A Multi-disciplinary Empirical Investigation of Active Learning Classroom’s Effects on Student Learning

Gordy, Xiaoshan Z.; Zhang, Lei; Sullivan, Amy L.; Haynie, Lisa; Richards-Moore, La’Toya; Bailey, Jessica H.

doi:10.31532/interdiscipeducpsychol.2.1.003

Cited by 5 publications

(7 citation statements)

References 17 publications

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“…Our previous analysis examined the differences in mean scores of grades earned in the ALC and TCs, 19 but failed to explore how different variables influenced the final grades in different learning environments. To find out the correlations among students' demographics, prior academic performance variables, and final grades in each type of classroom setting, we performed separate multiple regression analyses.…”

Section: Resultsmentioning

confidence: 99%

Teaching and Learning in an Active Learning Classroom: A Mixed‐Methods Empirical Cohort Study of Dental Hygiene Students

Gordy

Zhang

Sullivan

et al. 2019

Journal of Dental Education

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The aim of this study was to discover how an active learning classroom (ALC) influenced the teaching and learning of dental radiology with dental hygiene students through a mixed‐methods approach. A year‐long observation of a dental hygiene professor who was teaching two consecutive courses in an ALC was conducted in 2015–16. Nineteen classes were recorded and transcribed, and observational notes on classroom activities were taken. Towards the end of the academic year, the professor was interviewed with use of a 13‐question guide, and the students were surveyed with a 25‐question survey. Moreover, five‐year grades in the same two courses, including four‐year historical grades earned in the traditional classrooms (TCs) and one year from the ALC, were collected along with demographic and prior academic performance data. Thirty‐two of the 38 students responded to the survey, for a response rate of 84%. The results showed that 63% of the students preferred to take classes in the ALC rather than TC. They especially enjoyed the ALC's spaciousness, mobility, unobstructed views, and ease of information‐sharing and engagement in class. However, the ALC presented both the faculty and students with sensory and technique challenges. The analysis of students' grades suggested that GPA was one of the strongest predictors for both courses' final grades in the TCs but had weaker predicting significance in the ALC setting. Overall, the majority of students enjoyed taking classes in the ALC due to its physical charm and dynamic collaboration. Sensory and technique challenges coexisted with benefits.

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Section: Resultsmentioning

confidence: 99%

Teaching and Learning in an Active Learning Classroom: A Mixed‐Methods Empirical Cohort Study of Dental Hygiene Students

Gordy

Zhang

Sullivan

et al. 2019

Journal of Dental Education

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“…Secondly, as flipped classroom setting is new to the teaching staff and students, the full potential of it might not have been reached. Improved experience with flipped classroom setting might lead to a more promising result [ 16 ]. Nevertheless, our findings agree with a recent systematic review that showed the flipped classroom was as effective as the traditional teaching method [ 14 ].…”

Section: Discussionmentioning

confidence: 99%

Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill

et al. 2021

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Flipped classroom may overcome weaknesses of live demonstration in teaching orthodontic wire-bending. This study aims to compare the effectiveness between flipped classroom and live demonstration in transferring skills for fabricating Adams clasp. Forty third-year undergraduate dental students were assigned to two groups. The students in group LD (n = 20) attended a live demonstration while students in group FC (n = 20) attended a flipped classroom. Both groups were taught on skills to fabricate Adams clasp in a standardised way. Each student from both groups were asked to submit an Adams clasp for a blinded quality assessment by two trained and calibrated assessors using a 18-item rubric, followed by validated students’ satisfaction questionnaires to evaluate their perceived satisfaction on the teaching method received. A crossover study was then conducted three weeks later where LD attended a flipped classroom while FC attended a live demonstration. Students’ satisfaction questionnaires were again collected from each student for blinded analysis. Mean scores for the quality of Adams clasp were 9.775 and 9.125 for LD and FC, respectively. No significant difference was detected between the two groups. Statistically significant association was found for one statement on the questionnaire, “I found the classroom arrangements conducive for the wire-bending activity” (p = 0.010). No significant differences were found between the two groups for other statements (p > 0.05). In conclusion, within the limitations of the study, flipped classroom is equally effective as conventional live demonstration in transferring orthodontic wire-bending skills for fabrication of Adams clasp. However, students perceived the classroom arrangements during the flipped classroom significantly more conducive for teaching orthodontic wire-bending.

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“…Although our students used both the traditional lecture hall and the CUBE during their five academic years, they utilised the traditional lecture hall more frequently. Familiarity of the students and the teachers with the new learning space may influence the experience of users (Gordy et al, 2018). Nevertheless, there is a need to upgrade the lecture hall to be a technology-rich learning environment while maintaining the features of a traditional lecture hall that the students preferred.…”

Section: Discussionmentioning

confidence: 99%

“…However, the active learning classroom also affects students with sensory and technique challenges i.e., the students can be distracted by the enhanced sensory stimulation and it requires students to have the technical skills to follow the class (Gordy et al, 2019). Although students preferred an active learning classroom, the advantage was not reflected in terms of improvement in the examination grades (Gordy et al, 2018). However, the duration of use and familiarity of the students and the teachers with the new learning environment is another influencing factor.…”

Section: Discussionmentioning

confidence: 99%

“…However, the duration of use and familiarity of the students and the teachers with the new learning environment is another influencing factor. Improved experience with the new learning environment might lead to a more promising outcome on the teaching and learning effectiveness in the long term (Gordy et al, 2018). Thus, there is a need to look into the pros and cons of the conventional lecture hall, and the modern interactive learning space, as well as its relevance and efficiency in teaching undergraduate dentistry course.…”

Section: Discussionmentioning

confidence: 99%

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Dental Students’ Perceptions of Learning Space: A Focus Group Study

Lau

Sivarajan

Yusof

2020

AOS

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Optimal learning space enhances teaching and learning experience and may differ from one discipline to another. This research aimed to explore the opinions on learning spaces for teaching and learning orthodontic course among recent dental graduates. Focus group discussions (FGD) were conducted in 2018 with two groups of recent graduates (eight participants per group) based on their orthodontic examination results (high and low grades). They were asked to give their opinions on the learning space provided for orthodontic lectures, tutorials, clinics, self-study and networking. Discussions during the FGD were audio and video recorded. Data were transcribed and thematically analysed using the NVivo version 12 software. For lectures, the graduates preferred a conventional lecture hall layout with an individual power outlet and a desk large enough for a laptop. For tutorials, the graduates with higher grades preferred e-tutorials while the graduates with lower grades preferred the conventional tutorials. For clinical teaching, the graduates perceived the laboratory's operating hours as limited and suggested a 24-h access card. The graduates preferred live-streaming sessions instead of on-site teachings for combined clinics. They also felt that they do not have time for self-study and networking during their time in the campus. The findings of the study showed that learning space preferences of undergraduate dental students for lecture, tutorial, clinic, self-study and networking were more focused towards their learning activities, which were different from the current concept of learning space. Future planning of learning space should consider students' preferences in order to fulfil their learning goals.

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A Multi-disciplinary Empirical Investigation of Active Learning Classroom’s Effects on Student Learning

Cited by 5 publications

References 17 publications

Teaching and Learning in an Active Learning Classroom: A Mixed‐Methods Empirical Cohort Study of Dental Hygiene Students

Teaching and Learning in an Active Learning Classroom: A Mixed‐Methods Empirical Cohort Study of Dental Hygiene Students

Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill

Dental Students’ Perceptions of Learning Space: A Focus Group Study

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