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Full-Text Articles in Education
Getting Active During Covid-19: Incorporating Experiential Learning In Online Instruction, John Siegel
Getting Active During Covid-19: Incorporating Experiential Learning In Online Instruction, John Siegel
Georgia International Conference on Information Literacy
Like other academic libraries, librarians at a regional comprehensive university had to switch from in-person to online synchronous information literacy sessions due to COVID-19. The Coordinator of Information Literacy has served as psychology librarian for over two years and worked with faculty to incorporate library instruction in all sections of the required research methods and senior seminar courses. Active learning was a central component of these in-person sessions, which included database searching and an exercise for students to understand the difference between primary/empirical and secondary/review literature. He quickly discovered that the small group activities did not readily lend themselves to …
Social Constructivism In Learning: Peer Teaching & Learning, Cindy L. Hayden, Cheryl Carrico, Cassandra Catherine Ginn, Alexis Felber, Shelby Smith
Social Constructivism In Learning: Peer Teaching & Learning, Cindy L. Hayden, Cheryl Carrico, Cassandra Catherine Ginn, Alexis Felber, Shelby Smith
Pedagogicon Conference Proceedings
Social constructivism is an educational theory that can be applied in collaborative ways to facilitate student peer teaching and learning. University faculty may be unfamiliar with how to plan, structure, and instruct students in peer teaching and learning projects while providing an emotionally supportive environment. This article will identify characteristics of course activities that promote peer teaching and learning. Two student examples of a three-component peer teaching module will be highlighted along with the grading rubric. This article also describes an assignment module that was offered in a face-to-face second-year course in a professional allied health program. These assignment guidelines …
Lessons Learned In Designing Active Learning Modules For The Stem Classroom, Anna M. Christianson
Lessons Learned In Designing Active Learning Modules For The Stem Classroom, Anna M. Christianson
Pedagogicon Conference Proceedings
For students to become real partners in their education, they must shift from a model of passive absorption of knowledge to one of active participation in constructing knowledge. To encourage this shift, I have designed a variety of active learning modules for my introductory chemistry classes, from short participation polls to full-length case studies. When well-implemented, in-class activities can be a valuable experience for students to practice applying their knowledge with instructor guidance. In this report, I will share both successes and challenges encountered in designing student-friendly active learning modules in an introductory science course.
Clay Modeling Of The Musculoskeletal System: Does Active Learning Increase Retention And Comprehension, Kelly Massey
Clay Modeling Of The Musculoskeletal System: Does Active Learning Increase Retention And Comprehension, Kelly Massey
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
The focus of a Structural Kinesiology course is a detailed study into the musculoskeletal system and joint action. The course contains a lot of memorization: skeletal muscle origin, insertions, innervations and muscle/joint actions but there is also an applied component for the content. Group study has been incorporated into the course to increase knowledge retention and comprehension however group interaction has been seen to be minimal. Two studies have looked at group construction of skeletal muscle models using clay during class time in assisting with the active learning of muscle origin, insertion and actions (Cruz-Espaillat et al., 2010 & Waters …
Assessing The Effects Of A Teaching Course On Biology Graduate Student Teaching Assistants, Caralyn B. Zehnder
Assessing The Effects Of A Teaching Course On Biology Graduate Student Teaching Assistants, Caralyn B. Zehnder
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
Research was conducted to measure changes in knowledge and perceptions of teaching and learning by biology graduate students enrolled in a Teaching Techniques course at Georgia College. Results show that graduate students exhibited gains in their knowledge of assessment and active learning pedagogies and saw some changes in how they viewed the role of the teacher in the classroom. This research demonstrates that a semester-long teaching course affects graduate students learning and attitudes toward teaching.
Redesigning And Undergraduate Engineering Course, Elise Barrella
Redesigning And Undergraduate Engineering Course, Elise Barrella
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
The presentation will consist of two parts: (1) description of the introductory engineering course and the experience of using a backwards design approach to create a more learner-centered and active course and (2) group discussion of simple, successful techniques for creating a more learner-centered course. The course was redesigned as part of a preparatory teaching program for graduate students.
A Medley Of Successful Active-Learning Methods, Sarah Formica
A Medley Of Successful Active-Learning Methods, Sarah Formica
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
This workshop will present a medley of active-learning methods that have been implemented successfully in both introductory and upper-level physics courses. The participants will engage in methods that include Just-in-Time Teaching (JiTT), clicker questions, whiteboard activities, and virtual experiments. The workshop will be designed very much like a class that employs these methods, with a pre-workshop online assignment that is due “Just in Time” before the workshop, and whiteboard activities and clicker questions associated with the active-learning methods. The participants will work in teams to develop some JiTT assignments, clicker questions, and whiteboard activities that they could use in their …
Methodology And/Or Technology: Making Difference In Improving Students' Problem Solving Skills, Zdeslav Hrepic, Katherine Lodder, Kimberly Shaw
Methodology And/Or Technology: Making Difference In Improving Students' Problem Solving Skills, Zdeslav Hrepic, Katherine Lodder, Kimberly Shaw
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
Wirelessly networked, in-class computing opens a wide array of possibilities for active instructional methodologies (Hrepic, Rebello, & Zollman, 2009). Earlier studies showed a substantial potential that the pen input computers combined with interactive software like DyKnow (www.dyknow.com) may have in facilitating students’ problem solving ability. The session has two goals. The first one is to demonstrate the instructor-student classroom interaction dynamics enabled or facilitated by DyKnow software and pen-input computers. The second one is to present selected research findings associated with student learning while using this technology. The most recent of our studies was to isolate the effect of the …
A Medley Of Successful Active-Learning Methods, Sarah Formica
A Medley Of Successful Active-Learning Methods, Sarah Formica
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
This workshop will present a medley of active-learning methods that have been implemented successfully in physics courses. The participants will engage in methods that include Just-in-Time Teaching, clicker questions, whiteboard activities, and virtual experiments. The workshop goal is to show how these active-learning methods can be applied in a STEM classroom to increase students’ conceptual understanding and problem solving skills.