Active Learning Strategies and Competency-Based Design in Research Education: a Longitudinal Review

Haughton, Noela A.

doi:10.14434/josotl.v19i4.25747

Cited by 6 publications

(8 citation statements)

References 27 publications

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“…Nguyen et al (2021) suggested to plan effective team-based activities and to encourage students to give feedback to others. Haughton (2019) encouraged within-group collaboration and then between-group collaboration to support a communicative and supportive classroom environment. This suggestion of providing collaborative opportunities also agrees with Johnson et al (2019), where researchers used an open-space learning activity to promote students’ collaborative and active learning when teaching mixed methods in health science.…”

Section: Discussionmentioning

confidence: 99%

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Teaching Mixed Methods Using Active Learning Approaches

Zhou

2022

Journal of Mixed Methods Research

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There is a paucity of empirical research on teaching mixed methods. To fill this gap in literature, this convergent mixed methods study explores the effectiveness of using active learning approaches in teaching a mixed methods course. The qualitative data, including 10 individual interviews, 29 students’ reflections, and 26 teaching evaluation surveys, were used to examine students’ learning experience and outcomes. Students’ presentations ( N = 29) and final papers ( N = 29) were transformed into numbers as the quantitative data. The converged results indicated that students were actively engaged in learning and achieved the expected learning outcomes. This study makes valuable contributions to the mixed methods pedagogical culture by providing details and suggestions on how to use active learning approaches in teaching mixed methods.

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Section: Discussionmentioning

confidence: 99%

“…The collaboration opportunities are aligned with Nguyen et al’s (2021) planning strategies and Haughton’s (2019) multiple levels of peer collaboration strategies. Nguyen et al (2021) suggested to plan effective team-based activities and to encourage students to give feedback to others.…”

Section: Discussionmentioning

confidence: 99%

Teaching Mixed Methods Using Active Learning Approaches

Zhou

2022

Journal of Mixed Methods Research

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“…A good PBL exercise design should integrate the assessment of both hard and soft skills. 16 In addition, self-assessments also foster learning through motivation and promoting metacognition. 27,28 These assessment practices and data sources support all the five Engineering Technology ABET Criterion 3.…”

Section: Literature Reviewmentioning

confidence: 99%

“…13 The integration of other active learning strategies such as peer-assisted learning can also help to build foundational knowledge and bridge knowledge gaps. 8,[14][15][16]…”

Section: Project-based Learningmentioning

confidence: 99%

A Model for incorporating information literacy and collaboration in a project-based learning pedagogical exercise with application to a fluid mechanics course

Cioc

Haughton

Cioc

et al. 2022

International Journal of Mechanical Engineering Education

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This paper describes the implementation and the results of an online project-based learning (PBL) pedagogy in an advanced fluid mechanics course in a mechanical engineering technology program. This work is a close collaboration between engineering and education faculty and the engineering librarian, and aligns with the new research areas identified by the National Engineering Education Research Colloquies and the ABET Criteria for Accrediting Engineering Technology Programs Criterion 3 (student outcomes, SLO 1 to 5) and Criterion 5 (curriculum, discipline specific content C, D and E). Students were required to work in teams to design and dimension a heating, ventilation, and air-conditioning (HVAC) duct system, a real-world expression of engineering thinking. Students applied information literacy skills to identify relevant engineering codes and standards, such as ASHRAE, and used previously learned content knowledge from various courses to finalize the project. The PBL exercise was chosen as a culminating experience and in support of engineering competencies development. The results showed improvements in the flow of air in ducts content knowledge, professional communication skills, and the ability to collaborate as part of a team, including improving one's ability to work with other students on assignments, listening to the ideas of others, learning from the ideas of others, and evaluating the ideas of others. The students unanimously agreed that the project improved their heating, ventilation, and air-conditioning (HVAC) knowledge beyond the classroom as well as their information seeking skills. Based on the students end of semester course evaluation, this PBL exercise improved their readiness for the workforce.

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“…The National Institute for Learning Outcomes Assessment (NILOA) holds that learning assessment should be primarily directed at well‐developed course assignments. “When carefully structured, they elicit knowledge and behaviors that can be calibrated to the specific proficiencies individual instructors, programs, and institutions deem important” (Hutchings et al, 2014, p. 3; also see Haughton, 2019). In other words, assignments can be oriented toward developing the transferable leadership competencies students need in a given profession, even if the course subject is not leadership.…”

Section: Build For Transferable Skills: Design An Assignment To Develop Leadership Competencymentioning

confidence: 99%

Beyond the building: Unleashing leadership potential in the graduate classroom

Perkins¹

2021

Teaching Theology & Religion

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This essay explores how classroom teaching and learning can become an incubator for leadership skills graduate students need to enhance community well-being. Teaching leadership skills at the graduate level, however, is often siloed into an elective course or internship. The developing field of humanitarian architecture addresses the need for leadership skills by prioritizing design thinking oriented toward collaborative community transformation. In conversation with humanitarian architecture's themes, this essay offers three classroom case studies exploring compelling ways to nurture leadership skills in the graduate theological classroom and beyond: (1) disrupt power differentials by sharing leadership with students; (2) create or retool a single course assignment to develop and assess a needed leadership competency; and (3) explore learning beyond the building by working in partnership with community leaders and organizations. Humanitarian architecture's focus on "building for community transformation" provides theological educators a guiding metaphor for teaching the public pastoral leadership skills faith communities need to navigate the future.

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Active Learning Strategies and Competency-Based Design in Research Education: a Longitudinal Review

Cited by 6 publications

References 27 publications

Teaching Mixed Methods Using Active Learning Approaches

Teaching Mixed Methods Using Active Learning Approaches

A Model for incorporating information literacy and collaboration in a project-based learning pedagogical exercise with application to a fluid mechanics course

Beyond the building: Unleashing leadership potential in the graduate classroom

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