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Full-Text Articles in Higher Education
Changing Pace And Recognizing Relationships: The Pandemic And Beyond, Carole Shook
Changing Pace And Recognizing Relationships: The Pandemic And Beyond, Carole Shook
TFSC Publications and Presentations
The pandemic brought out the importance of relationships and active learning. The presentation describes games, email communications, classroom communications, and making class more enjoyable to engage students.
Increasing Active Learning And Achievement In A Large Lecture Calculus Class Through A Flipped Classroom Model, Kimberly King
Increasing Active Learning And Achievement In A Large Lecture Calculus Class Through A Flipped Classroom Model, Kimberly King
Graduate Theses and Dissertations
University Calculus I courses serve as a means of access into high demand STEM fields and large lecture style passive calculus courses can be difficult for students. A mixed methods research design was used to compare a flipped instructional approach to a traditional lecture approach in large section Calculus I courses. The flipped lecture model required students to view videos of calculus instruction that included embedded quiz questions to allow for problem solving explorations during face-to-face class time. The traditional format included content from the video and limited time for additional problem solving. A professor with prior experience teaching Calculus …
Exploring The Level Of Engagement Of Capstone Students In An Active Learning Center, Carol Ann Sharicz
Exploring The Level Of Engagement Of Capstone Students In An Active Learning Center, Carol Ann Sharicz
Instructional Design Faculty Publications
This study provides a qualitative exploration of the level of engagement of Capstone students attending course meetings in an Active Learning Center (ALC) during their own respective semester at a public research university in the Boston area. A design-based research methodology was employed to study innovative learning environments encompassing learning in context. Study results uncovered three themes regarding the impact of the learning space on students’ perceptions of learning and levels of engagement; revealed that one particular tool, the use of small white boards, encouraged deep thinking and reflection; and indicated that the ALC provided a highly collaborative experience.
The Capstone Journey: Exploring Design, Delivery And Evaluation In An Undergraduate Management Discipline Context, Heather Stewart Dr, Luke Houghton, Clare Burns
The Capstone Journey: Exploring Design, Delivery And Evaluation In An Undergraduate Management Discipline Context, Heather Stewart Dr, Luke Houghton, Clare Burns
The Qualitative Report
The focus of this paper is the development of a capstone management course and the application of educational action research through continual learning. In this article, we use the continual learning frame of plan, do, study, and act to underpin an educational action research design on the development of a capstone management course. As part of an Active Learning Trial, the development of the capstone experience has been captured in the embodiment of that experience. Our aim is to guide other academics in developing their own capstone course, particularly, within management with extension into other disciplines. Through continual improvement, we …
The Effectiveness Of Active And Traditional Teaching Techniques In The Orthopedic Assessment Laboratory, Sara Nottingham
The Effectiveness Of Active And Traditional Teaching Techniques In The Orthopedic Assessment Laboratory, Sara Nottingham
Athletic Training Faculty Articles and Research
Active learning is a teaching methodology with a focus on student-centered learning that engages students in the educational process. This study implemented active learning techniques in an orthopedic assessment laboratory, and the effects of these teaching techniques. Mean scores from written exams, practical exams, and final course evaluations were compared for 79 human physiology students. One- and two-way analyses of variance were used to evaluate the effect of teaching methodology on test scores and evaluation responses. No significant differences were found for course evaluation responses and written and practical exam scores between the two learning groups. This study suggests that …