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A Pilot Study To Compare Lecture And Active Learning, Jennifer Calabrese
A Pilot Study To Compare Lecture And Active Learning, Jennifer Calabrese
Journal of Occupational Therapy Education
Active learning strategies are being increasingly valued by instructors and implemented in higher education. However, mixed outcomes exist regarding learning, exam results, and student preferences for active learning compared to traditional lectures. A convenience sample of 26 first-year graduate students participated in a study that examined the impact of attending a traditional lecture versus an active learning session. Both sessions included a PowerPoint presentation and the active learning class also included embedded educational videos, instructor-led class discussions, a case study, and a think-pair-share activity. The instructor used a pre and post-test for each class and conducted a survey after each …
Designing And Reflecting On Active Learning And Flipped Classrooms For Renal Physiology, Bernard Thomas Drumm Dr
Designing And Reflecting On Active Learning And Flipped Classrooms For Renal Physiology, Bernard Thomas Drumm Dr
International Journal for the Scholarship of Teaching and Learning
In this paper, we outline a case study describing the incorporation of active learning and flipped classroom techniques in a renal physiology module in 1st year medical school. The module was redesigned over a 2-year period within the teaching for understanding (TfU) framework (generative topics, understanding goals, performances of understanding and ongoing assessment) to include more active learning exercises (clicker response systems centered on clinically relevant problem sets and classroom assessment techniques – CATs), which culminated in flipping the classroom entirely during the 2nd year. The goal, was to evaluate student perceptions of the flipped classroom model and to reflect …
Active Learning And Occupational Therapy Theory: A Mixed Methods Study Of A Course Redesign, Mackenzie L. Feldhacker, Diana R. Feldhacker
Active Learning And Occupational Therapy Theory: A Mixed Methods Study Of A Course Redesign, Mackenzie L. Feldhacker, Diana R. Feldhacker
Journal of Occupational Therapy Education
The use of theory to guide practice is what distinguishes an occupational therapist’s professional judgment and reasoning from simply technical skills. However, occupational therapists continue to lack confidence and skills in understanding application of theory to inform practice. Thus, effective course design related to theory is imperative in professional formation. This study assessed the effectiveness of a graduate-level occupational therapy theory course redesigned using andragogical, learner-centered, and active learning principles to address gaps in applying and understanding theory. A mixed methods retrospective cohort design was utilized. This included a pretest/post-test survey along with end-of-semester course and instructor evaluation. Eighty-four students …
Learner-Centered Teaching To Educate College Students About Rural Health Disparities, Anuli Njoku
Learner-Centered Teaching To Educate College Students About Rural Health Disparities, Anuli Njoku
Journal of University Teaching & Learning Practice
Geographically, rural U.S. communities have higher rates of disease and health problems, compared to urban areas. This encourages development of effective, learner-centred curricula to enable students to address disparate health outcomes as future health professionals. This three-year study evaluated the effect of an undergraduate rural public health course on health disparities-related perceptions among students at a rural Midwestern U.S. university. Students reported statistically significant increases in mean scores for several survey items pre- to post-survey. Post-survey response rate was 90%. This paper details the processes, outcomes, and lessons learned from incorporating learner-centred strategies to teach health disparities material in a …
Management Strategies For Active Learning In Aacsb Accredited Stem Discipline Of Cis: Evidence From Traditional And Novel Didactic Methods In Higher Education, Panagiotis Petratos, Evangeliz Damaskou
Management Strategies For Active Learning In Aacsb Accredited Stem Discipline Of Cis: Evidence From Traditional And Novel Didactic Methods In Higher Education, Panagiotis Petratos, Evangeliz Damaskou
International Journal for Business Education
The positive influence of active learning methods for Higher Education is widely studied and is well documented in the research literature. However, there is very little research on active learning impact on Association to Advance Collegiate Schools of Business (AACSB) accredited business programs which include a Science, Technology, Engineering, Mathematics (STEM) discipline such as Computer Information Systems (CIS) with very diverse student population demographics. For this study, the researchers focus on campus-level data particularly how active learning influences student learning in introductory College of Business computer information systems courses focused on information technology for management. In this study, the researchers …
The Validation Of The Active Learning In Health Professions Scale, Rebecca Kammer, Laurie Schreiner, Young K. Kim, Aurora Denial
The Validation Of The Active Learning In Health Professions Scale, Rebecca Kammer, Laurie Schreiner, Young K. Kim, Aurora Denial
Interdisciplinary Journal of Problem-Based Learning
There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS) instrument captures three elements of active learning: activities that have elements of novel access to information, observing or participating in experiences focused on learning, and reflective practices about the learning process. In order to assess the criterion-related validity of the ALHPS, a Structural Regression Model was created in which the latent …
Effects Of Active Learning Variants On Student Performance And Learning Perceptions, Abdi-Rizak Mohamed
Effects Of Active Learning Variants On Student Performance And Learning Perceptions, Abdi-Rizak Mohamed
International Journal for the Scholarship of Teaching and Learning
This paper aims to examine the relative impacts of three different models of learning (collaborative learning, traditional lecturing and process-oriented guided inquiry learning [POGIL]) on student performance and learning perceptions. In a controlled case study, we measured the learning outcomes of 57 undergraduates in a chemistry course taught by the different learning modules, using quizzes and exams as performance measures. In one academic quarter, the collaborative learning method was used exclusively whereas all three models were used subsequently in a second quarter by dividing up lectures into 4 different modules. Student quiz and exam outcomes indicated significant difference between collaborative …