Active learning as a path to critical thinking: Are competencies a roadblock?

Tedesco-Schneck, Mary

doi:10.1016/j.nepr.2012.07.007

Cited by 31 publications

(19 citation statements)

References 20 publications

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“…) and its concept was introduced over a decade ago in nursing education (Russell et al . ), previous studies on the active learning have been limited because they did not provide comprehensive use and systematic evaluation of the active learning in undergraduate nursing program (Tedesco‐Schneck ). This study aimed to fill this gap and evaluated the effect of active learning on nursing competency.…”

Section: Introductionmentioning

confidence: 99%

Competency and an active learning program in undergraduate nursing education

Shin

Sok

Hyun

et al. 2014

Journal of Advanced Nursing

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Section: Introductionmentioning

confidence: 99%

Competency and an active learning program in undergraduate nursing education

Shin

Sok

Hyun

et al. 2014

Journal of Advanced Nursing

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“…Collaborative learning has been employed to improve many different aspects of learning English as a foreign language, particularly critical thinking in writing argumentative essays. It is proposed that active learning is of utmost importance in stimulating language learners to think critically (Burbach, Matkin, & Fritz, 2004;Tedesco-Schneck, 2013;Walker, 2003). In parallel with the emphasis on the importance of collaborative learning in the class, a question of equal or greater significance centers around the effect of the composition of the group, that is, grouping "who with whom".…”

Section: Introductionmentioning

confidence: 99%

The effects of grouping types on promoting critical thinking in EFL collaborative writing

Tram

Quyen

2019

HCMCOUJS - SOCIAL SCIENCES

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Nurturing critical thinking (CT) has been acknowledged as a core objective of tertiary education, and drawn attention from academia of teaching English as a Foreign Language (EFL), particularly in EFL argumentative writing. It has been claimed that collaborative learning which stimulates the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. One of the important aspects of learning and teaching through collaboration is the group composition or grouping “who with whom”. The present study was an attempt to investigate the impact of homogeneous and heterogeneous groupings on critical thinking in collaborative writing. Having been required to write an argumentative essay as a pre-test, 75 participants, who were categorized by their prior critical thinking levels, were assigned into three group types: heterogeneous, homogeneous high and homogeneous low groups. As a consequence, four types of students were considered their improvement before and after the experiment: high-level students in heterogeneous groups, lowlevel students in heterogeneous groups, high-level students in homogeneous groups, low-level students in homogeneous groups. The results demonstrated that learners improved their critical thinking level through collaborative writing, whether working with stronger or weaker peers. However, heterogeneous grouping showed superiority over homogeneous grouping at the low level. The results revealed that cooperative learning could be especially beneficial for low students. It is hoped that the findings of the present study will give teachers deep insights into group compositions in collaborative learning courses, and will help them make better group experiences for students.

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“…The study by Freeman et al (2014) affirmed the importance of learning more about how class time was used and how students perceived the impact of active strategies on their learning. According to Tedesco-Schneck (2013) the introduction of active learning acts as a path to critical thinking in promoting students' involvement in classroom activities Active Learning Strategies: Microteaching, Peer-Reflections/Feedbacks, Self-Reflections Research findings by (Ingersoll & Strong, 2011) mentioned that microteaching is effective for prospective teachers in helping them to improve in set induction, multiple frames of reference as well as observation skills. There was a high correlation between micro-teaching performance and subsequent teaching performance.…”

Section: Introductionmentioning

confidence: 99%

Identifying the Effectiveness of Active Learning Strategies and Benefits in Curriculum and Pedagogy Course for Undergraduate TESL Students

Shaaruddin¹,

Mohamad²

2017

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The teachers nowadays are trained properly, competently enough, excel academically with high grades but still considered as "incapable" or "unfit" to teach. There are still many problems and weaknesses among young graduates, despite the initiatives taken by the government to address the issue. The adoption and practice of active learning approaches into the component of course design offered in higher institutions is a common practice nowadays and is crucial in addressing these weaknesses among our young graduates. This case study identifies the effectiveness of active learning strategies and benefits in curriculum and pedagogy course which is a central concept of student-centred learning, derived from the constructivist approach. This article aims to ensure the course efficacy by integrating active learning to support their practice of active learning brought to learners by micro teaching, peer-reflections/feedbacks and self-reflections. Data were collected from documents in a form of e-reflections in ifolio and telephone interviews via WhatsApp Mobile Phone application. This qualitative study reports in detail the experience of 10 undergraduate students. The findings reveal the effectiveness of the three commonly used strategies associated with active learning strategies in this study. Among the beneficial of imparting active learning strategies are as follows; creates positive learning environment, allows direct interaction between lecturers and students, promotes open minded ideology, learn to respect someone else opinion, enhance communication skill, allows students to personally engaged with the learning activities and encourage participation. The findings and discussion of this study would be able to help the pertinent parties such as policy maker, teachers, facilitators and students with better guidance for utilising and maximizing different other selections of active learning strategies Creative Education that could benefit teaching and learning process in the higher education scenario.

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Active learning as a path to critical thinking: Are competencies a roadblock?

Cited by 31 publications

References 20 publications

Competency and an active learning program in undergraduate nursing education

Competency and an active learning program in undergraduate nursing education

The effects of grouping types on promoting critical thinking in EFL collaborative writing

Identifying the Effectiveness of Active Learning Strategies and Benefits in Curriculum and Pedagogy Course for Undergraduate TESL Students

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