiarity and perceptions of active learning have shifted over time because of the pandemic. Our …

Recommendations To Improve Active Learning Implementation At The National Security Space Institute In Colorado Springs, Colorado, Mark S. Mitchell

Doctoral Dissertations and Projects

The purpose of this research study was to provide recommendations to university leaders to improve active learning implementation at the National Security Space Institute in Colorado Springs, Colorado. The problem is that 80% of the faculty at the National Security Space Institute faced a forced transition into active learning with no pre-evaluation, coordination, or effective training with the faculty. (NSSI, n.d.). A study conducted to identify and provide recommendations will help improve active learning implementation at the National Security Space Institute. This is an applied research study using both quantitative and qualitative approaches. This research study addresses the central question …

Hybrid Teacher Professional Development Experiences: A Qualitative Phenomenological Study, Laura Francis

Doctoral Dissertations and Projects

The purpose of this qualitative transcendental phenomenological study is to describe the lived experiences of teachers’ hybrid professional development in a Northern California Title I school district. The conceptual framework guiding this study is Desimone’s professional development framework, as it synthesizes research into five core features that change teachers’ beliefs and practices: content focus, active learning, coherence, duration, and collective participation. A transcendental study was used to capture the essence of the hybrid professional development experiences of ten teachers from six schools in a Title 1 district in the second year of an equity hybrid teacher professional development (TPD). Data …

Student Preferences For Active Learning And Their Beliefs, Experiences, And Knowledge, Tammy Shilling, Jerome Thayer, Anneris Coria-Navia, Heather Ferguson

Faculty Publications

Active teaching methods are believed to facilitate higher-order thinking skills and prepare allied health students for independent clinical decision-making. This quantitative, correlational study aimed to explain the relationships between student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the extent of knowledge they have received regarding active and traditional teaching methods. Two hundred and thirty students completed a 53-item online survey. Students were enrolled in a Doctor of Physical Therapy, Masters in Speech-language Pathology, or Bachelor of Science Nursing program in one of seventeen participating institutions across a ten-state Midwest region. …

The Importance And Implementation Of Kinesthetic Learning In The English Classroom, Emma Crandall

Senior Honors Theses

This paper examines different educators’ and researchers’ activities for kinesthetic learners and discusses how they can be applied to the English classroom in literature, writing, and language. The first section delves into the difficulty associated with but ultimate importance of including kinesthetic learning activities for both kinesthetic and non-kinesthetic learners due to the benefits of active learning. Subsequently, it looks for synthesis between different types of kinesthetic activities, dividing them into the categories of manipulatives, commonly accepted classroom activities with kinesthetic add-ons, and kinesthetic-centered activities. The ways each activity can be used, including its benefits and disadvantages, are discussed, and …

Teaching Risk Management To Human Performance Students By Using A Virtual Simulation, Emily J. Houghton

Human Performance Department Publications

No abstract provided.

Teaching Tip: Socio-Cultural Learning To Increase Student Engagement In Introduction To Mis, Amy J. Connolly, Leigh A. Mutchler, Daniel E. Rush

IT and Supply Chain Management Faculty Publications and Presentations

Introduction to Management Information Systems (MIS) is a challenging course to teach because of the broad expanse of rapidlychanging material, the centrality of the course to the business curriculum, students’ demand for interactive teaching rather than traditional lecture, and general student disinterest in or lack of familiarity with the subject. Further compounding these problems, faculty may not be adequately comfortable with or trained in active teaching modalities. To address these challenges, we used principles of socio-cultural learning to design a system of class activities to teach the dynamic concepts commonly found in the Introduction to MIS course. Faculty can adapt …

Creating Lightbulb Moments: Developing Higher-Order Thinking In Family Law Classrooms Through Court Observations, Sonia Gipson Rankin

Faculty Scholarship

This article fills a critical gap in the family law literature by arguing that teaching doctrinal family law in conjunction with the application of established learning theory and pedagogy yields a deeper engagement with the subject matter and leads to more practice-ready lawyers. ABA Standards 301, 303, and 304 do not clearly articulate the distinction between experiential education and experiential learning; doctrinal law classrooms are often bereft of experiential learning activities. By incorporating active learning and inclusive pedagogy in the doctrinal classroom and following recommendations from the MacCrate Report and Family Law Education Reform Project, students will be better prepared …

Flipped Classroom In Business And Entrepreneurship Education: A Systematic Review And Future Research Agenda, Madugoda Gunaratnege Senali, Mohammad Iranmanesh, Morteza Ghobakhloo, Denise Gengatharen, Ming Lang Tseng, Mehrbakhsh Nilsashi

Research outputs 2022 to 2026

Flipped learning environments have found their way into business and entrepreneurship education. While most studies have found that flipped classrooms can enhance learning effectiveness, the instructors still struggle to implement flipped courses effectively. The instructors' and learners' low understanding of flipped learning benefits, in-class and out-of-class activities, its implementation challenges, and troubleshooting strategies are the issues that influence the implementation of the flipped classrooms. This article aims to enhance the understanding of these issues, especially to those new to the flipped classroom approach, by synthesising the current knowledge on the approach in business and entrepreneurship education using a systematic review …

Development And Evaluation Of A Survey To Measure Student Engagement At The Activity Level In General Chemistry, Nicole Naibert, Jack Barbera

Chemistry Faculty Publications and Presentations

Student engagement is an important consideration when incorporating active learning activities into a classroom. To facilitate the large-scale assessment of students’ engagement in activities, a survey measure must first be developed and evaluated. Therefore, the goal of this study was to create a self-report measure of student engagement for use with active learning activities in general chemistry classes. The Activity Engagement Survey (AcES) was modified from an existing survey of engagement of middle and high school science students that contained behavioral, cognitive, emotional, and social engagement items. Multiple rounds of response process interviews and factor analyses were used to modify …

Exploring Student Perceptions Of Behavioral, Cognitive, And Emotional Engagement At The Activity Level In General Chemistry, Nicole Naibert, Elizabeth Vaughan, Kylee Brevick, Jack Barbera

Chemistry Faculty Publications and Presentations

Although active learning strategies are being incorporated into many higher-education STEM courses, not all students benefit from these activities to the same extent. As these types of activities are designed to engage students in their learning, differences in student engagement may explain some of the differences in learning outcomes. However, before student engagement in active learning activities can be meaningfully measured using a self-report survey, it is important to evaluate if students perceive engagement similarly to the literature definitions on which these measures are based. Therefore, this study sought to explore students’ perceptions of the behavioral, cognitive, and emotional dimensions …

How Data Visualization Can Facilitate Active Learning And Undergraduate Research In An Online Class, Kari Goin Kono, Shawn Smallman

Office of Academic Innovation Publications

This assignment describes how a data visualization assignment can aid students in developing research skills in an online course.

Cive 440: Reinforced Concrete Design I: Faculty-Led Inquiry Into Reflective And Scholarly Teaching (First) Course Portfolio, Chungwook Sim

UNL Faculty Course Portfolios

This Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST) Course Portfolio documents the instructor’s teaching practices and student learning for Reinforced Concrete Design I (CIVE 440) course. The contents of this course portfolio captures the CIVE 440 course that was taught on the Lincoln campus during the semester of Fall 2022. CIVE 440 is a structural engineering design elective offered every year in the Department of Civil and Environmental Engineering on both Lincoln and Omaha campus at University of Nebraska-Lincoln (UNL). The course objective is to help students to be able to use theory and experience to proportion and detail …

Flip & Slack – Active Flipped Classroom Learning With Collaborative Slack Interactions, Kyong Jin Shim, Gottipati Swapna, Yi Meng Lau

Research Collection School Of Computing and Information Systems

Active flipped classroom learning is stipulated with faculty structuring the activities involving constructive interactions, either formal or informal. Sharing ideas and responding to ideas improve the cognitive skills of the students. Encouraging peers to contribute to class activities and respecting peers contribute to the development of affective skills. We present an integrated platform for cognitive and affective skills development. A flipped classroom arrangement allows the faculty to focus more on in-class activities such as programming and lab exercises to support active learning in computing courses. We share the design of an innovative flipped classroom model integrated with Slack and present …

Roles Matter: Graduate Student Perceptions Of Active Learning In The Stem Courses They Take And Those They Teach, Lorelei E. Patrick, Leigh Ann Howell, Everett William Wischusen

Biological Sciences Faculty Publications

Despite many calls to reform undergraduate science, technology, engineering, and math (STEM) education to incorporate active learning into classes, there has been little attention paid to graduate level classrooms or courses taught by graduate students. Here, we set out to understand if and how STEM graduate students’ perceptions of active learning change in the classes they take versus those they teach. We found that graduate students had taken relatively few graduate level classes using active learning and they felt that more time should be devoted to active learning in the courses they were taking. Teaching assistants felt that they were …

Design And Supervision Model Of Group Projects For Active Learning, Yi Meng Lau, Kyong Jin Shim, Swapna Gottipati

Research Collection School Of Computing and Information Systems

This research paper presents a group project framework for a second-year programming course, which was conducted during the COVID-19 pandemic. The framework offers well defined stages of the group project which allow students to work on their choice of a real-world problem, integrate their learnings from previous courses, and present a working solution. In the group project, students actively participate, reflect, and contribute to achieving the goals set in the learning objectives of the course. Our framework incorporates key features from Kolb’s Experiential Learning Theory (1984) and principles of active learning from Barnes (1989) to achieve active and experiential learning …

Can Learning Be Enhanced With Active Seating?, Judy Beard, Kirk Mathias

All Faculty Scholarship for the College of Education and Professional Studies

Overweightness continues to increase at an exponential rate in children. This coupled with the demand to increase academic time in elementary schools has contributed to efforts to discover solutions that meet both challenges. Potential solutions are movement curricula and active seating options. However, little has been published relative to best practices of their implementation. Therefore, the purpose of this paper is to discuss the lessons learned while utilizing pedal desks in first and second grade classrooms as stations and whole class seating. Additionally, two different types of heart rate monitors (Polar Oh1 and IHT Spirit) were employed, in an attempt …

Learning Assistantships In College Mathematics: Value For Preservice Teacher Development, Kelly Gomez Johnson, Paula Jakopovic, Janice Rech, Angie Hodge-Zickerman

Teacher Education Faculty Publications

Increasing the participation and achievement of students in Science, Technology, Engineering, and Mathematics (STEM) from early grades to college coursework continues to be at the forefront of educational transformations and research. Faculty members at Institutions of Higher Education (IHE) plan, implement, and investigate how program structures might aid in the development, retention, and overall success of undergraduate students in STEM. Active learning classrooms, especially in mathematics, are one way IHE are reforming student learning experiences, and these environments also provide a unique opportunity to engage undergraduate learning assistants with faculty to support near - peer students and deepen their own …

Teaching The Eleusinian Mysteries In An Outdoor Simulation, Paul Robertson

JRCA Pedagogy

I detail an active learning simulation around the Eleusinian Mysteries. I provide a concrete teaching activity with the dual goals of (1) providing experiential learning around ancient Mediterranean religion to engage those with minimal interest in the subject matter, and (2) providing ideas for outdoor instruction which may be advantageous due to health reasons, preference, and/or campus engagement. It is my hope that other instructors are able to freely adapt this lesson in their own classrooms

Old Meets New: Bringing Ancient Studies To Life In The Hybrid Classroom, Shane M. Thompson

JRCA Pedagogy

The 2020-2021 academic year will forever be remembered as the “COVID-year,” which, in academia, forced instructors to rethink the ways we have taught for generations. Personally, the Fall 2020 semester presented an opportunity to teach fully in-person classes (in a Hyflex model as not all students were able to attend), fully online classes, and – the most foreign to us – hybrid classes. As the hybrid model is one with which almost no one had any experience, I will focus my reflection on one particular hybrid course, urging instructors to incorporate Active Learning strategies into their courses – both hybrid …

A First Project Benchmark Portfolio Of Biochemistry Ii: Metabolism And Biological Information (Bioc/Bios/Chem 432/832), Xinghui Sun

UNL Faculty Course Portfolios

This portfolio has been developed for Biochemistry II: Metabolism and Biological Information (BIOC/BIOS/CHEM 432/832). This course is taken primarily by senior undergraduates with majors mainly in biochemistry. The objectives of this course portfolio are: 1) to provide a broad overview for this 400 level class; 2) to revise/refine the course using a backward design approach with clear student learning objectives; 3) to assess and reflect the instructor’s teaching approach; and 4) to analyze and reflect on student learning. The course structure was redesigned with three modules to support the learning objectives of this course. Course activities for each module include …

Setting The Foundation For Experiential Learning And Academic Success In Mbio 101: Introduction To The Microbiology Major, Brandi Sigmon

UNL Faculty Course Portfolios

Introductory courses for majors, typically completed by first-year students, are important to student success and retention as they set the foundation for students in their respective majors. At the University of Nebraska-Lincoln, Microbiology majors complete MBIO 101: Introduction to the Microbiology Major during their first semester as their introductory, foundational course. In this course portfolio, I chose to focus on investigating the impact on student learning of integrating more emphasis on experiential learning knowledge and acquisition within the course through the participation of students in a hands-on workshop and research symposium. Integration of these two events into the MBIO 101 …

Using Pair Programming As A Collaborative Learning Approach To Support Students With Learning Disabilities Via Zoom Breakout Rooms, Ling Li, Li Da Xu, Yuming He, Wu He, Silvana M.R. Watson, Shana Pribesh, Debra A. Major, Elizabeth Langran (Ed.), Leanna Archambault (Ed.)

Information Technology & Decision Sciences Faculty Publications

Peer learning through pair programming is a type of collaborative learning that involves students working in pairs to discuss computer programming concepts or develop codes to solve problems. The Zoom breakout room method is applied to teach pair programming in a virtual classroom during the COVID-19 environment. By facilitating pair programming in a virtual learning environment, we gained valuable experience in promoting collaborative learning, active learning, and problem-based learning activities in a cloud setting.

Fdst205 Food Composition Analysis — A Peer Review Of Teaching Project Benchmark Portfolio, Mei Lu

UNL Faculty Course Portfolios

The purpose of this peer review of the teaching portfolio was to document and evaluate the course activities that are aimed at improving student learning in FDST205 Food Composition Analysis. This FDST205 is unique that it is offered exclusively to the students in the 3+1 International Food Science Dual Degrees Program established between the University of Nebraska-Lincoln (UNL) and Northwest Agricultural & Forestry University (NWAFU) in China. Students that enrolled in this course were a cohort of 55 sophomores in the 3+1 Food Science Dual Degrees Program. In spring 2021, the lecture part of FDST205 was offered online synchronously, while …

Active Learning In The Liaison Multiverse, Julie Arendt, Sergio Chaparro, Bettina Peacemaker

VCU Libraries Faculty and Staff Presentations

This session details an approach a liaison department used to innovate instruction. It takes time and effort to integrate new teaching practices such as active learning, especially across manifold upper-level courses. The challenge increases with a multitude of librarians teaching a multitude of diverse learners across a multitude of disciplines. Join us to learn how we created a community of practice around active learning and for an activity to build active learning in your work.

Supporting Student Success And Persistence In Stem With Active Learning Approaches In Emerging Scholars Classrooms, David Miller, Jessica Deshler, Tim Mceldowney, John Stewart, Edgar Fuller, Matt Pascal, Lynnette Michaluk

Faculty & Staff Scholarship

Over the last several decades, Emerging Scholars Programs (ESPs) have incorporated active learning strategies and challenging problems into collegiate mathematics, resulting in students, underrepresented minority (URM) students in particular, earning at least half of a letter grade higher than other students in Calculus. In 2009, West Virginia University (WVU) adapted ESP models for use in Calculus I in an effort to support the success and retention of URM STEM students by embedding group and inquiry-based learning into a designated section of Calculus I. Seats in the class were reserved for URM and first- generation students. We anticipated that supporting students …

Student Perceptions Of An Inquiry‐Based Molecular Biology Lecture And Lab Following A Mid‐Semester Transition To Online Teaching, Jeremy L. Hsu, Melissa Rowland-Goldsmith

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

The transition to online learning in spring 2020 was abrupt for both students and instructors. While many instructors moved to asynchronous classes, some institutions relied more heavily on synchronous online courses. Here, we evaluate student perceptions of an inquiry‐based molecular biology lecture and lab course following this transition by comparing student survey responses from spring 2019, when the lecture and lab were fully in person, to spring 2020, when the lecture and lab started in person before transitioning to a synchronous online format. Students were asked to identify the main factors that supported their learning in lecture and lab, characterize …

Story Writing In The Accounting Classroom, Michelle Freeman, Mark Friedman

ETSU Faculty Works

A story is an established method of communicating fact, fiction, parable, and myth from cultural generation to generation. Is it possible to actively engage accounting students with content when the student becomes the storywriter? Can story writing by the student be an effective teaching tool, and should accounting professors consider its use in their classrooms? This archival research seeks to review the literature regarding the value of story writing as a pedagogical tool across academic disciplines in higher education, synthesize the findings of existing research and describe the uses, benefits and difficulties with using story writing in various accountancy classes …

Online Assessment Methods For Student-Centered Learning: Active Learning, Collaboration, And Application With Authentic Assessment, Charlotte Nirmalani Gunawardena, Stephanie L. Moore Phd, Linda Barril, Kathiravelu Thabotharan

University Libraries & Learning Sciences Faculty and Staff Publications

Agenda

Introduction
Lani Gunawardena

A Learning and Pedagogical Foundation & Taxonomy for Selecting Assessment Methods
Stephanie Moore

Assessing Collaborative Learning
Lani Gunawardena

Student-Centered Assessment Methodologies at the University of Jaffna
K. Thabotharan

Technologies for Assessment
Linda Barril

Labs & Art Online - Assessing Practicals
Stephanie Moore

Questions & Discussion