Active Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning

Baepler, Paul; Walker, J. D.

doi:10.1002/tl.20083

Cited by 57 publications

(54 citation statements)

References 13 publications

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“…Based on active learning, it can be found that students also learn responsibility among individuals and groups in solving the problem. As confirmed by Baepler & Walker [3] that active learning in groups can assign students to take responsibility for their self and their group due to the task they have.…”

Section: B Discussionmentioning

confidence: 86%

“…The use of this method, students usually will feel the environment to be more fun, so their learning achievement can be maximized. It is corresponding to Baepler & Walker research [3] that class which uses active learning will generate positive education. That matter happens because of the active learning constitutes one of the learning processes that involves physic effectively that gives effect for students in learning achievement [9] [17].…”

Section: B Active Learningmentioning

confidence: 99%

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Active Learning : Type of Card Sort to Enhance Students Achievement

Puspitarini¹,

Mustadi²,

Soeharto³

2019

Joint Proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International C

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This research is intended to know the use of active learning type card sort to enhance students achievement in history material of elementary students. This research gives solution regarding the problem of the lowest achievement of history lesson which is faced by the teacher who uses student center methodology. The pattern of this research is action research in the class that uses Kemmis and Taggart comprised of scheming, action, and observation, also a reflection that involve fifth-grade students amount 17 students and a teacher. Technique for collecting the data is in form of test to measure students achievement with the test instrument that already been validated by the expert lecturer. Technique for analyzing the data uses descriptive analysis to analyze students achievement data. This research explains the result of how to enhance students achievement on history material uses active learning type card sort in two cycles. This research also explains steps the use of active learning type card sort in learning history material. The research finding uses type card sort is beneficial in learning history becomes active and enhance students achievement, in case, it can help teacher or school in the use of learning methodology more innovative, so that it can enhance students achievement in others material. This research is expected able to be used as further research that apply for active learning type card sort yet on a different variable such as creativity, critical thinking, or with different learning.

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Section: B Discussionmentioning

confidence: 86%

Section: B Active Learningmentioning

confidence: 99%

Active Learning : Type of Card Sort to Enhance Students Achievement

Puspitarini¹,

Mustadi²,

Soeharto³

2019

Joint Proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International C

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“…Comprehensive or simplified sets of questions have been asked to measure rapport in those studies [29,30], but in this study we directly asked students to gauge perceived rapport in a single question. Others described this concept as educational alliance or reduction of psychological distance that leads to improved outcomes [31][32][33]. Overall, fostering social connectedness, particularly rapport between students and faculty in today's online society, was a main goal of creating the FB discussion group in this study.…”

Section: Need For a New Venue To Foster Learner-teacher Relationshipmentioning

confidence: 89%

Using a Facebook group to facilitate faculty-student interactions during preclinical medical education: a retrospective survey analysis

et al. 2020

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Background: Strong learner-teacher relationships are associated with more successful learning outcomes. With shortened modular curricula and increased availability of online resources, fostering faculty interaction with preclinical medical students has become more challenging. We sought to enhance learner-teacher relationships by engaging in discussion with preclinical medical students in their own online space. Methods: We utilized a closed Facebook discussion group, where faculty and students voluntarily joined in informal discussions and shared announcements related to their courses. The closed discussion group allowed only participating students and faculty to see others' posts within the group. This provided a platform to freely interact within the confines of the group while maintaining privacy for the personal Facebook accounts of both faculty and students. We utilized the discussion group through three separate organ system-based modules for 14 weeks. Afterward, students were asked to complete an anonymous, voluntary online survey about their experience. Results: 94.1% (160/170) of enrolled second-year medical students joined the voluntary FB discussion group. There were 214 posts, 628 comments, and 4166 reactions in this discussion group during the three modules. Of the students in the group, 74.4% (119/160) responded to the online survey. Overall, students strongly agreed that the Facebook discussion group fostered better rapport with faculty, helped content learning, and improved emotional well-being. Also, they felt more comfortable seeking academic help after using the discussion group. They reported a slight preference for Facebook over email as a medium for asking questions, but no preference for either as a medium for distributing announcements. Students overwhelmingly recommended that the discussion group should be continued in future years. Conclusion: The Facebook discussion group was a free, efficient, and effective method of cultivating the learnerteacher relationship with the preclinical medical students, resulting in reported enhancement of learning and morale.

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“…This has changed everything for me. (Monica, novice instructor) Over the past 20 years, researcher interest in the impact of space on teaching and learning has grown (Baepler & Walker, 2014;Beichner, 2014;Brooks, 2011;Granito & Santana, 2016;Jamieson, 2003;Temple, 2008), even to the point of prompting an annual "International Forum on Active Learning Classrooms" conference at the University of Minnesota (inaugurated in 2011) and warranting a journal dedicated solely to this issue, with the Journal of Learning Spaces launched in 2011. A driver for this interest is research that exposes the limitations of the conventional lecture.…”

mentioning

confidence: 99%

Between Knowing and Learning: New Instructors' Experiences in Active Learning Classrooms

2018

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Over the past 20 years, interest in the impact of space on teaching and learning has grown, and higher education institutions have responded by creating Active Learning Classrooms (ALCs)—spaces designed to promote active, student-centred learning. While ALC research has explored teaching methods, student experience, and student learning, less is known about how teaching in these spaces affects instructors. We contribute to this discussion by investigating teachers’ educational development in these spaces. We asked new instructors to reflect on their ALC experiences, exploring their pre-course preparation and their perceptions about themselves, their students, and teaching and learning. Their reflections revealed key differences between knowing and learning: Although all participants knew about and were dedicated to student-centred pedagogy before teaching in the ALCs, teaching in these spaces prompted transformative learning through which they shifted both their behaviours and perceptions about student learning and about their own roles in the classroom. Au cours des 20 dernières années, l’intérêt consacré à l’impact de l’espace sur l’enseignement et l’apprentissage a augmenté et les établissements d’enseignement supérieur ont répondu en créant des classes d’apprentissage actif (CAA) – des espaces consacrés à la promotion de l’apprentissage actif centré sur l’étudiant. Alors que la recherche portant sur les CAA a exploré les méthodes d’enseignement, l’expérience des étudiants et l’apprentissage des étudiants, on s’est moins intéressé à la question de savoir comment le fait d’enseigner dans ces espaces affectait les instructeurs. Nous contribuons à cette discussion en examinant le développement éducationnel des enseignants dans ces espaces. Nous avons demandé à de nouveaux instructeurs de réfléchir à leurs expériences en CAA, d’explorer leurs préparations avant les cours et leurs perceptions sur eux-mêmes, sur leurs étudiants et sur l’enseignement et l’apprentissage. Leurs réflexions ont révélé des différences majeures entre savoir et apprendre : bien que tous les participants aient été au courant, avant d’enseigner dans une classe d’apprentissage actif, de la pédagogie centrée sur l’apprenant et y aient été dévoués, l’enseignement dans ces espaces a engendré un apprentissage transformateur qui a abouti à un changement à la fois dans leurs comportements et dans leurs perceptions sur l’apprentissage des étudiants ainsi que sur leurs propres rôles dans la salle de classe.

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Active Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning

Abstract: This chapter explores the “educational alliance” among students and between students and instructors. We contend that this is a framework that can help us understand how active learning classrooms facilitate positive educational outcomes.

Cited by 57 publications

References 13 publications

Active Learning : Type of Card Sort to Enhance Students Achievement

Active Learning : Type of Card Sort to Enhance Students Achievement

Using a Facebook group to facilitate faculty-student interactions during preclinical medical education: a retrospective survey analysis

Between Knowing and Learning: New Instructors' Experiences in Active Learning Classrooms

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