Education Commons^™

Role-Playing As A Tool To Facilitate Learning, Self Reflection And Social Awareness In Teacher Education, Peter W. Kilgour, Daniel Reynaud, Maria T. Northcote, Marion Shields

Maria Northcote

Meaningful learning in the tertiary sector benefits from the inclusion of a variety of teaching and learning techniques including active learning. Role-plays are one type of active and participatory learning activity that creates interaction between students and a simulated scenario. This reality can serve to open the minds of participants to issues they need to be able to deal with in their chosen careers. This paper reports role-plays in four different learning applications: the first was in a multicultural education class and simulated a microcosm of society where students took on the roles of minority groups. The second reports on …

Role-Playing: A Smorgasbord Of Learning Types, Peter W. Kilgour, Jason Hinze, Kevin Petrie, Warrick R. Long, Kevin C. De Berg

Peter Kilgour

One tertiary institution sought to research the perceptions that tertiary students have of role-plays as a means of learning. Role-plays were used across a range of disciplines at that institution including: teacher training, business and chemistry. Each of these disciplines used a role-play in their classes and then collected opinions from the students on the usefulness of the activity. It was discovered that students value role-plays as a means to challenge preconceived ideas, encourage creative thinking, assist students in applying theory to practice, make lessons fun and provide active learning experiences that increase student learning and engagement.

Role-Playing As A Tool To Facilitate Learning, Self Reflection And Social Awareness In Teacher Education, Peter W. Kilgour, Daniel Reynaud, Maria T. Northcote, Marion Shields

Peter Kilgour

Meaningful learning in the tertiary sector benefits from the inclusion of a variety of teaching and learning techniques including active learning. Role-plays are one type of active and participatory learning activity that creates interaction between students and a simulated scenario. This reality can serve to open the minds of participants to issues they need to be able to deal with in their chosen careers. This paper reports role-plays in four different learning applications: the first was in a multicultural education class and simulated a microcosm of society where students took on the roles of minority groups. The second reports on …

Comparing Game Simulation To Concept Models For Student-Centered Learning In Biology, Margaurete Romero

USF Tampa Graduate Theses and Dissertations

Science education research continues to demonstrate improved learning with active-learning techniques compared to lectures. However, the question of which active-learning methods are the most effective for learning complex scientific principles in various context still remains. Models are commonly used in activities that allow students to simplify complex systems and understand how components interact. I investigated the outcomes for student learning and engagement of two model-based activities - concept models and game simulations. The activities were conducted in an introductory biology course in sixteen discussion sections. Eight sections were assigned to the concept model activity and eight to the simulation activity. …

Role-Playing: A Smorgasbord Of Learning Types, Peter W. Kilgour, Jason Hinze, Kevin Petrie, Warrick R. Long, Kevin C. De Berg

Jason Hinze

One tertiary institution sought to research the perceptions that tertiary students have of role-plays as a means of learning. Role-plays were used across a range of disciplines at that institution including: teacher training, business and chemistry. Each of these disciplines used a role-play in their classes and then collected opinions from the students on the usefulness of the activity. It was discovered that students value role-plays as a means to challenge preconceived ideas, encourage creative thinking, assist students in applying theory to practice, make lessons fun and provide active learning experiences that increase student learning and engagement.

Flipping The Classroom: Assessment Of Strategies To Promote Student-Centered, Self-Directed Learning In A Dental School Course In Pediatric Dentistry., Brenda S Bohaty, Gloria J. Redford, Cynthia C. Gadbury-Amyot

Manuscripts, Articles, Book Chapters and Other Papers

The aim of this study was to explore student and course director experiences with the redesign of a traditional lecture-based course into a flipped classroom for teaching didactic content in pediatric dentistry to second-year dental students. The study assessed student satisfaction, extent of student engagement, overall course grades, and course director satisfaction. The students enrolled in a flipped classroom pediatric dentistry course (spring semester 2014; SP14) were asked to complete pre- and post-course questionnaires to assess their perceptions of active learning, knowledge acquisition, and course satisfaction. The process was repeated with the class enrolled in the same course the following …

Role-Playing: A Smorgasbord Of Learning Types, Peter W. Kilgour, Jason Hinze, Kevin Petrie, Warrick R. Long, Kevin C. De Berg

Kevin Petrie

One tertiary institution sought to research the perceptions that tertiary students have of role-plays as a means of learning. Role-plays were used across a range of disciplines at that institution including: teacher training, business and chemistry. Each of these disciplines used a role-play in their classes and then collected opinions from the students on the usefulness of the activity. It was discovered that students value role-plays as a means to challenge preconceived ideas, encourage creative thinking, assist students in applying theory to practice, make lessons fun and provide active learning experiences that increase student learning and engagement.

Role-Playing: A Smorgasbord Of Learning Types, Peter W. Kilgour, Jason Hinze, Kevin Petrie, Warrick R. Long, Kevin C. De Berg

Warrick Long

One tertiary institution sought to research the perceptions that tertiary students have of role-plays as a means of learning. Role-plays were used across a range of disciplines at that institution including: teacher training, business and chemistry. Each of these disciplines used a role-play in their classes and then collected opinions from the students on the usefulness of the activity. It was discovered that students value role-plays as a means to challenge preconceived ideas, encourage creative thinking, assist students in applying theory to practice, make lessons fun and provide active learning experiences that increase student learning and engagement.

Developing Healthcare Practitioners’ Professional Expertise Through Effective Continuing Education: Commentary, Caroline Faucher

Internet Journal of Allied Health Sciences and Practice

Development of professional expertise is the transition from novice to expert within a profession through deliberate practice with feedback. While this development is actively stimulated during undergraduate studies, encouraging practicing healthcare professionals to pursue their development towards expertise doesn’t seem as obvious. This commentary briefly describes the development of professional expertise and the possible decline in performance that can occur with time. It then gives insight into the roles of continuing professional education in healthcare practitioners’ acquisition and maintenance of professional expertise.

Interactive Multimedia Learning On Health Care Among Lebanese Women: An Exploratory Study, Joanna R. Kassem, Zeinab H. Houssein, Leila Halawi

Leila A. Halawi

Multimedia learning greatly enhanced the learning outcome and experience of learners exposed to it. The proposed study will explore the usefulness of multimedia learning software devised to educate Lebanese pregnant women who have a low level of formal education about pregnancy and early infant care. The study will be based on the media richness theory. It is expected that through media rich programs, communication of information is facilitated, promoting the resolving of indecisiveness and ambiguity that stems out of the lack of knowledge or information about a given a subject and the inability to convey a meaning of what is …

Role-Playing As A Tool To Facilitate Learning, Self Reflection And Social Awareness In Teacher Education, Peter W. Kilgour, Daniel Reynaud, Maria T. Northcote, Marion Shields

Daniel Reynaud

Meaningful learning in the tertiary sector benefits from the inclusion of a variety of teaching and learning techniques including active learning. Role-plays are one type of active and participatory learning activity that creates interaction between students and a simulated scenario. This reality can serve to open the minds of participants to issues they need to be able to deal with in their chosen careers. This paper reports role-plays in four different learning applications: the first was in a multicultural education class and simulated a microcosm of society where students took on the roles of minority groups. The second reports on …

Turning Guest Speakers' Visits Into Active Learning Opportunities, Vassilis Dalakas

Atlantic Marketing Journal

While guest speakers have a lot to offer, the traditional format of their visits to marketing classes may hinder student engagement. This paper describes an idea used in marketing classes intended to increase active learning and to maximize impact of guest speakers’ visits. It involves creating assignments for the students to prepare prior to a speaker’s visit. As a result, the students end up preparing thoughtful questions, they are engaged in their discussion with the speaker, and they make a more conscious effort to link course material to the insight from the speaker.

Developing Blended Learning In Library Instruction To Cultivate Research And Critical Thinking Skills In The Undergraduate Student Population, Bernadette López-Fitzsimmons

Georgia International Conference on Information Literacy

The ever-evolving digital resources in multiple types and formats have introduced numerous opportunities for enhanced teaching-and-learning environments focused on student–driven activities. Many of these strategies have already been implemented at educational institutions throughout the world.

This presentation will demonstrate how blended learning pedagogies in a library’s one-shot and for-credit courses cultivate research and critical thinking skills. The presenter will discuss how to customize library instruction for diverse student populations who have a complex history of multiple learning styles and varying literacy levels.

The presenter will describe several strategies that activate prior knowledge so that building new knowledge is seamlessly organic. …

Perceptions Of Active Learning Between Faculty And Undergraduates: Differing Views Among Departments, Lorelei E. Patrick, Leigh Ann Howell, William Wischusen

Biological Sciences Faculty Publications

There have been numerous calls recently to increase the use of active learning in university science, technology, engineering, and math (STEM) classrooms to more actively engage students and enhance student learning. However, few studies have investigated faculty and student perceptions regarding the effectiveness of active learning or the barriers to its implementation. Previous work surveying a single class in a single department has suggested that faculty and students have different perceptions of the effectiveness of active learning strategies and the barriers faculty face when implementing these teaching strategies. We expand on these previous findings by surveying a larger and more …

Student Engagement Techniques: A Handbook For College Faculty, Sherry Early

Sherry Early

Publisher Description: Keeping students involved, motivated, and actively learning is challenging educators across the country, yet good advice on how to accomplish this has not been readily available. Student Engagement Techniques is a comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students. The ready-to-use format shows how to apply each of the book's techniques in the classroom and includes purpose, preparation, procedures, examples, online implementation, variations and …

Can Philanthropy Be Taught?, Lindsey Mcdougle, Danielle Mcdonald, Huafeng Li, Whitney Mcintyre Miller, Chengxin Xu

Education Faculty Articles and Research

In recent years, colleges and universities have begun investing significant resources into an innovative pedagogy known as experiential philanthropy. The pedagogy is considered to be a form of service-learning. It is defined as a learning approach that provides students with opportunities to study social problems and nonprofit organizations and then make decisions about investing funds in them. Experiential philanthropy is intended to integrate academic learning with community engagement by teaching students not only about the practice of philanthropy but also how to evaluate philanthropic responses to social issues. Despite this intent, there has been scant evidence demonstrating that this type …

Development And Initial Validation Of A Flipped Classroom Adoption Inventory In Higher Education, Taotao Long

Doctoral Dissertations

The purpose of this study is to develop and initially validate an inventory to learn about the critical variables involved in a higher education instructor’s decision to adopt a flipped classroom instructional model. A flipped classroom is an instructional model in which students’ learning is divided into two phases, the self-directed pre-class learning phase and the in-class student-centered active learning phase. Both phases are typically technology-enhanced. This study addresses a gap in the recent research regarding the identification and assessment of the critical variables that are related to a higher education instructor’s decision to adopt a flipped classroom instructional model. …

Why This Flip Wasn't A Flop: What The Numbers Don't Tell You About Flipped Classes, Heather Noel Fedesco, Troy Cary

IMPACT Publications

This paper details the conversion of a large, required Civil Engineering fluid mechanics course into a more student-centered, active learning-oriented course through the flipping of one lecture per week. In the flipped class, students collaboratively solve homework problems in groups while receiving “expert” feedback from instructors and TAs. To offset the lost lectures, some course material that has been delivered in traditional lectures has been placed online in the form of short videos and textbook readings, with low-stakes quizzes for assessment.

Student learning gains were quantitatively assessed by comparing quiz and final exam scores for three semesters (1 pre-flip and …

The Empathy Project: Using A Project-Based Learning Assignment To Increase First-Year College Students’ Comfort With Interdisciplinarity, Micol Hutchison

Interdisciplinary Journal of Problem-Based Learning

Empathy and interdisciplinarity are both concepts that are current and relevant—across professions, in research, and in academia. This paper describes a large, interdisciplinary, project-based assignment, the Empathy Project, which allows students to delve into and increase comfort and skill with interdisciplinary thinking and collaborative learning, while improving the core college skills of written and oral communication, ethical and quantitative reasoning, and critical thinking. As I revised the assignment based on student feedback and results, I found that group conferences and time in class to work collaboratively were beneficial. Additionally, building increased scaffolding into the assignment, including greater student and group …

An Epic Teaching Experience: A Case Study Of Pedagogically Innovative Undergraduate Classrooms, Tiffany T. Runion

Masters Theses, 2010-2019

This qualitative study examined seven professors who taught undergraduate classes in spring 2016 in the EPIC (Enhancing Pedagogy through Innovative Classrooms) spaces housed in the Student Success Center at James Madison University. The problem is that we do not know how instructors use the EPIC classrooms. In order to explore the pedagogical methods and classroom amenities used in these classrooms, I interviewed and observed seven instructors over a period of nine weeks. A collective case study methodology was used to describe the experiences of the instructors during this time period. My findings suggested that these instructors often used a combination …

The Impacts Of Curriculum Reform For An Introductory Undergraduate Biology Course Sequence, Anna Jo Juanita Auerbach

Doctoral Dissertations

For decades, educators and policy makers have called for reform in undergraduate biology education to produce a workforce capable of navigating the challenges of society today (NSB, 1986). The American Association for the Advancement of Science (AAAS) outlined recommendations to enact these changes in the Vision and Change in Undergraduate Biology Education final report (AAAS, 2011). These recommendations included restructuring curricula to focus on core biological concepts and competencies, implemented via student-centered practices, with a campus-wide commitment to change, and involving the entire biology community in the reform. The University of Tennessee, Division of Biology, implemented curriculum changes to their …

Fosces: Adding Another Library Tile To The Medical School Mosaic, Alexandra Gomes, Thomas Harrod

Himmelfarb Library Faculty Posters and Presentations

The 2014 launch of the revised medical school curriculum provided new opportunities for librarians to collaborate with faculty. Due to past informatics instruction in the first year curriculum, we were invited to expand this content as part of a new formative Objective Structured Clinical Examination (FOSCE) initiative. This poster will describe the development and implementation of the FOSCE informatics curriculum.

In FOSCEs, small groups of students rotated through simulated patient encounters in order to demonstrate their clinical knowledge and skills. Due to simulation center logistics, students alternated between skills demonstration and informatics activities. The informatics component consisted of fifty minute …

Active Learning, Primary Documents, And Complex Events: Reinvigorating History Education, Samantha Clonch

Honors Projects

History is frequently taught through lectures, tests, and individual work with primary documents, which can be exceedingly tedious for students. This is problematic because it leads to student disengagement and limited learning. Also problematic in history education is the lack of time spent teaching events which are viewed as less impactful than others on the course of history. The Louisiana Purchase is one such event. It is often taught in one day or less as an action that simply doubled the size of the United States. This project is an attempt to combat these problems. The project contains a seven …

The Impact Of A Flipped Classroom Compared To Lecture-Based Teaching On Achieving Course Outcomes, Melissa J. Beck, Akwasi Appiah, Jasmine Gunti, Victoria Bumgardner, Caleb Tang

The Research and Scholarship Symposium (2013-2019)

Education is one of the most vital components that compose a modern society and as such, its improvement and optimization is always sought. This study investigates the efficacy between two learning methods in a graduate level biochemistry course: complete active learning and a hybrid of active and passive learning. Active learning is one method of achieving course outcomes with an emphasis on student responsibility through self-studying of course material followed by classroom discussion. In comparison, passive learning emphasizes instructor responsibility through didactic lecturing of course material. The aftermath results following a hybrid form of active and passive learning (in-class didactic …

An Instructional Framework To Support Content And Language Learning For Ells: B-D-A, Vicky Giouroukakis Ph.D.

Faculty Works: EDU (1995-2023)

The before, during, and after (B-D-A) reading framework is a research-based instructional model that incorporates strategies and activities throughout the reading process to help students interact and learn with text by providing varying degrees of guidance on several levels. The instructional activities and strategies incorporated into lessons before, during, and after reading are essential to active and purposeful learning (Vacca, Vacca, & Mraz, 2014). B-D-A can thus be of special benefit to English language learners (ELLs) who need additional linguistic support as they try to anticipate, comprehend, and apply their textual understanding. Before-reading activities help the teacher activate students’ knowledge, …

Student Performance In A Pharmacotherapy Oncology Module Before And After Flipping The Classroom, John B. Bossaer, Peter Panus, David W. Stewart, Nick E. Hagemeier, Joshua George

ETSU Faculty Works

Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module.

Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average …

Active Learning Strategies - 8 Take Aways, Center For Learning And Teaching (Clt)

CLT Workshops

Here is the 8 Take Aways Handout from the CLT workshop on Active Learning Strategies.

Stem Gateway Course Redesign Teaching Professional Development: Resources For Teaching And Learning, Gary Smith, Audriana Stark

STEM Gateway

The learning object is a collection of teaching professional development presentations and workbooks for guiding faculty in the re-design of lower-division college science and mathematics courses. The materials were designed and implemented during the University of New Mexico STEM Gateway Project, funded by the U.S. Department of Education Title V program during 2012-2016. The teaching professional development curriculum consisted of a 2.5-day course redesign institute followed by roughly monthly sessions on topics that include teaching diverse students; building learning strategies for students; obtaining student buy-in for active learning; evaluating alignment of learning objectives, activities, and assessment; peer observation of teaching, …

Teaching Innovation: Equipping Students To Overcome Real-World Challenges, Jamye Foster, Gallayanee Yaoyuneyong

Faculty Publications

© 2016 The Author(s). Business students beginning their careers find that they must innovate to solve nebulous problems, work in interdisciplinary groups and environments, and effectively communicate their knowledge to colleagues and clients with diverse backgrounds. Addressing this, researchers devised a flipped classroom cross-disciplinary (CD) client-based project (CBP), in which two different business classes, containing students from two different fields, worked together on a semester-long project. The project aimed to address three areas in which students tend to be weak as they attempt to begin their careers: innovativeness, interdisciplinary collaboration, and real-world experience. The flipped classroom CD CBP was centered …

Shooting Down The Gold Star: Using The Power Of Feedback And Assessment To Draw Students Through The Threshold, Natalie Bishop, Holly Mabry

Dover Library Faculty Professional Development Activities

The ACRL Framework presents librarians with the opportunity to develop a deeper, more effective learning environment that encourages students to go beyond simply achieving the gold star. Measuring students’ mastery of threshold concepts for information literacy instruction presents a challenge to our assessment and accreditation-driven culture. Learn how librarians can use targeted student learning outcomes to develop innovative assessment initiatives to overcome the “making the grade” mindset, which can be an obstacle for both one-shot and for-credit information literacy instruction.

In this workshop, presenters will provide a brief overview of their institution’s for-credit research skills course, identify some of the …